Chapter 1-5 Research Paper, Factors Affecting Class Participation of Students

FRANCISCO P.
TOLENTINO Integrated HIGH SCHOOL

Lagusan Rd. Tolentino West, Tagaytay City
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, statement of the problem,
hypothesis of the study, significance of the study, definition of terms, scope and
limitations and conceptual framework.
INTRODUCTION
Classroom participation is a very important factor in yielding positive
learning outcomes for students and further developing their abilities. Participation
means students speaking in the class, which consists of asking questions,
making comments and joining in-group activities.
In addition, Rocca (2010) Participation in the classroom has always been
important for producing effective learning result for pupils and the development
of their skills. Taking part enables students to construct based on their
understanding, exhibit that they have comprehended the material, grow more
self-assured, and use theory. These abilities are crucial for their development
throughout their education and in preparing them for the future, for their
professional lives.
Participation is considered as paying attention, being on task, responding
to questions. Participation in-group involves discussion, role play, asking
questions, seeking help, and making good use of class time, (Lekh Ghalley and
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FRANCISCO P. TOLENTINO Integrated HIGH SCHOOL
Budhi Man Rai., 2019) determine that the students who do not participate in
aforementioned activities is considered as passive.
However, the researchers of this study have noticed that some students is
not participating in the class actively especially Grade 12 Humanities and Social
Science students.
Due to such arising problem, the purpose of this study is to determine the
most common factors that affect class participation of Grade 12 Humanities and
Social Science students of Francisco P. Tolentino Integrated High School.
STATEMENT OF THE PROBLEM
This study aimed to determine the different factors affecting students’
participation of Grade 12 Humanities and Social Science students in Francisco
P. Tolentino Integrated High school.
1.What are the factors affecting students’ participation in class?
1.1 Fear,
1.2 Self Confidence; and
1.3 Behavior?
2. Is there any significant difference between the Factors that Affect Class
Participation across three (3) domains?
3. What is the most common Factor Affecting students’ participation in class?
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HYPOTHESES OF THE STUDY
1. The most common factor that affects class participation of Grade 12
HUMSS is Behavior.
2. There is a significant difference between the Factors Affecting Class
Participation of students across three (3) domains.
SIGNIFICANCE OF THE STUDY
This study will be undertaken to find out the classroom management
techniques by the teachers of Francisco P. Tolentino Integrated Highschool and
to measure its effectiveness through the participation of the students. Benefiting
the study are the various factors follows.
Students. The results will provide them with some knowledge on Factors that
affecting students’ participation in class. It will give them the information about
this study.
Teachers. The given data would guide them to have a deeper understanding
about this study and for them to identify the different factors.
Parents. Like the teachers, the parents too will understand why their children lack
participation in class through the given data. The given data would help them
formulate same preventive measure to help their children from lack of
participation in class. The findings would also up them learn the actions of their
children.
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Future Researchers. This study will help them to be their reference and guide
their research paper.
SCOPE AND LIMITATION
The study was conducted at Francisco P. Tolentino Integrated High School,
located at Lagusan Road, Tolentino West, Tagaytay City with population all
Grade-12 Humanities and Social Science students as its respondent. This study
focused on the students, towards the students that lack of participation in class
and factor that affects students’ participation in class. This study involves the
population of all Grade-12 Humanities and Social Sciences student due to the
reason that this strand involves a lot of activities and also involves facing people.
This will help the researchers to know the factors that affect student participation
and the most common factor that affect students’ participation in class.
CONCEPTUAL FRAMEWORK
The researchers will evaluate the most common factors affecting class
participation of Grade 12 humanities and social science students of Francisco P.
Tolentino Integrated High School, and the significant difference between the
domains using facts that are based on pure logic and mathematics. It will involve
analyzation and interpretation of statistical data.
To achieve the study objective, the researchers will use positivism
principles. The positivism principle adheres to the view that only “factual”
knowledge gained through observation, including measurement and depends on
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quantifiable observations that lead to statistical analyses. Positivism leads to
quantitative methodology. It is a methodology that involves the collection of
accurate, measurement-based, “scientific” data, often analyzed using statistics to
allow results to be generalized, Penny M. and Deborah A. (2014).
The study is about knowing the Factors Affecting Class Participation of
Grade 12 Humanities and Social Science students of Francisco P. Tolentino
Integrated High School. The researchers would gather data, by providing
questionnaires, and surveys to Grade 12 HUMSS students. The gathered data
by the researchers will be tallied and analyzed for interpretation.
The researchers, therefore, conclude to use positivism principle in making
the research. The weight mean will be used which will determine the most
common Factor Affecting Class Participation of Grade 12 Humanities and Social
Science students. The gathered data will then use to determine if there is
significant difference across the three (3) domains in the study.
Paradigm of the study

Factors Affecting
There is a
Class Participation
1.1 Fear significant difference
between the Factors

1.2 Self Confidence Affecting Class
Participation of
1.3 Behavior
students across
three (3) domains.

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Figure 1. Different Factors Affecting Class Participation of students and

