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The Impact of Introversion on the Scholastic Activities among HUMSS

Strand Students of UM Tagum College

A Research Paper

Presented to

The Senior High School Faculty

UM Tagum College

Tagum City

In Partial Fulfillment

Of the Requirements in Practical Research 2s

Airah Mae Tapangan

Johnica Operiano
Lovely Edulsa

Daud Diba

Jerico Legarda

2019
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Chapter 1

INTRODUCTION

Rationale

Introversion is a feeling of apprehension and discomfort which is

experienced by everyone to some extent in his/her life. Most of the students want

to improve speaking but they were not brave enough and lacked of confidence to

speak. Introvert generally means tend to avoid human beings. It becomes

problematic when a person is unable to cope and overcome introversion in daily

routine which upsets personal, social and professional life. They are destabilized

by their social anxiety and unable to prompt to convey information (Briggs,

Cheek, & Jones, 2011).

Introversion is a personality trait that lies on a continuum and have a

profound effect on human behaviour. This trait is crucial for acquisition as well.

Many of the teachers will vouch for the fact that one of the major hindrances that

they face during their interactions with students is the shy behaviour or

introverted nature of some students. They can concentrate and exert effort on

their individual studies and strive for academic excellence quoted three related

studies conducted in China (Eysenck, 2010).

Life does not get easier for introverts in school. With oral reports,

speeches and group projects, they find themselves in a state of anxiety and

discomfort, forced to venture way beyond their discomfort zones. It is quickly

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established that the introvert is at fault for struggling with class recitation because

many teachers fail to understand that not all children are the same and that

learning can take different routes. In Cagayan de Oro City, an introvert student

might gain the skills of an extrovert but he or she will only access these when

needed and will still inherently be reserved (Kiany, 2011).

Introversion may affect the scholastic activities participation of the

students. In Tagum City, Davao del Norte particularly in University of Mindanao

Tagum College, it is observed that there is an increasing rate of students who are

introverts. Many students who are introverts tend to be alone. They are the

students who do not usually socialize with the people around them. Most

introverted students do not participate in class and any activities in school. This

issue caused a problem in which it could decrease in complying their scholastic

activities.

However, the researchers have not come across any study that was

conducted on the relationship of introversion and scholastic activities. Being an

introvert leads to all kinds of poor choices that can affect students to the

scholastic activities and other aspects of their life. With the prevailing problem,

the researchers are motivated to make a study on the current issue on

introverted students

Research Objective

The main objective of this investigation is to determine the impact

introversion that significantly influences or significant determinant of the impact

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on scholastic activities participation among SHS HUMSS students in UMTC.

Furthermore, this study sought answers to the following assertions:

 is the impact of introversion among SHS HUMSS Students in terms of:

1.1 loneliness

1.2 anxiety; and

1.3 self-consciousness

 What is the impact of scholastic activities participation among SHS

HUMSS Students in terms of:

2.1 classroom participation; and

2.2 co-curricular activities

 Is there a significant relationship between introversion to the scholastic

activities of Senior High School HUMSS students of UM Tagum College?.

Hypothesis

This research will be using the following hypothesis that will be

tested at 0.05 level of significance:

 There is no significant relationship between introversion and school

activities.

 There is no domain in the introversion that significantly

influences/determines scholastic activities.

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Review of Related Literature

This chapter will focus on different factors related to introversion and the

influence it has to scholastic activities. It presents introversion with its indicators

which are loneliness, anxiety and self-consciousness. As well as the variable this

is scholastic activities with its indicators, classroom participation and co-curricular

activities. An overview of introversion will be discussed; this includes what

introversion like for students, an overall make up of introversion. How

introversion affects students and what is generally expected of them in the

classroom will also be discussed. Finally, the causes of introversion will be

investigated.

Introversion

Introversion is the persistent characteristic that occurs when one feels

anxiety when presented in a novel social situation (APA, 2012). Children may

feel they are being evaluated and have fears of being negatively reviewed and

rejected, which may lead to actively avoiding social situations or withdrawal.

There are many construct ideas that make up the characteristics of introversion.

One of which is the preference for solitude. This is defined by an active

purposeful preference or isolation from others. As a result, they will purposefully

withdraw from social situations. Introvert people also have a preference to be

excluded from peers, they will neglect the relationships they do have with peers,

and this can with to rejection from those peers (Volbrecht & Goldsmith, 2010).

According to Rubin and Coplan (2010), Introversion can occur at different

levels and look different between people. There are several categories associated
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with introversion. One category is low approach, which signifies that the person will

make few attempts to immerse him or herself into a social situation. Conflicted

shyness is another category. An individual who falls into this category wants to

engage in social situations but feels anxiety when he or she does. Fearful

introversion, a third category, is described as anxious feelings brought upon from

any social situations for the individual. Someone with self-conscious introversion

has anxious feelings in social situation that are brought on by poor self-concept.

