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Leader:

Members:

Topic: Class Participation on Academic Performance

Title 1: Examining the Impact of Class Participation on Academic Performance: A

Case Study of Senior High School Students at Nuestra Señora Del Carmen Institute.

RRL: According to Heck et al. (2022). Growing student mobility has raised concerns
about its detrimental consequences on academic achievement among parents, educators,
and legislators. A significant issue in looking at portability impacts in longitudinal school
achievement comparisons is providing accurate estimates. The presence of student
mobility suggests that we should model students as belonging to the series of schools
attended. They examine a few difficulties in representing understudy versatility and, due
to the presence of students, how to address the commitment of different schools to
assessing scholarly development appropriately.

According to Wonder (2021). The researcher discovered that participants

characterized class engagement as "recitation," which includes student answers to
teacher-generated questions with little to no peer interaction, through an open-ended
questionnaire and a series of interviews. They also said that the student-teacher
relationship was strong and that the fear of failure held them back from participating in
class. Participants face challenges in having their involvement evaluated for these
difficulties.

References:

Wonder, Kelly (2021). Understanding Student Perceptions of Class Participation Journal

of Effective Teaching in Higher Education, v4 n1 p40-59 Spr 2021 https://eric.ed.gov/?
q=class+participation&id=EJ1304658

Heck, Ronald H., Reid, Tingting; Leckie, George (2022). Incorporating Student Mobility
in Studying Academic Growth in Math: Comparing Several Alternative Multilevel
Formulations. School Effectiveness and School Improvement, v33 n4 p516-543 2022
https://eric.ed.gov/?q=achivement+in+several+academic&id=EJ1371665
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Title 2: Assessing the effectiveness of a class participation in developing

performance of a senior highschool student.

RRL: According to Terry & kevin (2015) a student’s level of participation, has a positive
impact on the student’s performance. active class participation increased motivation and
good processing. It turn lead to development of important knowledge and skills. such as
increased knowledge of course content, increased communication skills, and enhanced
critical thinking skills. Through participation, the knowledge will be emphasized more
and the way you deal with people will be smooth. students can perform the assignments
well he understands it better with participation in the class. a person's memory works
better through participation, written communication and critical thinking.

According to Akpur & Ugur (2021), class participation can enhance the use of the
English language. The qualitative data were analyzed through content analysis of a focus
group interview with a group of seven participants. The findings suggested that the
relationship between academic achievement and class participation was positive and
significant. It will be better to know who really understands the topic or lesson by
participating in the class, meaning that class participation has a powerful impact on
academic achievement.

According to Ernst Bekkering & Ted Ward (2020), student performance in classes
can be more effective by attending and paying attention while in class. the effect of
student participation on performance in classes. Student participation is measured by
multiplying the scores for attendance and attentiveness. This is a skills-type class,
focusing on practical skills and involving more hands-on work.

References:

Title 3: The Use of Class Participation on Enhancing Academic Performance of a

Student School Students at Nuestra Señora Del Carmen Institute.
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RRL: According to Jessey Wright (2014), class participation and active engagement
are both critical components for student success in a variety of classroom settings. in
philosophy classrooms where students are expected to develop and refine their ability
to critically and productively engage with the literature being studied while also
participating in conversations with their friends or other people around them.
Participation expectations in classes are commonly used by teachers for developing
and honing important skills in students to know if they really understand the lessons.
Teachers seek to refine and cultivate critical thinking and communication skills in
their students. This effectively encourages student participation and, on the other
hand, also provides recommendations for broadening our definition of student
participation in the classroom. Following the literature review, which will provide
active learning, will be of benefit to teachers and students alike.

References:

Topic: Kinder to Grade 12 (k-12)

Title 1: The Impact of the K-12 Curriculum on the Mental Health

RRL: According to Mary Mae Llorente (2024) kindergarten and 12 years of basic
education (six years of primary school, four years of junior high school, and two
years of senior high school [SHS]), the K–12 Program aims to cultivate lifelong learners,
give students enough time to master concepts and skills, and get graduates ready for
postsecondary education, middle-level skill development, employment, and
entrepreneurship.