Significance difference of the Factors Affecting Class Participation of Students.
Figure 1 shows the indicated factors that affect class participation of grade
12 HUMSS students in Francisco P. Tolentino Integrated High School that
considered to the study. The study under the input is to determine the most
common factors affecting the class participation of students and significant
difference between the factors of Grade 12 Humanities and Social Science
students in Francisco P. Tolentino Integrated High School. As a result, the
researchers will identify the common factors by survey or give questionnaires to
the students, so that researcher will indicates Factors Affecting Class Participation
of Grade 12 Humanities and Social Science students in Francisco P. Tolentino
Integrated High School.
DEFINITION OF TERMS
Behavior- one of the factors and act, why students affect their participation in
class.
Classroom- the physical or virtual space within Francisco P. Tolentino Integrated
High School where humanities and social science students engage in academic
activities.
Fear- a subjective emotional response experienced by humanities and social
science students of Francisco P. Tolentino Integrated High School that hinders
their willingness or ability to actively participate in classroom activities.
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Participation- the active involvement and engagement of humanities and social
science students from Francisco P. Tolentino Integrated High School in classroom
activities, discussions, and other academic tasks.
Self Confidence- an attitude about students’ skill, this can also be a factor to
affect class participation of students.
Students- the individuals enrolled in humanities and social science programs at
Francisco P. Tolentino Integrated High School. It specifically pertains to the target
population of your study.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related topics about factors influencing the track
choice and academic tracks.
Students Participation
According to Fakhar Aziz (2018), students display a high level of taking
part in class. Additional boys took part in when compared to girls in the class,
both internally and externally Their involvement in class was influenced by the
same elements, Nevertheless, their levels of influence varied. The classroom's
drive affected the girls.in comparison to males, involvement. more boys
participated due to a great sense of self.
Zepke (2015) underlines that student ‘active participation, whether in
classroom, in curriculum management or in partnerships with other stakeholders,
may open for acknowledging critical active citizenship as well as students ‘social
well-being, beyond measurable out-comes and high achievement.
As stated by Effiong et al., (2016); among others, identified anxiety, low
self-esteem, shyness, fear of making mistakes, and a lack of willingness to
participate as the affective elements. In terms of the cognitive elements, it has
been noted that students' inability to formulate and organize their thoughts has a
negative impact on their engagement in oral activities. Several factors, such as
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the size of the class, a student's level of English proficiency, and prior speaking
experience, might have an impact on classroom engagement.
Factors Affecting Students Participation
Self Confidence
Kumari (2018) found a significant and positive correlation between self-
confidence and occupational aspirations. Moreover, females were found high on
self-confidence than males. Specifically, self-confidence had a significant impact
on occupational aspirations among secondary school students.
Padmakala (2018) found that self-confidence was significantly influenced
by students' gender, parents' education, parents' occupation, family size and
income, community, location, school type and religion. In addition, self-
confidence and parental support are significantly and positively correlated with a
correlation coefficient of r=0.669. The result also showed a significant and
positive relationship between high school students' self-confidence and academic
performance. In particular, the academic success of high school students was
significantly and positively influenced by self-confidence and parental support.
Nadia et al. (2019) reported that self-confidence had a significant effect on
the promotion of speaking in students. Students with high confidence could speak
clearly, had better communication with the audience, good eye contact, clear
pronunciation and intonation, and controlled gestures and facial expressions. In
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particular a student's speaking ability was significantly influenced by self-
confidence.
Psychology Today determines that Confidence is not an innate, fixed
characteristic. It’s an ability that can be acquired and improved over time.
Ballane (2019) reported that self-confidence played an important role in
developing academic performance, learning and success. Self-confidence has
been found to be a predictor of academic success. Better self-confidence better
academic performance. However, both teachers and parents played an important
role in raising students' self-esteem and self-confidence, improving students'
academic success and learning ability.
According to Akbari and et.al, (2020), self-confidence significantly
influenced the learning process of students, sharing opinions, developing
relationships with both peers and teachers, achieving goals, managing anxiety
and developing interest in classes. effectively determined confidence level.
Kotkar (2016) reports that socioeconomic status also significantly affects
personality traits and self-confidence. Interpersonal style. Students with higher
socioeconomic status had higher self-esteem than their lower socioeconomic
status counterparts. Self-confidence is not only a personality trait of students, an
interpersonal behavior style.
Devi (2017) found that self-confidence and life skills were significantly and
positively correlated in middle school. Also, girls were found to be more
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confident than boys. Private school students were confident as a public-school
student.
Vanaja and Geetha (2017) found significant correlation between self-
confidence and locus of control among secondary school students. Moreover,
students did not differ significantly on locus of control as well as self-confidence
with respect to gender, medium of instruction and type of school.
Lone (2021) found that having confidence does not imply that a student
can succeed in everything, including illogical goals. It essentially implies that the
student will feel in control of his own abilities, have a positive outlook, and be
likely to use his skills and talents in the best way possible to achieve success.
Behavior
Smith and Caruthers (2017) observed that administrators and teachers
alike deal with a variety of issues within school walls. Educational Requirements,
Behavioral Issues, and Evolving Learning Styles Many schools implement a
school-wide course of action model to mitigate issues. The classroom carries on
the culture of the school. The Positive Behavioral Interventions Support (PBIS)
framework enables teachers and students to communicate and support each
other. they control their actions. When students can control and adjust their
behavior to perform better in class.
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Amy L. Reschly, Sandra L. Christenson (2019) found that, there is a lot of
discussion in the research about how families influence children's behavior,
learning, and outcomes in school and in life. The engagement of students is
believed to be greatly influenced by their families.
In report of Education Week (2020) as cited by Leslie B. and Christina K.
(2023), that "two out of three teachers, principals, and district leaders" observed
more misbehavior from students compared with 2019 and that "44 percent of
school-district leaders" claimed they got more threats of violence from students
today than in fall 2019. Although there are many reasons why people behave
badly, terrible policies have made the issue worse.
In study of Leslie B. and Christina K. (2023), Students bored by a slow rate
of learning are more likely to act out. Conversely, students who can’t keep up
with a faster rate will get confused or frustrated, and are also likelier to act out.
Frequent disruptions interfere further with learning, perpetuating the cycle of
misbehavior.
In study of Davis, Mac Iver, & Fox, (2017) as cited by Robert B and Vaughan
B. (2019) Regular attendance, strong course performance, and positive behavior
are clearly important for student achievement and have a direct impact on
teachers' efficacy. They are also places where instructors may be able to quickly
observe the results of their work.
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In study of American University (2019) found that many factors can lead to
poor student behavior. Students who have problems at home or whose parents
have divorced, for example, may experience depression or stress. Child stress
can cause mood swings, reduced attention, and impulsive behavior, all of which
can disrupt the classroom.
Leslie B. and Christina K. (2023) found that students throughout the country
have been caught on camera throwing desks over, cursing at instructors, and
acting violently this school year. Although bad behavior in schools is nothing new,
facts and the experience of educators show that since the Covid epidemic,
student behavior has gotten worse.
American University (2019) determine that students with mental health
problems, such as anxiety disorders, may also act out in the classroom. They
may throw tantrums, avoid certain activities, or ignore the slightest criticism.
Educators need to be aware of this, as students' behavior at school may not be
consistent with their behavior at home. This is especially important in situations
where the teacher finds it necessary to arrange a call with the student's parent or
guardian.
As stated by (O'Neil, 2004) as cited by Muhammad Latif (2020), that
student’s behavior problems result in loss of time and money paid by other
students in a classroom. If a teacher is forced to stop the lesson for addressing
the chatterers to stop the side conversations or to switch-off the mobile phones,
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it causes a waste of precious time. Disruptive students are a part of almost every
classroom that cause disturbance in class in many ways.
Muhammad Latif (2020) stated that the "Inattentive behaviors", actions such
as sleeping off during lectures, constantly leaving class early, seeming bored,
paying less attention to classwork, being unmotivated, being unprepared, and
packing up the materials before the end of the lesson. Cheating on a test and
focusing more on grades than learning are examples of "miscellaneous
behaviors."
Fear
T. Scott Bledsoe Psy.D. and Janice Baskin (2015), reported that fear can
cause negative reactions in students physiologically (e.g., shortness of breath),
cognitively (inability to focus or concentrate, obsessive thinking, replaying
problematic events from previous lessons), and emotionally (easily agitated,
nervous, frustrated, and other negative feelings). exceedingly too much
exaggeration). Such fear can lead to inappropriate behavior in class, poorly
completed or missing assignments, frequent absences, or dropping out of the
course at the first problem.
A recent study of. Lignes, Ormilo, Peralta, et al, (2020) found out that males
are more likely than females to be afraid of public speaking. The main explanation