Social fear is the anxious feelings of being in a social situation, as well thinking

about situations. Slow to warm up, the final category, involves anxious feelings that

will subside after being immersed in the social situation.

Children living in chaotic homes are much more likely to experience

internalizing withdrawal behaviours. Using internalizing coping skills often will lead

to a cycle of introversion. Studies have indicated that families with lower socio-

economic status are more likely to experience maternal stress reactions. If young

children experience this constantly, they are far more likely to experience

introversion when they become school aged. Additionally, these children are most

likely to use behavioural inhibition as a maladaptive coping method, which as

explained in detail later, can lead to introversion as well as other behavioural

problems (Volbrecht & Goldsmith, 2010).

Family background is not the only factor related to the development of

introversion. Indeed, gender also appears to play a role in social introversion.

Research has indicated females are more likely to experience introversion,

especially in adulthood, than males. Thus, it may be more socially acceptable for
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females than males to be introvert. That means more consequences that are

negative for introvert males. (Coplan et al, 2011).

Non-shy people will find social situations desirable, and when they take an

action to engage in these they find the situation satisfying. For someone who

experience anxiety in these situations, they experience a flight or fight response.

When they are unable to receive satisfaction from fleeing or fighting, they will engage

in the behavioural inhibition system. All action would be inhibited. That means the

introvert person engage in no action. The lack of action will mean the situation will

not get any worse; however, this can cause a continual cycle of anxiety, which will

cause future social aversion (Rubin & Coplan, 2010).

Studied the relationships among study habits, test anxiety, achievement

motivation, and academic success in Senior High School HUMSS Students of

University of Mindanao. A positive relationship between study habits scores and

achievement motivation level was found. No correlation was observed between

achievement motivation and academic success. Test anxiety and study habits

were associated positively with academic success and there was no association

with achievement motivation (Ergene, 2011).

Loneliness

Loneliness might be an experience we have all been acquainted with at

points within our lives; it is chronic loneliness – when it persists for such a time as

to impact our thoughts, feelings and behaviours – that is particularly problematic.

Loneliness does not discriminate. Although loneliness is more likely in

populations who are at risk for social alienation, isolation, and separation (such
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as older individuals who live alone and are isolated from friends and families,

patients with psychiatric disorders, patients with long-term health

conditions (Mental Health Foundation, 2010).

The possible cause is the fact that students often have more varying and

superficial relationships. Moreover, studies show that lonely students have less

social skills than students who are not lonely. The loneliness found that

attachment anxiety is a risk factor for loneliness. Furthermore, students who are

lonely often have similar personality traits, such as shyness, low self-esteem,

insecurity and introversion, which contribute to feelings of loneliness (Moroń,

2014).

Anxiety

Students who had lower reading scores at the beginning of the study tended

to decrease their harm avoidance tendencies at the end of the study. A decrease in

harm avoidance tendencies means the students were not as concerned with reading

correctly. Those same students tended to increase their separation anxiety

tendencies at the end of the study. The students did not necessarily worry about their

reading skills, but they were more likely to avoid going to school.

When using anxiety at the beginning of the study as a predictor of fluency at

the end of the study, researchers found that students with higher levels of harm

avoidance at the beginning of the study showed increases in reading skills at the end

of the study. This trend was more evident in girls than boys. Anxiety turned out to be

a motivating influence for some students. Moreover, a recent meta-analysis

demonstrated that private self-consciousness is more strongly related to depression

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whereas public self-consciousness is more strongly related to social anxiety (Mor &

Winquist 2012).

Self- consciousness

Many introverted individuals personally identify with the characteristic of self-

consciousness. In an introverted state, perception, thinking, feeling, and action are

determined more directly by subjective factors (i.e. the individual's own conscious

experience of an event) than by the object (i.e. other people or things) (Coan, 2010).

In other words, when an introvert reflects on interactions with the,

environment, it is continually in relation to the role of self. This self-consciousness

can be defined as the tendency to think about personal aspects of self or self-aspects

that are on public display (Harrington & Loffredo, 2011).

As discussed the introverted individual is more susceptible to self-

consciousness than the extravert due to their reflective, reserved, and sensitive

nature. Self-identified introverts spend a great deal of time and energy reflecting

on how they may be perceived by others within their immediate environment.

Consequently, this reflective aspect of one's position within society has a direct

influence on an Introversion 17 introvert's overall concept of self. Introverts have

a unique predisposition that allows them to maintain a state of consciousness of

self (Roback, 2013).