References: Mary Mae Llorente The K to 12 program covers kindergarden and 12

years of basic education published in 2024

Title 2: Assessing The Academic Performance of K-12 Students in Nuestra

Señora Del Carmen Institute Inc.
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RRL: According to Naci et al. (2019) the Philippine K-12 curriculum was established
in 2012 following the enactment of the In the same year, the Enhanced Basic
Education Act and the Kindergarten Act were passed. The Division of K–12 "is the
most comprehensive basic education reform initiative ever," according to Education
(DepEd). carried out throughout the nation since the public education system was
established. Nevertheless, the execution of the new curriculum has created a number
of issues that are based on an understanding of the nature of the updated curriculum,
the extra expenses for each family, and the state of the infrastructure and amenities,
educational resources as well as instructors. These worries were evident, and the To
reduce curriculum, the government must look into how K–12 is implemented in
classrooms. mismatch. A mismatch occurs between the curriculum's anticipated,
implemented, and accomplished goals. Policymakers mandate the suggested course of
study. Conversely, however, educators executed the The curriculum that is taught in
the classroom is the curriculum that the students have achieved. Teachers and students
frequently work for narrower objectives than those that were suggested, which causes
a mismatch. Additional elements influencing curriculum changes have been
thoroughly examined by enumerating a number of these elements and classifying
them into three groups: educational, both organizing and instructive. These elements
imply that changing the curriculum is a difficult process. You ought to consider the
instructors' opinions about the program.

According to Education Research International 2020, while educational

advancements are gradually increasing, professionals aim to evaluate the effectiveness
of K–12 programs.An examination is conducted using the Scholastic Abilities Test for
Adults (SATA), a standardized tool. The SATA is a standardized assessment tool used
to gauge students' academic proficiency between the ages of 16 and 70. An analysis of
the aptitude-achievement gap can be obtained from the SATA's aptitude and
accomplishment components. This study measures the academic proficiency of K–12
children using the SATA. Science, Technology, Engineering, and Mathematics
(STEM), Accountancy Business and Management (ABM), Humanities and Social
Sciences (HUMSS), General Academic Strand (GAS), and Technical, Vocational,
Livelihood (TVL), using six subtests: (i) nonverbal reasoning (NV), (ii) quantitative
reasoning (QR), (iii) reading vocabulary (RV), (iv) reading comprehension (RC), (v)
mathematical capacity (MC), and (vi) mathematical applications (MA). The findings
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will make it possible to identify any possible gaps in the pupils' performance on each
subtest. These results would be used by stakeholders as performance indicators to
assess how the K–12 curriculum is doing based on the skills of recent graduates.
Additionally, the findings would clarify the techniques that must be developed in
order to connect the students' skills with the expected outcomes of the K–12 program.

This study presents findings from the first national survey looking at the
adoption of sustainable policies in Education in K–12 Canada. All 374 public school
divisions nationwide, as well as each of Canada's 13 provincial and territory
ministries of education, are covered by the study. One definition of sustainability was
incorporating, at the very least, an examination of environmental concerns, with the
research also covering the use of more words that are connected. Information was
gathered about three categories of policy initiatives: (a) the presence of policy focused
on sustainability, (b) involvement in sustainability certification schemes, and (c) the
presence of sustainability personnel, all of which were analyzed in connection with
several institutional and geographic variables. Using an all-encompassing institution
approach, policies specific to sustainability were investigated in five domains. to
sustainability: research, infrastructure and operations, curriculum, governance, and
community outreach. We discovered that 54% of Canadian education ministries and
59% of school divisions have policies specifically addressing sustainability; these
policies were typically found in the domains of operations and curriculum at the
ministry level. at the level of the school division. Furthermore, 25% of school
divisions employed sustainability staff members, and 43% of them had taken part in a
sustainability certification program. We explore the implications for Canadian
policymaking. additionally for intergovernmental UN policy initiatives, particularly
with relation to the creation of new policies and monitoring and assessment
initiatives. In Canada and around the world, K–12 education is placing an increasing
emphasis on sustainability. This is partially a reaction to international policy agendas
such as those led by the United UNESCO, or the United Nations Educational,
Scientific, and Cultural Organization, Decade of Instruction for Sustainable
Development (DESD, 2005–2014) The UN has grown to acknowledge the
significance of evaluation in attaining sustainability objectives and enhancing
program efficacy, particularly in education 2014's United Nations

References:
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N. J. C. Trance and L. A. M. L. Trance, “Embracing the K-12 curriculum: accounts of
Philippine teachers and students,” in Proceedings of the Journal of Physics: Conference
Series, vol. 1254, no. 1, IOP Publishing, Bristol, UK, November 2019.
https://sg.docworkspace.com/d/sIFSa8vOKAYbhjq0G

Porferio M. Almerino, Lanndon A. Ocampo, Dharyll Prince M. Abellana, Jana Gloria F.