for their dread of public speaking was poor judgment, which caused the students
to lose confidence and hampered their communication skills.
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In study of (Hrithik Tapadero 2019), speech Anxiety, also known as
Communication Apprehension, Fear of Public Speaking, or just Plain Fear, is a
common occurrence while speaking in front of a group of individuals in a formal
setting. The mere thought of delivering a speech can trigger physical symptoms
such as sweating, stuttering, blushing, and dizziness. The individual frequently
forgets what he or she is planning to say and feels unprepared, hoping the
interaction will finish.
In study of Russell and Topham (2012) as cited by Grieve R et.al (2020)
according to a survey of students from two UK institutions, the majority of
respondents (80%) said that oral presentations were a source of social anxiety
that had an adverse effect on their learning and wellbeing. Less favorable scores
were found for lectures (14 to 26%), group work (25 to 26%), seminars (45 to
52%), and sharing IT resources (8 to 13%).
In study of LeFebvre, and Allen (2018). Internal and external fears have
been identified as the two main types of public speaking fears that university
students experience. Internal fears are perceptions about the speaking situation
that are specifically related to the delivery and the personal feelings the individual
speaker is experiencing, whereas external fears deal with being the focus of
attention related to the audience during public speaking.
In study of Le Febvre, and Allen (2018) as cited by Grieve R et.al (2020) an
ability to self-regulate was the second most often mentioned fear in that survey
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(23%). This was described by the researchers as students' anxiety over their own
performance during a speech, which included concerns about their own
recollection of details or their incapacity to retain presentation content when
giving a speech.
Madzlan, Seng, and Kesevan (2020) found that the use of video blogs
brought significant positive outcomes in reducing public-speaking anxiety among
English language learners.
SYNOPSIS
Classroom participation refers to the behaviors that students engage
themselves in class. This behavior can take many formats, such as raising
questions, responding to others' questions, participation in discussions,
providing feedback, and so on. Classroom participation makes students more
motivated, supports their learning, improves their communication, and promotes
higher order thinking skills. Therefore, many factors affect class participation of
the students and that’s the reason why students can’t participate actively in
class.
Self-confidence as one of the factors affecting class participation, a low
self-esteem can reduce the quality of a person's life in many different ways,
including Negative feelings – the constant self-criticism can lead to persistent
feelings of sadness, depression, anxiety, anger, shame or guilt.
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Based on the study of. Lignes, Ormilo, Peralta, et al, (2020) found out that
males are more likely than females to be afraid of public speaking. The main
explanation for their dread of public speaking was poor judgment, which caused
the students to lose confidence and hampered their communication skills. In
addition, Lone (2021) found that having confidence does not imply that a student
can succeed in everything, including illogical goals. It essentially implies that the
student will feel in control of his own abilities, have a positive outlook, and be
likely to use his skills and talents in the best way possible to achieve success.
In study of Smith and Caruthers (2017), Muhammad Latif (2020), and
American University (2019), found out that behavior of the students can also
affect their participation in class. Many factors can lead to poor student behavior.
Students who have problems at home or whose parents have divorced, for
example, may experience depression or stress. Child stress can cause mood
swings, reduced attention, and impulsive behavior, all of which can disrupt the
classroom. In addition, Leslie B. and Christina K. (2023) found that students
throughout the country have been caught on camera throwing desks over,
cursing at instructors, and acting violently this school year. Although bad behavior
in schools is nothing new, facts and the experience of educators show that since
the Covid epidemic, student behavior has gotten worse.
In study of T. Scott Bledsoe Psy.D. and Janice Baskin (2015),
LeFebvre, and Allen (2018). and Hrithik Tapadero 2019),, discussed fear is one
of the factors that affect class participation of the students. Internal and external
17
fears have been identified as the two main types of public speaking fears that
university students experience. Internal fears are perceptions about the speaking
situation that are specifically related to the delivery and the personal feelings the
individual speaker is experiencing, whereas external fears deal with being the
focus of attention related to the audience during public speaking.
(Madzlan, Seng, and Kesevan 2020) found that the use of video blogs
brought significant positive outcomes in reducing public-speaking anxiety among
English language learners.
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CHAPTER III
METHODOLOGY
Research Design
The researchers will use Descriptive Quantitative research for this study
in order to identify which factors affect the rates of participation of the students in
class. Descriptive research that focuses on gathering data and emphasize on the
object of measurements and statistical data collected through questionnaire and
surveys.
Sources of Data
The respondents were Grade 12 Humanities and Social at Francisco P.
Tolentino Integrated High School with population of 151 senior high school grade
12 students for the Academic Year 2022-2023.
Research Instrument
Description of Questionnaire type
In the study, a self-made questionnaire will be used. Each domain was
carefully evaluated by the validators, who also considered how extent a domain
should be before creating a questionnaire. An English teacher, a technical
teacher, and a guidance teacher will provide each feedback on the questionnaire
and validate it.
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Description of Informed Consent
The informed consent includes a letter for the respondents. It will also
provide a summary of the informed consent, followed by the lead investigators'
contact details. The processes, duration, participant requirements, participant
responsibilities, potential risk, benefits, compensation, and costs, extent of
anonymity and secrecy, respondents' rights, rights to ask questions, and contact
information were all covered in the first section of informed consent. Finally, the
respondents will receive a Certificate of Voluntary Consent, which will indicate
whether they choose to participate in the study or not. After determining who has
chosen to participate, a letter requesting parental approval will be distributed.
Description of Personal Information
No names or other direct personal identifiers will be utilized in the study
because only the principal investigators will have access to the information
provided by the respondents. Throughout the analyses and any written findings,
the researchers will only utilize numbers and electronic code to specifically
identify the respondents. The principal investigators must obtain the participant's
written consent before using any portion of the participant's responses for any
other purpose.
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Description of Questionnaire Proper
The questionnaire consists of three (3) parts, the personal information of
the participants. Note that the name is optional for the participant to provide.
Followed by fifteen (15) negative item test in which the answer is according to
scale provided.
Data Gathering Procedure
A. Permission to Conduct
Before conducting the survey on Grade 12 level of Francisco P. Tolentino
National High School, the researchers prepared a permission letter to be
submitted to the principal of the school to conduct a pilot testing and final survey.
The data collection will be conducted during the first semester of school year
2022-2023.
B. Process of Validity and Reliability
The questionnaire will be validated by the English Critic, English Critic and
Guidance Critic to prove its credibility. The following critics will validate the
questionnaire’s grammar, content, and behavior. The researchers will conduct a
pilot testing to Senior High School Grade 12 HUMSS students of Francisco P.
Tolentino Integrated High School and test the reliability using Cronbach’s Alpha
(Cronbach’s a) developed by Lee Cronbach, in which item should have the
reliability level of greater than 0.70 or 70%.
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C. Process of Administering Survey Questionnaire
With the permission given to researchers to conduct a pilot testing and final
survey, the researchers will start creating the survey questionnaire in e-forms, in
which respondents may answer during their free time. If networks are not
available for the respondents to answer the questionnaire, the researchers will
provide.
D. Ethical Considerations
There will be complete confidence in the findings that are to be obtained.
The responders' responses are completely confidential, and so is all the
information they supply. The only people who will receive any information that
could directly or indirectly identify the respondents are those who have consented
to participate in the study.
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Statistical Treatment of Data
Qualitative
Response Weight Range Interpretation
Description
Strongly The
Agree (SA) 1 respondents
1.0 – 1.49 High
were deeply
affected.
The
respondents
Agree (A) 2 1.5 – 2.49 Moderate were affected
at some
extent.
The
Disagree (D)
respondents
3 2.5 – 3.49 Low
were slightly
affected.
The
Strongly respondents
4 3.5 – 4.0 Very low
Disagree (SD) were affected
very lightly.
1. In identify the Factors Affecting Class Participation of Grade 12 HUMSS
students in Francisco P. Tolentino Integrated High School Academic Year 2022-
2023 the researchers will use weighted mean.
2. To determine the most common Factors Affecting Class Participation of Grade
12 HUMSS students in Francisco P. Tolentino Integrated High School Academic
Year 2022-2023 the researchers use grand mean
3. To evaluate the significant difference across the three (3) domains of Factors
Affecting Class Participation of Grade 12 Humanities and Social Science of
Francisco P. Tolentino Integrated High School Academic Year 2022–2023, the
researchers will use exploratory method. If the results fall into normal data, the
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researchers will use one-way ANOVA for repeated measures, and if the data is
abnormal, then the researchers will use Friedman Test.
4. The value of Kolmogorov-Smirnov test statistics (D) is .12575 and the
probability value (p-value) is .93462. Hence, the data does not differ significantly
from that which is normally distributed. Therefore, the data is parametric. To
evaluate the significant difference across three (3) domain of Factors Affecting
Class Participation of Grade 12 Humanities and Social Science students in
Francisco P. Tolentino Integrated High school, the researchers will use One-Way
ANOVA for Repeated Measures.
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CHAPTER IV
ANALYSIS, PRESENTATION, AND INTERPRETATION OF DATA
Table 2
Fear one of the Factors on Classroom Participation of Grade 12