Scholastic Activities

The participation in voluntary, school-based, scholastic activities increases

school participation and achievement. It then stands to reason that participation

may contribute to an increase of wellness in mental health, improved student’s

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engagement in school and achievement, strengthen their long-term educational

outcomes and find that participation may decrease problem behaviours. One

study in particular discussed how being involved in physical scholastic activities

that may actually improve self-perceptions. It is important to understand that

participation in scholastic physical activities may influence the mental well-being

of young people by reducing stress, keeping fit and feeling overall better about

their appearances (Daley & Leahy, 2013).

Student participation in scholastic activities had better grades, had higher

standardized test scores, high educational attainment, attended school more

regularly, and had higher self-concepts. In addition, young people who participate

also have been found to be less likely to use substances such as drugs and

alcohol, less likely to drop out of school, misbehave at school, and commit

delinquent acts.

The concept of scholastic activities refers to any activity performed inside or

outside school relate to the school educational aims. Scholastic activities have been

given different definitions by different researchers. Defined them as “practice that

affects the students’ mental, kinetic, psychological and social performance. This

practice has various fields and satisfies the students’ physical, psychological and

social needs. It, therefore, helps with the development of the student’s personality”.

(Johnson, 2012)

Scholastic activities help students to enrich their experience and acquire

desired skills and attitudes which develop their personalities and satisfy the growth

requirements and the requirements of the country’s progress. Scholastic activities,

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constitute an element of the school curriculum represented in mental, kinetic and

social aspects, and help with the achievement of the education aims by considering

the learners’ characteristics and their growth requirements and providing them with

opportunities for educational, cultural and social practices (Shahatah, 2013).

Then, scholastic activities remain part of the philosophy of the modern school

since they help with the development of habits, skills, value and thinking techniques

that are necessary for the completion of schooling. Perhaps the lack of consensus on

the concept of scholastic activities is due to the multiplicity of scholastic activities.

The definitions of scholastic activities are as varied as the activities themselves.

There is the activity that accompanies the subject matter in order to deepen scientific

concepts associating behavioural patterns that students are supposed to accomplish

after undergoing specific experience (Adams, 2010).

Many educational aims are achieved as by-products of performing activities

inside and outside schools. Thus, good education requires favorable settings for the

performance of scholastic activities since they are necessary for growth. The

students who participate in scholastic activities positively are characterized with

activity, the spirit of leadership, emotional stability, successful social interaction, the

ability to make informed decision, perseverance, satisfaction with life, the ability to

promote relationship with others, and potential for creativity (Mehrabian, 2015).

Activities strengthen the motive to learn and enhance the student’s

scholastic achievement. They encourage the students’ active role in learning,

allow for personal experience and help the student to learn many skills and

attitudes that cannot be learnt from formal education. Activities strengthen the
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spirit of research and enthusiasm for work. They also help the student to discover

and promote their abilities and inclination. Finally, the activities make possible

self-learning, life-long learning and problem solving (Runco, 2011).

Scholastic activities concern with the educational experiences included in

formal education in order to help the students to develop the different dimensions

of personality. Producing a generation of students who interact with their

environment effectively. Developing the collective spirit and overcoming egoism.

With this change, the concept of school activities has developed and the

activities began to concern for the comprehensive development of the students

(Reshidi, 2014).

The aims of scholastic activities are bringing up learners to believe in religious

values and identify the principles of the details of its comprehensive method.

Deepening belongingness to the country and taking pride of the family, sticking to

religious principles, and respecting the principles of international understanding and

cooperation. Providing the learners with opportunities to practice scientific thinking

and developing their abilities of innovation and creativity (Ahmad, 2015).

Classroom Participation

This study was to integrate student participation in the classroom. Numerous

studies have been completed on engaging students in classroom discussions, but no

study has synthesized this information in the form of an extensive literature review.

Here, pulled together to gain a comprehensive overview of the benefits of

participation, logistical issues in participation, student confidence and personality

traits in participation, the instructor's influence on and suggestions for increasing

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participation, the role of sex in participation, and participation in web-based courses

( Rocca 2010).

Classroom participation has become an increasingly important aspect of

engaging students in higher education. Current students in higher education are of

the millennial generation and are constantly seeking interaction. As educators

struggle to find the appropriate mix of strategies in order to raise participation levels

in the classroom, it is important to look at existing research in order to gain an

understanding of what defines participation as well as factors that affect participation

both directly and indirectly in the classroom (Roehling et al., 2011).

Student participation is not limited to the conventional definition of student

engagement within the classroom through discussion. Students differ in personalities

and the way they choose to participate in the classroom. This can be seen through

other forms of participation that exist and compliment conventional methods of

participation such as raising one’s hand in class (Weaver & Qi, 2015).

Participation is an important piece in a student’s education and the

achievement of positive learning outcomes. The benefits include developing their

communication skills becoming critical thinkers demonstrating that they

understand the curriculum, and can develop valid arguments in dialogue with

their peers (Meyer 2015).