Almerino, Irene O. Mamites, Lilibeth C. Pinili, Janine Joy L. Tenerife, Regina E. Sitoy,
Limuel J. Abelgas, Emerson D. Peteros, "Evaluating the Academic Performance of K-12
Students in the Philippines: A Standardized Evaluation Approach", Education Research
International, vol. 2020, Article ID 8877712, 8 pages, 2020.

D. Beveridge, M. McKenzie, K. Aikens, and K. Strobbe, “A national census of

sustainability in K-12 education policy: implications for international monitoring,
evaluation, and research,” Canadian Journal of Educational Administration and Policy,
vol. 188, pp. 36–52, 2019.

Title 3:Exploring the Advantages of the K-12 Program for the Students That Are
Toward Colleges

RRL:

References:

Topic: Music Therapy

Title 1: the effect of music therapy on one's health

RRL: According to Kavurmacı et al. (2020) studied university students in their study.
A control group was included in this investigation, along with the pretest and posttest.
The subject of whether music therapy influences students' quality of sleep was one
that needed to be answered. Students who volunteered to participate in the study, did
not have any neurological or psychiatric disorders, did not have a hearing issue, did
not receive any medical treatment, and who scored a total of five or higher on the
Pittsburgh Sleep Quality Index (PUQI) were included in the study. Following the
completion of randomization, students in the experimental group in this study were
permitted to use a music player to listen to music for one hour each day. another
course of action. Regarding sleeping habits, neither the experimental nor control
groups received any additional guidance. Prior to the intervention, baseline values
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were established for both groups using the Pittsburgh Sleep Quality Index. The
Pittsburgh Sleep Quality Index was then used once again as a last test following the
experimental group's administration of the music treatment. The post-test results,
when these measurements were compared, revealed that the experimental group's
sleep quality had improved relative to the control group. There was statistical
significance to this value. One non-pharmacological treatment option for treating
sleep issues is music therapy, which has been suggested as a non-pharmacological
technique that can be used in all areas of health as a painless, secure, and cost-
effective therapeutic option with no negative side effects.

According to Mollaoğlu et al., (2023) Sound waves need to enter the ear in
order for music to be perceived. After that, a sequence of events takes place in the
brain to transform these sound waves into electrical signals. When the brain
eventually processes these noises, a cascade of physiological changes in the organism
is set off. Sleep is one of the daily actions that music impacts in the brain. People's
levels of cortisol and stress hormones are regulated by music. Because it guarantees
restful sleep, this impact makes people feel more comfortable. In addition, music
helps control discomfort, which is a component that negatively affects sleep, and
makes a person feel good before bed by activating the production of dopamine.
People's responses to music are both psychological and physical. These musical
reactions have a major impact on lowering both acute and chronic pain. The
autonomic nervous system is linked to another benefit of music: better sleep. By
calming the autonomic nervous system, which regulates numerous systems
automatically, including the nervous system, music enhances sleep quality. The
autonomic nervous system is known to be significantly impacted by music listening.
Under the impact of music, the autonomic nervous system—which controls breathing,
heart rate, and blood pressure—has a restorative effect on these processes.

In a variety of contexts, music has the power to calm anxiety and promote
relaxation. While numerous studies show that some musical genres have a
subjectively beneficial anxiolytic effect, the documented physiological response
outcomes are less compelling. With virtual reality, we can maintain high ecological
validity while studying a variety of real-world settings under rigorous experimental
control. Our goal was to investigate how music could modulate the anxiety reactions
brought on by an immersive VR environment meant to arouse a fear of heights.
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Participants engaged in a virtual environment that showed an external elevator
platform rising and falling to the top of its 350-meter-tall supporting structure. In a
between-groups design, participants were assigned to either a group that rode the
elevator with background music or without it. Additionally, each group had
individuals with varying levels of fear associated with heights, spanning from
minimal to intense terror. Throughout the studies, recordings of head movements,
body balance, heart rate, and galvanic skin responses were made. Subjective anxiety
was evaluated by means of three questionnaires. The effectiveness of the scenario as a
stressor was confirmed by the notable changes it caused in both subjective and
physiological metrics. In the silent group, there was a significant increase in state
anxiety between the pre- and post-assessment, but not in the music group. This
suggests that the musical group recovered from post-stress faster. The findings imply
that music has the ability to reduce the subjective discomfort brought on by a fear of
heights. (Sofia Seinfeld et al., 2016)

References: Kavurmaci M, Dayapoğlu N, Tan M. Effect of Music Therapy on Sleep

Quality. Altern Ther Health Med. 2020 Jul;26(4):22-26. PMID: 31221932

Mollaoğlu, Songül & Mollaoglu, Mukadder. (2023). Music and Its Healing Effects.
10.5772/intechopen.113900.