Humanities and Social Science students of Francisco P. Tolentino
Integrated High School
Weighted Qualitative
Statements Rank
mean Description
1. I am afraid of socializing in
classroom. 1 High 5
2. I’m afraid talking to my
classmates. 2.74 Low 1
3. I’m afraid of making mistake in
2.55 Low 3
class.
4. I lose my focus doing the 2.61 Low 2
activities whenever my
classmate is staring at me.
5. I’m afraid of saying the wrong
answer in any question that 2.50 Low 4
the teachers given.
TOTALITY: 2.28 Low
Table 2 shows that fear is put to consideration this affecting the
student's participation in class. Ranked first is the being afraid of talking to
classmates. Ranked Second is the losing focus doing the things whenever when
someone is staring. Ranked third is the afraid of making mistake. Ranked fourth
is the afraid of saying the wrong answer and lastly the afraid of socializing in
class.
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The totality mean of 2.28 meant that Fear were Slightly affected the
respondents.
T. Scott Bledsoe Psy.D. and Janice Baskin (2015), reported that Fear can
cause negative reactions in students physiologically (eg, shortness of breath),
cognitively (inability to focus or concentrate, obsessive thinking, replaying
problematic events from previous lessons), and emotionally (easily agitated,
nervous, frustrated, and other negative feelings). exceedingly too much
exaggeration). Such fear can lead to inappropriate behavior in class, poorly
completed or missing assignments, frequent absences, or dropping out of the
course at the first problem.
The results indicate that fear has a mild impact on the respondents'
participation in class. However, even though the impact is slight, it is still important
to address these fears to create a supportive and inclusive learning environment.
Encouraging open communication, providing a safe space for making mistakes,
and implementing strategies to alleviate social anxiety can help students
overcome their fears and actively engage in the classroom.
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Table 3
Self-confidence as a Factors on Classroom Participation of Grade 12
Humanities and Social Science students in Francisco P. Tolentino
Integrated High Scholl
Statements Rank
mean Description
1. I do the activity in school alone