Grading is an effective method that can be used to increase levels of

participation. If participation has a positive impact on a student’s grade, they are

more likely to participate in classroom discussion. In determining how often to

assess a student’s participation, found that a mid-semester grade would be most

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effective in providing students with a concrete performance indicator in terms of

their participation. This would allow them the opportunity to take action and

improve for the rest of the semester. (Fassinger, 2010).

Co-curricular Activities

Co-curricular activities are the activities performed by students that do not

fall in the realm of the ordinary curriculum of educational institution. Whether

these activities have any relation with academic achievement or not, these are

important in their own right due to many reasons. Many educationists believe that

these active increase social interactions, enhance leadership quality, give a

chance of healthy recreation, and make students self-disciplined and confident

(Bashir, 2012).

Participation in co-curricular activities influences academic outcomes even

when the effects of a student’s ability, school, personal and family characteristics,

and numerous other factors are controlled. They find that joining more co-

curricular activities and spending more time participating in them is associated 3

with higher grades, more difficult courses selected, more time spent on homework,

more curricular applied to, a higher likelihood of starting and finishing school, and

a higher final degree earned, even when other factors are controlled (Marsh and

Kleitman 2015).

The students who participated in co-curricular and who did not participate in

these activities and commented as, “students who participated in school-based co-

curricular activities had higher grades, higher academic aspirations, and better
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academic attitudes than those who were not involved in co-curricular activities at all”

(Broh 2002).

Almost every student in their education has experienced co-curricular activities

either as a spectator or participant. Yet, outside athletic participation, research on the

effects of participation in specific school activities (e.g. music, drama, netball,

basketball, football and volleyball) is scant. History suggests that participation in such

activities as band; choir and orchestra have a positive effect on everything from

academic achievement to self-discipline and from citizenship to personal hygiene

(Okwara & Okello, 2010).

Consequently, it was the intention of this study to find out the perception of

teachers and students on the impact of co-curricular participation on students‟ self-

concept and academic performance in schools on the educational process.

Furthermore, research studies on the influence of co-curricular participation in the

development of students‟ self-concept have not been conclusive. There was need

therefore, to analyze students‟ and teachers‟ perceptions of the impact of co-

curricular participation on students’ self-concept and academic performance,

because they are directly involved in the educational process (McInally, 2013).

Although education is divided into two parts; curricular activities and

co-curricular activities and have observed that participation in co-curricular

activities is not fully supported by most schools and the contribution of it to the

students‟ self-concept and academic performance have not been clearly

articulated to the educators, teachers, students and even parents. Yet, the

experiences and opportunities provided by secondary schools through curricular

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and co-curricular participation also influence students‟ development.

Furthermore, direct interaction with the school curriculum in schools such 6 as

the degree of success or failure in various subject matters and the degree of

encouragement provided for academic effort influence self-growth, educational

aspirations and values of students (Newman, 2015).

Correlation Between Measures

Humans need to feel connected to on another; they need to feel as though

they belong to a group of people who share their interests and value their

presence. For this reason, people are intrinsically motivated to form close

interpersonal relationships with individual whom they can interact with frequently

and positively. Some individuals and others (introverts) thrive when able to orient

themselves inward and withdraw from social situations. Therefore, though

equally capable of being outgoing, sociable, or unsociable, introverts generally

choose to seek out and participate in social situations congruent with their

personality type (Nicoll, 2010).

Introverted learners learn in different way. An individual’s personality can

have an effect on to what extent he is able to achieve information. An individual’s

personality can therefore have an impact on learning success. Introverted

learners learn more effectively through concrete experience, learners learn more

effectively in individual independent learning situation (Erton, 2010).

Personality is one of the most important factors affecting in learning.

Successes are highly correlated with intelligence, but research suggests that the

importance of intelligence declines after high school age, partly because of the
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stronger effects personality. A lot of research has been conducted in order to

explore and determine the relationship between introversion (Sharp, 2013).

Crucial to any investigation of the possible relationship between introversion

on the one hand and their possible effects on issues like educational achievement, or

communicative behaviour on the other hand is an explicit and valid definition of the

independent variable, that is to say, the construct of introversion (Furnham, 2010).

As the introversion continuum is defined and principles of its measurement

have been discussed in previous sub-sections, this section will review the literature

which deals with their relation to educational success of learners at school. The first

and most important factor which seems to be relation with the educational success of

introvert is age, argues that the influence of introversion on educational success

depends on the age of learners (Wankowski, 2013).

Theoretical and Conceptual Framework

This study is anchored on the proposition of Eysenck (1947) entitled

Personality Trait Theory which refers to biological predispositions towards certain

personality traits combined with conditioning and socialization during childhood in

order to create our personality. On the other hand introversion lies at the other end of

this scale, being quiet and reserved. They tend to be serious, reliable and

pessimistic. It depicts how influential does the person around to someone and the

actions being showed during childhood or in formative stage.