Front. Psychol., 05 January 2016 Sec. Psychology for Clinical Settings Volume 6 - 2015 |
https://doi.org/10.3389/fpsyg.2015.01969

Title 2:

RRL: Music is one of the most universal ways of expression and communication for
humankind and is present in the everyday lives of people of all ages and from all cultures
around the world (Mehr et al., 2019). Hence, it seems more appropriate to talk about
musics (plural) rather than in the singular (Goble, 2015). These activities not only allow
the expression of personal inner states and feelings, but also can bring about many
positive effects in those who engage in them. There is an increasing body of empirical
and experimental studies concerning the wider benefits of musical activity, and research
in the sciences associated with music suggests that there are many dimensions of human
life—including physical, social, educational, psychological (cognitive and emotional)—
which can be affected positively by successful engagement in music (Biasutti and
Concina, 2013).
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The American Music Therapy Association (2014), states that music therapy is useful
regardless of musical background, and examples of clinical music therapy include lyric
analysis, relaxation training, songwriting, musical games, and improvising music based
on emotions or other topics relevant to treatment. In these treatments, patients go beyond
simply listening to music to engage emotions, motivations, and barriers to recovery
through lyrics and melody. KhorramabadiYadollah, (2014) researched a semi-
experimental method which aimed to examine the effect of music therapy on reducing
anxiety, depression and stress in addicts.The statistical community of theirsearch was all
substance addicts that were under treatment in Hamedan city. Total of 60 cases referredto
the therapeutic centre were chosen by accessible sampling and then 30 of them were
assigned to experiment group and 30 other ones were assigned to control group
randomly(after homogenization from different variables). Treatment lasted 8 months and
5 hours a day individually. Instruments for collecting data were anxiety, depression and
stress questionnaire (DASS), experiment the amount of methadone use along with music,
pre-test and post-test. The results indicated that music therapy reduces the amount of
depression, anxiety and stress. The study concluded that there is a significant relationship
between music therapy and reduction of anxiety depression and stress. Findings pointed
out that the effect of music therapy on reducing anxiety, depression, and stress in addicts
indicate the usefulness of music therapy on reducing anxiety, depression, and stress in
addicts.

The COVID-19 pandemic and its economic and social consequences have boosted the
burden of stress that too many people endure, worsening the levels of mental health
previously enjoyed and increasing the levels of suicidal ideation (SI) in some cases. As
Ma et al. (2022) remarks, the SI rates increased among Chinese students during the
COVID-19 pandemic, where the mental cumulative risk played a central role compared to
single mental risk and depression was the most influential risk factor for SI. It seems the
restrictions adopted by some countries have had a big effect in terms of mental health.
Wester et al. (2022) describes that countries with high restriction levels, such as severe
lockdowns, increased the risk of individuals feeling depressed, sad or lonely in front of
countries with lighter restrictions. At the same time, the feeling of loneliness among the
older population increased. Other seminal studies as the one by Pandya and Lodha
(2022), mention how university students' mental health has been affected in the course of
the COVID-19 pandemic. due to the transition to online classes. Despite the fact online
learning has allowed too many students all over the world to continue with their academic
routines, on the other hand, it has also had a negative effect on a variety of factors.
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Regarding the author, the adaptation to this new online routine may have increased stress
levels, headaches, backaches, lack of motivation to study online, or not feeling involved
because of not attending in-person classes. In addition, pregnant women were another of
the social groups that have been most affected all along the COVID-19 pandemic, in
terms of mental health. Wall and Dempsey (2022) asserts that lockdowns during the
pandemic amplified the stress factors that impact perinatal women's mental health. Apart
from the aforementioned, the post-pandemic social and economic situation, the current
climate change crisis, the war in Ukraine, the energetic crisis or the geopolitics situation
in regarding to the Chinese-Taiwanese conflict, added to the hectic days and work routine
that individuals suffer, appear as important determining factors that may increase the
burden of stress that individuals suffer, increasing mental health-related illnesses. Because
of the current situation, and with mental health-related illnesses predicted to increase in
the long term, there exist the need of developing tools that will help face this problem.

References

Title 3:

RRL:

References