because I’m too shy to ask for help 2.63 Low 4
from my classmates.
2. I don’t have courage to answer 2.17 Moderate 5
any questions that the teacher given.
2.81 Low 1
3. I don’t participate in role play
activity in class because I feel shy. 2.70 Low 3
4. I don’t have the courage to raise
my hands in class to answer the
questions.
5. I don’t have the courage to speak 2.75 Low 2
in front of my classmates.
TOTALITY: 2.61 Low
Table 3 shows that self-confidence is put into consideration, this affecting the
student's participation in class. Ranked first is not participating in role play activity
because of shyness. Ranked Second is lacking courage to speak in front of class.
Ranked third is lacking the courage to raise a hand to answer. Ranked fourth is
doing activity alone because of shyness of asking for help and lastly lacking the
courage to answering the question that the teacher given.
The totality mean of 2.61 meant that Self-confidence were Slightly affected
the respondents.
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(Salim 2015) reported that students with self-confidence can communicate
easily because they can overcome their fears and negative thoughts, especially
when presenting orally in front of the class. Being able to communicate fluently
and confidently is a positive influence of high self-confidence that students can
improve their academic performance in speaking classes as they meet the
standards assessment of speaking ability.
The findings show that self-confidence plays an important role in student
participation. By addressing self-confidence issues, educators can create a
supportive environment where students feel empowered to engage actively.
Fostering self-confidence leads to improved participation, communication skills,
and overall academic success.
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Table 4:
Behavior as a Factors on Classroom Participation of Grade 12 Humanities
and Social Science students in Francisco P. Tolentino Integrated High
School
Statements Rank
mean Description
1. I ignore people who want to talk