This study is supported by the proposition of Albert Bandura (1986)

entitled The Social Cognitive Theory and is also incorporates the idea of self-
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efficacy. This theory posits that effective learning happens when an individual is

in a social context and able to engage in both dynamic and reciprocal

interactions between the person, the environment, and the behavior. It is the only

theory of its kind with this emphasis on the relevance of the social context and

the importance of maintenance behavior in addition to initiating behavior. The

theory takes into account a person's past experiences, which factor into whether

behavioral action will occur. These past experiences influences reinforcements,

expectations, and expectancies, all of which shape whether a person will engage

in a specific behavior and the reasons why a person engages in that behavior.

Another is based on theory of Allport’s theory of personality emphasizes

the uniqueness of the individual and the internal cognitive and motivational

processes that influence behavior. For example, intelligence, temperament,

habits, skills, attitudes, and traits. Allport (1937) believes that personality is

biologically determined at birth, and shaped by a person’s environmental

experiences and to persist when faced with difficulties.

Conceptual Framework

As presented in Figure 1 is the conceptual framework of the study. The

independent variable of this study is introversion with the following indicators:

loneliness is the unhappiness that is felt by someone because they do not have

any friends or do not have anyone to talk to; anxiety is a state of intense

apprehension or worry often accompanied by physical symptoms such as

shaking, intense feelings in the gut etc., common in mental illness or after a very

distressing experience; self-consciousness having or showing awareness of

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one's own existence, actions, etc.; conscious of oneself or one's ego (Collins,

2014).

The dependent variable is the scholastic activities with the following

indicators: classroom participation is when students speak up in class, they learn

to express their ideas in a way that others can understand; co-curricular activities

enhance and build on children’s experiences and learning within the school. The

activities will contribute to their intellectual, social, cultural and emotional growth

(Shore, 1996 & Discovery College, 2018).

Scholastic Activities

 Classroom

participation

 Cu-curricular activities
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Introversion

 Loneliness

 Anxiety

 Self-consciousness

Figure 1: Conceptual Framework of the Study

Significance of the Study

This research on teacher’s relationships with the introvert students and the

teacher’s reflections on school adjustment by introvert students are important for

several reasons. The importance of this research is to how the teachers use
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effectively to do their jobs on the students very well among the introvert students.

In this study the teachers better understand the nature of introvert student and

inform teachers’ development of intervention strategies to assist the introvert

students in the classroom and the activities. The teachers will be fair to trait their

student even he or she is an introvert (Creswell, 2014).

The beneficiaries of this study are the students because they are the one

who are easily affected by this problem. They are the one of the many persons

who faced shyness and confidence level especially to school activities.

This study is also deemed significant to the following:

Department of Education. This study provides some information on the

situation of some students regarding on some activities and expectation to the

learners for the new curriculum, K to 12 Program. Through this, they would try to

improve or adjust some activities which they already planned for the K to 12.

Schools. This study gives some information that may be used as a reference on

the growing number of introvert students, and a guide to help. So, the school will

be able to improve their capability to give a quality education to students.

Teachers. This study helps them know the understanding and own perception of

the students regarding to the activities that the teachers given to them. The

information from this study also teaches them to seek further that helps the

students to boost their confidence.

Parents. This study increases their awareness to become more sensible about

the advantageous effects of their children doing well in scholastic activities.

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Through this they can help, support and guide their children so that it could help

them strive more in school.

Students. The study reveals their trait. It helps them to have an idea on what

level they are in doing scholastic activities and to help them improve more to the

areas that needs to be improved.

Definition of Terms

The following terms used in this are defined operationally and conceptually:

Introversion – an attitude in which one directs one’s interest to one’s own

experiences and feelings rather than external objects or other persons (Harper

Collins, 2010). As used in this study, it refers to the students who are shy or

afraid to express their thoughts and ideas.

Scholastic Activities – refers to any activity performed inside school and

relate to the school educational aims (Dr. Al-Ali, 2006). As used in this study, it

refers to the activities which students joined or deal with inside and outside

school.

Delimitations and Limitations

The focus of this phenomenological study is to inform the Impact of

Introversion on the Scholastic Activities among HUMSS Strand Students of UM

Tagum College. According to (Dornyie, 2007). There are (7) participants for an

in-depth interview and there is one (1) group that composed of seven (7)

individuals for focus group discussion.

The topics of the study included only the general concept of the students

in the University of Mindanao Tagum College about The Impact of Introversion

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on the Scholastic Activities among HUMSS Strand Students of UM Tagum

College. The findings of this study will be limited by the honesty and the

interpretation of the subject in response to the questionnaire. Social desirability

may impact the response of some participants. This study depends on the

capability of the respondents to share their own insights regarding on our topic

and answer the questions that has been prepared of our groups. The data has

been use of our groups may be subjective because our participants have

different experiences of being an introverted. It was perceived that time and

financial resources would constrain the study since the researcher was a full time

employee with a non-governmental organization while carrying out the study.

Further research is therefore necessary to establish the factors that lead to

introversion consumption in other countries.

However, our group accepts the fact that this study may have some

weaknesses and difficulties that would not allow. We acknowledge the research

to achieve the expected generalizability of this study. Due to the small sample

who participated in the study, results may not be generalized and cannot

adequately support claims of having achieved valid conclusions.

Organization of the Study

In the presentation of this study, different ideas and concepts are

organized consequently. Discussions of the different chapters are presented in a

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detailed and substantial manner in order for the readers to have a clear

understanding of the phenomenon under investigation.

Chapter 1. It describes the phenomenon being studied. The importance of

the study is given emphasis on this chapter. It is followed by the discussion on

the purpose of the study that is to know the impact of introversion among

HUMSS Strand Students. Then, research questions are also presented as

utilized during the interview of the participants and the focus group discussion. It

also includes the review of literature and other related studies about the

phenomenon under investigation. The focuses of the review are the following:

factors that causes the huge numbers of introvert students. It discusses too the

different themes emerged from the findings during in- depth interviews and focus

group discussion captivated from past studies. Next, is the presentation of the

theoretical lens that is linked with the research study. Here after are the

significance of the study and the people who will benefit from this research.

Significant words in the study are clearly defined to have a better grasp of the

terms. Lastly, the delimitation and limitation of the study is presented also

including the participants of the study.

Chapter 2. This explains the design and methodology employed in this

study. These are the research design, role of the researcher, the research

participants, data collection, data collection, data analysis, and trustworthiness

that includes the following four criteria: credibility, transferability, dependability,

and confirmability. Ethical considerations of the study are also included in this

chapter.
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Chapter 3. It generally presents the results of the study. The results have

four main parts namely: the participants’ data, the data analysis steps and

procedures in coding the evolving themes, the responses to the interview, and

the synopsis of the responses.

Chapter 4. It presents the discussion of the results. It explains further the

most important findings relative to the mentioned literatures. This chapter also

encloses implications of the study, suggestions or implications for future

observations in the field of research and on educational practices, as well as the

concluding remarks.

Chapter 2

METHODOLOGY
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This paper aimed to capture the unheard voices of students of HUMSS

Strand who are engaged in introversion. This study is qualitative in nature.

This chapter presented the research design, role of the researcher,

research participants, and the process of data collection, data analysis, and

trustworthiness that includes the four criteria: credibility, confirmability,

dependability, and transferability. All individuals that were concern with this study

was also included as well as the process of ethical considerations.

Research Design

This study uses quantitative non-experimental research design utilizing

correlational techniques. This method was used when the objective is to describe

the status of situation as it exists at the time of the study to explore the causes of

a particular phenomenon. In correlation research, it involves collecting data in

order to determine whether the degree of relationship exist between two or more

quantifiable variables (Gay, 2006).

The survey deals on quantitative data about the said phenomenon. The

quantitative aspect is an appropriate schedule for gathering the data designed for

the target respondents to answer the questions. The process of gathering data

was based through the use of questionnaire. The focus of the study was to

determine the impact of introversion on the school activities among the UM

Tagum College SHS HUMSS Students.

This phenomenological study described the lived experiences (Creswell,

2009) of introvert students among HUMSS Strand of UM Tagum College. It

 26

focused into what common experiences the participants had encountered in

participating scholastic activities, the phenomenon under investigation. We used

phenomenology because a group of individuals such as students in UM Tagum

College personally experienced the same phenomenon which is introversion.

They were able to explore such single idea (Creswell, 2012) about introversion

into more composite descriptions based on “what and how” they experienced the

phenomenon (Moustakas, 1994; Creswell, 2012).

This qualitative study involved interviews with introvert students among

HUMSS Strand Students, the observable fact under investigation. Using

descriptive method, the study examined the social meanings that the HUMSS

strand students talked about the impact of introversion on the scholastic activities

and the processes through which those shared knowledge were created. On the

other hand, Burns and Grove (2007) illustrate qualitative research as concerning

more on human experiences conducted in natural settings where information are

processed through observed phenomenon. We used phenomenology of our

study because it is centered on the peoples’ lived experiences (Carpenter, 2007).

The study used a social representations approach, which was

constructivist in nature. As such, it looked into the real life situation of the

participants with the understanding that their stories may be the same from other

students who were also exposed to the same experience or phenomenon. Data

were gathered through interview, then, these socially constructed realities were

intertwined through interaction and communication (Kim, 2001).The purpose of

this phenomenological study is to describe the social meaning of the people’s

 27

experiences as they understand them (Ariola, 2006). Significantly, the subject of

this study is the world of teachers teaching non- readers in far-flung schools.