to me. 2.83 Low 5
2. I avoid being the center of 2.47 Moderate 1

attention in class.
2.70 Low 3
3. I avoid talking to my classmates.
4. I avoid activities in class that Low 2
involves/requires speaking. 2.72

5. I tend not to listen when I don’t
2.79 Low 4
understand the discussion
TOTALITY: 2.70 Low
Table 4 shows that behavior is put into consideration, this affecting the
student's participation in class. Ranked first is avoid being center of attention in
class. Ranked Second is avoiding the activity that requires speaking. Ranked
third is avoid talking to classmates. Ranked fourth is tend not to listen when I
don’t understand the discussion and lastly is ignore people who wants to talk to
me.
The totality mean of 2.70 meant that Behavior were Slightly affected the
respondents.
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In study of American University (2019) found that many factors can lead to
poor student behavior. Students who have problems at home or whose parents
have divorced, for example, may experience depression or stress. Child stress
can cause mood swings, reduced attention, and impulsive behavior, all of which
can disrupt the classroom.
Behavior has a slightly negative effect on the respondents' participation in
class. While the impact is not severe, it suggests that there is room for
improvement in addressing these behaviors and creating a more inclusive and
engaging classroom environment that encourages active participation and
interaction among students.
Table 5:
Reveals the Summary of Domain in Factors Affecting Class Participation

of Grade 12 Humanities and Social Science students in Francisco P.
Tolentino Integrated High school.
Standard Qualitative
Domain Mean Rank
Deviation Description
Fear 2.28 0.56 Low 3
Self-confidence 2.61 0.57 Low 2
Behavior 2.70 0.69 Low 1
Table 5 shows summary of domain. Rank third is fear with the mean of 2.28,
standard deviation of 0.56 and the qualitative description is low. Rank second is
self-confidence with the mean of 2.61, standard deviation of 0.57 and the
30
qualitative description is low. The rank first is behavior with the mean of 2.70,
standard deviation of 0.69, and the qualitative description low. The behavior has
the highest mean across 3 domain and considered as a most common factor that
affect class participation of grade 12 HUMSS.
In study of Susak (2016) factors that affect students’ classroom
participation can be divided into two categories: internal factors and external
factors. Students’ abilities, interest and motivation, inclination, prior knowledge,
physical and learning disabilities are examples of internal factors. In contrast,
teachers’, and parents ‘behavior, support, students’ age, relationship with peers,
classroom environment, curriculum, social and economic status of parents, and
other factors are examples of external factors.
Based on these findings, improving student behavior should be a primary
focus for enhancing class participation in grade 12 HUMSS students. Although
self-confidence and fear also contribute to class participation, they are
comparatively less influential. Therefore, addressing and improving students'
behavior may have the most significant positive impact on their engagement and
participation in the classroom.
31
Table 6:
Significant Difference of Factor Affecting Class Participation of Grade 12

Humanities and Social Science students of Francisco P. Tolentino
Integrated High School
Degrees
Standard P- C-
Domain Mean QD Rank of Decision
Deviation Value Value
Freedom
Fear 2.28 0.56 Low 3
Self - Rejected
2.61 0.57 Low 2 150 <0.05 <00001
Confidence (Ho)
Behavior 2.70 0.69 Low 1
Table 6 shows if there is a significant difference across three (3) domains of
Factors Affecting Class Participation of Grade 12 Humanities and Social Science
students in Francisco P. Tolentino Integrated High School.
Since the computed value of 0.00001 is less than the probability value of 0.05
with 150 degrees of freedom then, the null hypothesis (Ho) is rejected. Hence,
there is no significant difference across the three (3) domains of factors affecting
class participation of students.
According to Fakhar Aziz (2018), students display a high level of taking
part in class. Additional boys took part in when compared to girls in the class,
both internally and externally Their involvement in class was influenced by the
same elements, Nevertheless, their levels of influence varied. The classroom's
drive affected the girls.in comparison to males, involvement. more boys
participated due to a great sense of self.
32
The results show that the factors affecting class participation of grade 12
Humanities and Social Science in Francisco P. Tolentino Integrated High School
don’t have a significant difference across three domains.
33
CHAPTER V
Summary, Conclusion and Recommendations
Summary
This study aims to determine the Factors Affecting Class Participation of
Grade 12 Humanities and Social Science students of Francisco P. Tolentino
Integrated High School Academic Year 2022-2023. The Factors are Fear, Self-
confidence, and Behavior. From the collected data the most common factors that
affect Grade 12 Humanities and Social Science students is Behavior.
Findings
The Findings of the study were summarized based on the statement of the
problem in chapter 1.
1. What are the factors that affect class participation of Grade 12 Humanities
and Social Science students in Francisco P. Tolentino Integrated High school.
1. Fear
Fear has a totality mean of 2.28 and the qualitative description is low
which means that fear was slightly affected the Grade 12 Humanities and Social
Sciences students of Francisco P. Tolentino Integrated High School.
34
2. Self-confidence
Self-confidence has a totality mean of 2.61 and the qualitative
description is low which means that Self-confidence was slightly affected the
Grade 12 Humanities and Social Sciences students of Francisco P. Tolentino
Integrated High School.
3. Behavior
Behavior has a totality mean of 2.70 and the qualitative description is low
which means that behavior slightly affected the Grade 12 Humanities and
Social Sciences students of Francisco P. Tolentino Integrated High School.
2.What are the most common factors that affect class participation of Grade 12
Humanities and Social Science students in Francisco P. Tolentino Integrated
Highschool.
The most common factors that affect Grade 12 Humanities and Social
Science students of Francisco P. Tolentino Integrated High School is Behavior,
having a totality mean of 2.70.
3. is there any significant difference of the Factors that Affect Class Participation
across three (3) domains?
Fear as a factor that affects class participation of students has a totality mean
of 2.28. Self-confidence as a factor that affects class participation of students has
35
a totality mean of 2.61. Behavior as a factor that affects class participation of
students has a totality mean of 2.70.
The data also show that the computed value of 0.00001 is less than the p-value
of 0.5; hence with 150 degree of freedom and there is no significance difference
across three (3) domains of factors affecting class participation of Grade 12
Humanities and Social Science students of Francisco P. Tolentino Integrated
High School. The null hypothesis is rejected.
Conclusion
The researcher concluded that the most common factor that affects Grade 12
humanities and Social Science students of Francisco P. Tolentino Integrated
High school is because of their behavior.
Therefore, in the hypothesis number one (1) proves that behavior is the
most common factors affecting class participation of Grade 12 Humanities and
Social Science students and in hypothesis number two (2) prove that there is a
significant difference of the Factors Affecting Class Participation of students
across three (3) domains.
36
Recommendations
After gathering, analyzing and interpreting the data, the researchers recommend
some points for the following:
Students-students can involve themselves in every class activity and
participate in class actively because there are a lot of benefits. Use their behavior
in good way, where can they get benefits.
Parents- The parents can contribute by motivating and trusting their
son/daughter that they can do every challenge they are going to face.
Teachers- Just like the parents, teachers can also contribute by discussing
to the students the benefits of using a behavior in a good way, this can also help
the students to overcome their bad behavior.
Future Researchers- Based on the study, the future researchers can
conduct an action research study about the factors affecting class participation of
the students and served as a guide for related research purpose.
37
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(2016).Assesing teacher appraisals and stress in the classroom ;Review
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40
APPENDICES
41
Appendix A:
Letter to the Principal
42
43
Appendix B:
Letter to the
Respondents
44
45
APPENDIX A:
LETTER TO THE
PARENTS
46
47
APPENDIX B:
CERTIFICATION OF
VALIDATORS
48
49
50
51
APPENDIX B:
CERTIFICATION OF
STATISTICAL ANALYSIS
52
53
APPENDIX B:
CERTIFICATION OF
ENGLISH CRITIQUE
54
55
APPENDIX B:
CERTIFICATION OF
AUTHOR
56
57
58
59
APPENDIX C:
SAMPLE
QUESTIONNAIRE
60
FACTORS AFFECTING CLASS PARTICIPATION OF GRADE 12 HUMSS STUDENTS IN FRANCISCO P.