Bracketing is necessary in a phenomenological study, which means the

researcher must identify first what he wants to discover (Ariola, 2006).Bracketing

is the researcher’s awareness on the possibility that their values, beliefs, and

decisions may influence the setting of the research (Porter, 1993; Jootun,

McGhee andMarland, 2009). As part of this study, we are cautious and observant

at all times, being aware on the pre- obtainable beliefs on the study. We sought

to it that we could fully capture the participants’ experiences as they shared it to

me during the interview. We heightened my awareness on the phenomenon that

the participants had given during the interview. However, we made sure to set

aside my own views and personal experiences only of the participants by

identifying its real fundamental nature (Creswell, 2012).

In describing the expressed phenomenon of the participants, we used

analogy as my approach. This would mean making comparisons, finding

similarities and correlations of the different experiences of the teachers so that

common theme about the subject might be extracted. We interpreted then what

constitutes to the essence of the phenomenon to my personal experiences and

to the subject itself (Ariola, 2006).

As suggested by Creswell (2012), sources of qualitative data include

profoundly interviews, personal observations, and reliable documents. In this

study, we used specific strategies in obtaining information such as substantial

interviews using video recorder, taking down notes, and focus group discussion.
 28

We gave focus on the emotional details of the participants to create a significant

output and significance of the study.

Themes of the phenomena from the seven participants of the individual

interview and with seven members of the focus group discussion were described

using thematic analysis, which is widely used in qualitative analytic method

(Boyatzis, 1998; Roulston, 2001) because of its flexibility. Participants from five

to 25 individuals who experienced the phenomenon is ideal for in- depth and

multiple interviews. Thematic analysis as a foundational method for qualitative

analysis (Holloway and Todres, 2003) provides a flexible and useful research

tool, which can potentially provide a rich, detailed yet complex account of data

(Roulston, 2001). The sample size of 10-15 is already an ideal number of

participants who will be able to provide rich details of the phenomena.

Role of the Researcher

In this study, we present our self as collector of given data by our

respondents, connected to our research as a big contribution to our study.

The research is considered as an instrument of data collection. This

means that data are mediate through this human instrument, gather through

inventories, questionnaire, or machine. To fulfill this role, consumers of the

research need to know about the human instrument (Denzin & Lincolin, 2003).

As an instrument of data collector we present such data to show what

major and minor reasons why students tend to delay their works or making their

work in a rush hour. We also conduct an interview for those students who have
 29

experienced introversion and ask how they feel how this. We also took the role of

a person who is trustworthy and by that, we can share the same experience.

Population and Sample

In this study, all the Senior High School HUMSS students of UM Tagum

College are the chosen respondents for this study with regards to the impact of

introversion on scholastic activities. This research will be conducted at UM

Tagum College for the academic year 2018-2019. The method used by the

researchers for choosing the respondents in the random sampling technique

wherein 150 students were randomly selected out of 240 students in senior high

school HUMSS students in UMTC. The researcher used this technique since all

the senior high school students have a characteristic of being introvert on the

scholastic activities. Only the 150 students will answer with the use of adoptive

and modified questionnaires. The 150 respondents were selected as the least

number of respondents to make our study legit. In this way, the respondents will

be randomly picked.

The subject of this study is the participants themselves wherein in this

case, the students will be able to know if the introversion has an impact on the

scholastic activities. The participants will be able to visualize the questions and

will realize the impact of introversion on scholastic activities in terms of grades

and leadership.

The population for the research survey was the senior high school

HUMSS students from UM Tagum College. Modest random sampling method

 30

was applied to select 150 senior high school HUMSS students out of 240 senior

high school HUMSS students to be the participant of this study called The Impact

of Introversion on the Scholastic Activities among HUMSS Strand Students of

UM Tagum College.

Random sampling technique was in the selection of the respondents. The

respondents in the study were the 150 Senior High School HUMSS Students of

UM Tagum College. Shown in the table 1 are the respondents of the study who

came from the HUMSS strand of grade 11 and grade 12 Students of UM Tagum

College for the school year 2018-2019.

Table 1. Distribution of Respondents

Section No. of Respondents Percentage

HUMSS-1 30 20%

HUMSS-2 30 20%

HUMSS-3 30 20%

HUMSS-4 25 17%

11-HUMSS1 35 23%
 31

Total 150 100%

Research Participants/Informants

The participants of this study were the HUMSS Strand Students of UM

Tagum College. Using purposive sampling, we interviewed seven students for an

in-depth interview and one Focus Group Discussion (FGD) with seven

participants from HUMSS Strand Students of UM Tagum College. This is freely

to be interviewed. There is representation of introversion students who were

between 17 to 19 years old. It was not easy but we was challenged to

accomplish our study. These students were chosen as participants on the

confidence and trust that they can give helpful information that this study required

recommended by Creswell (2012).