TOLENTINO INTEGRATED HIGH SCHOOL ACADEMIC YEAR 2022–2023
Part I: Personal Information

Instructions: Kindly supply the information asked, provide the correct information by filling in the
blanks.
NAME (Optional):
Part II: Factors Affecting Class Participation
Instructions: On a scale from one to four, check ONE answer that would best describe the extent
of each factor (as expressed in each of the statements) had influenced you or still influencing you.
Each response option on the scale is rated as in the following:
Scale – Qualitative Description

1 – Strongly Agree (SA)
2 – Agree (A)
3 – Disagree (D)
4 – Strongly Disagree (SD)
1 2 3 4
A. Fear
SA A D SD
1. I am afraid of socializing in classroom.
2. I’m afraid talking to my classmates.
3. I’m afraid of making mistakes in class.
4. I lose my focus doing the activities whenever my classmate is
staring at me.
5. I’m afraid of saying the wrong answer in any question that the
teachers given.
1 2 3 4
B. Self Confidence
SA A D SD
6. I do the activity in school alone because I’m too shy to ask for help
from my classmates.
7. I don’t have courage to answer any questions that the teacher given.
8. I don’t participate in role play activity in class because I feel shy.
9. I don’t have the courage to raise my hands in class to answer the
questions.
10. I don’t have the courage to speak in front of my classmates.
61
1 2 3 4
C. Behavior
SA A D SD
11. I ignore people who wants to talk to me.
12. I avoid being center of attention in class.
13. I avoid talking to my classmates.
14. I avoid activities in class that involves/requires speaking
15. I tend not to listen when I don’t understand the discussion.
62
APPENDIX D:
CURRICULUM VITAE
63
CARLOS NATHANIEL DINGLASAN

Address: Silang, Cavite, Balite 2nd
Contact No: 09954991723
Email: thanieldinglasan@gmail.com
SKILLS & QUALIFICATION: PERSONAL DATA:

Date of Birth: May 08, 2005
• Creative
• Good communication skills Citizenship: Filipino
• Active listener
• Helpful Sex: Male
Civil Status: Single
Height: 5’9
Weight: 50kg
EDUCATIONAL ATTAINMENT:
Elementary Balite 2nd Elementary School 2014-2015

Silang, Cavite
Junior High Francisco P. Tolentino Integrated High School 2019-2022
School Tolentino West, Tagaytay City
Senior High Francisco P. Tolentino Integrated High School 2022-Present
ACHIEVEMENT:
CHARACTER REFERENCES:
MS. MARGARITA IROSIDO
TEACHER, FRANCISCO P. TOLENTINO INTEGRATED HIGH SCHOOL
(09507441795)
64
JOSHUA O. ORENDAIN
Address: Dapdap East Tagaytay City
Contact No: 09282457156
Email: joshuaorendain0413@gmail.com
SKILLS&QUALIFICATIONS: Personal Data

• Good communication skills Date of Birth: April 13, 2004
• Management skills
• Work hard Citizenship: Filipino
Sex: Male
Height: 5'8
Weight: 60kg
Elementary Dapdap East Elementary School
Dapdap East, Tagaytay City
ACHIEVEMENT:
(09507441795)
HON. JOHNNY NATANAUAN RAMOS

BARANGAY CAPTAIN, DAPDAP EAST, SILANG, CAVITE
65
DIEGO B. RODRIGO
Address: Silang, Crossing East, Tagaytay city
Contact No: 09977567217
Email: diegopogz@gmail.com
SKILLS & QUALIFICATIONS: PERSONAL DATA:

• Good at communication
• Problem solving skills Date of Birth: November 18, 2004
Citizenship: Filipino
Sex: Male
Height: 5’6
Weight: 55 kg
Elementary Maharlika East Elementary School 2015-2017
Maharlika East, Tagaytay City
ACHIEVEMENT:
• With Honor
TEACHER OF FRANCISCO P. TOLENTINO INTEGRATED HIGH SCHOOL
(09507441795)
MR. ARJAY OSCALA
WORKER SILANG CROSSING EAST TAGAYTAY CITY
(0920323409)
MS. CAMILLE ROPE
WORKER SILANG CROSSING EAST TAGAYTAY CITY
66
JANELLE FAITH M. MATULAC

Address: San Jose Tagaytay City
Contact No: 09603913949
Email: janelle.faith29@gmail.com

• The ability to work under Date of Birth: October 29, 2003
pressure and multi-task Citizenship: Filipino
• The ability to follow instructions Sex: Female
and deliver quality results Civil Status: Single
Height: 4’9
• Good communication skills Weight: 56kg
Elementary San Jose Elementary School 2010-2016
San Jose Tagaytay City
ACHIEVEMENT:
• With Honor (Grade 11)
• With Honor (Grade 12 2nd Grading)
(09507441795)
MS. SHARINA CAMPOSANO
TRAINOR AT SHAKEY’S ROBINSONS TAGAYTAY, MAHARLIKA WEST, TAGAYTAY
CITY, CAVITE
MS. PRINCESS LYNN A. PADUA
67
PIA NICOLE MENDEJA

Address: SVD Road Barangay San Jose,
Tagaytay City
Contact No: 09121664686
Email: jhonpaulmahilom19@gmail.com

• Think Before Act Date of Birth: May 05 2005
Citizenship: Filipino
Sex: Female
Height: 5’5
Weight: 50kg
Elementary Agos Gloria Elementary School
Junior High Gerardo Fanoga Senior Pambisan Munti 2018-2021
School
ACHIEVEMENT:
MS. JOSIE MARIE H. REYES
(09471000865)
MRS. ESPERANZA DISEPEDA
(0931875331)
(09507441795)
68
APPENDIX E:
DOCUMENTATION
69
Janelle (right) and Pia Nicole (left) analyzing and checking some errors in the paper.
Nathaniel encoding the responses of the respondents.
Janelle editing the references of the paper.
70
The finished proposal defense of the group.
The researcher before the poster defense start.
The researcher after the poster defense.
71
APPENDIX J:
PROGRAM
72
73

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FRANCISCO P.

TOLENTINO Integrated HIGH SCHOOL

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, statement of the problem,

limitations and conceptual framework.

Classroom participation is a very important factor in yielding positive

means students speaking in the class, which consists of asking questions,

making comments and joining in-group activities.

In addition, Rocca (2010) Participation in the classroom has always been

of their skills. Taking part enables students to construct based on their

Participation is considered as paying attention, being on task, responding

to questions. Participation in-group involves discussion, role play, asking

aforementioned activities is considered as passive.

Social Science students of Francisco P. Tolentino Integrated High School.

STATEMENT OF THE PROBLEM

This study aimed to determine the different factors affecting students’

participation of Grade 12 Humanities and Social Science students in Francisco

P. Tolentino Integrated High school.

1.What are the factors affecting students’ participation in class?

1.2 Self Confidence; and

Participation across three (3) domains?

3. What is the most common Factor Affecting students’ participation in class?

HYPOTHESES OF THE STUDY

1. The most common factor that affects class participation of Grade 12

2. There is a significant difference between the Factors Affecting Class

Participation of students across three (3) domains.

SIGNIFICANCE OF THE STUDY

This study will be undertaken to find out the classroom management

techniques by the teachers of Francisco P. Tolentino Integrated Highschool and

to measure its effectiveness through the participation of the students. Benefiting

the study are the various factors follows.

formulate same preventive measure to help their children from lack of

their research paper.

SCOPE AND LIMITATION

The study was conducted at Francisco P. Tolentino Integrated High School,

participation of Grade 12 humanities and social science students of Francisco P.

analyzation and interpretation of statistical data.

To achieve the study objective, the researchers will use positivism

knowledge gained through observation, including measurement and depends on

quantifiable observations that lead to statistical analyses. Positivism leads to

quantitative methodology. It is a methodology that involves the collection of

accurate, measurement-based, “scientific” data, often analyzed using statistics to

allow results to be generalized, Penny M. and Deborah A. (2014).

The study is about knowing the Factors Affecting Class Participation of

Grade 12 Humanities and Social Science students of Francisco P. Tolentino

Integrated High School. The researchers would gather data, by providing

questionnaires, and surveys to Grade 12 HUMSS students. The gathered data

by the researchers will be tallied and analyzed for interpretation.

The researchers, therefore, conclude to use positivism principle in making

common Factor Affecting Class Participation of Grade 12 Humanities and Social

significant difference across the three (3) domains in the study.

Paradigm of the study

between the Factors

three (3) domains.

Figure 1. Different Factors Affecting Class Participation of students and

12 HUMSS students in Francisco P. Tolentino Integrated High School that

common factors affecting the class participation of students and significant

difference between the factors of Grade 12 Humanities and Social Science

students in Francisco P. Tolentino Integrated High School. As a result, the

researchers will identify the common factors by survey or give questionnaires to

of Grade 12 Humanities and Social Science students in Francisco P. Tolentino

Integrated High School.

Classroom- the physical or virtual space within Francisco P. Tolentino Integrated