Before having the actual interviews with the participants, we conducted a

pre-visit with them to have simple conversations for us to become more

comfortable with each other and during the final interview; our participants can

share their experiences in a light and confident mode. This would be our

opportunity to share with them their significance in this study. Through these,

good rapport, hearty conversation, and camaraderie blocked us from any

hindrances that might come along during the final interview. In this study we use

participants the HUMSS Strand Students of UM Tagum College to witness how

they are engaged on this said phenomenon and for our study.

Research Instrument
 32

The instruments used in this study are the research made-questionnaire

containing two parts. The part 1 includes the method used in measuring the level

of independent variable which is the introversion.

Range of means 1.0-1.8 Seldom

4.3-5.0

3.5-4.2 Description Never

Always

2.7-3.4

Often Interpretation

This means that

introversion is very

much observed.
1.9-2.6 Sometimes
This means that

introversion and

extroversion is often

observed
 33

This means that This means that This means that

introversion is introversion is seldom introversion is never

sometimes observed. observed observed.

In part 2, it includes the method used in measuring the level of dependent

variable which is the scholastic activities of the students. The dependent variable

contains two indicators which are the classroom participation and co-curricular

activities to the scholastic activities. The questionnaire is also an adopted and

modified from the internet.

Range of means

1.9-2.6 Sometimes

4.3-5.0

Description

Seldom

3.5-4.2 Always

Interpretation

This means that

scholastic activities is
2.7-3.4 Often
very much observed.
 34

This means that This means that This means that

scholastic activities is scholastic activities is scholastic activities is

often observed. sometimes observed. seldom observed.

1.0-1.8 Never This means that scholastic

activities is never observed.

Data Collection

After the approval of the panel members the research had undergone the

following steps and procedures in gathering data for the study.

The researcher asked permission from the office of the Senior High

School Department of UM Tagum College to conduct study to the students in

Grade 11 & 12 HUMSS strand. Upon the approval, the letter of endorsement was

sought to accommodate the researcher to administer the survey questionnaire to

the respondents of the study. The researcher personally handed in the

questionnaire and explained the research tool and its purpose. Furthermore, the

researcher retrieved the survey questionnaire after the respondents have

answered all the items. Finally, the researcher tailed and tabulated all the data

gathered from the respondents, subject to statistical analysis. With the data,

conclusions were drawn and recommendations were formulated based on the

findings of the study.

 35

We employed in- depth individual interviews with the participants in

collecting data using multilingual in interviewing the participants. Meaning, the

participants had answered in English, Filipino, Bisaya, or a mix of any of these

three languages. Before we conducted the interview to the participants, we

conducted a mock interview with one of our co-students. This was to prepare our

art of questioning and to find out whether the participants answer the questions

directly or not. During the mock interview, we see to it if the students could freely

and comfortably share their stories. Interviews were saved in an audio recording

while notes were taken for future reference of the different answers of the

participants.

Unfortunately, we were able to prepare an extra memory card for our

gadgets in recording our data. The seven students are interviewed at one

occasion in locations they choose. Seven students are individually interviewed in

a separate room. The interviews are performed by the member of the research

team. In the initial interviews, the interviewer introduced herself and asked each

students to openly describe their experiences in everyday life during periods of

introversion consumption.

In focus group discussion, we had focused our attention to every detail

that each member of the group had shared in order for me to have a thorough

understanding on their experiences and views about scholastic activities. We

made certain that there were no obstacles while the discussion was going on. A

well- defined FGD depends on the researcher’s focus and the group’s

communication.
 36

Interviews were conducted during free time or after classes in the

afternoon in a quiet and private room to ensure there were no distractions that

might happen. In addition, to have privacy and confidentiality of the experiences

the participants have shared. After all, data were coded, analyzed, and reduce

into the most essential themes.

Data Analysis

The answers of the participants were analyzed using thematic analysis.

Thematic analysis is a method of analyzing and reporting pattern or themes with

a data (Boyatzis, 1998;Roulston, 2001). Using thematic analysis on this study is

very helpful because it is flexible and a useful research tool that can probably

grant a substantial, complex, and rich account of the data. As suggested by

Boyatzis (1998), we performed the following steps in analyzing the data as to

mention: familiarize data, generate initial codes, search for themes, review the

themes, define and name themes, and construct the report.

Data reduction was used in analyzing the data, which means deleting

unnecessary data and modifying them into a useful material for the study so that

man y readers can easily understand it (Namey et al, 2007; Atkinsol and

Delamont, 2006; Suter, 2012).In this method, we asked the help of an expert

one, a data analyst particularly in handling, sorting, and organizing voluminous

qualitative data for me to merge, manage, sort, and categorize data in easier

way.
 37

Following the steps suggested by Boyatzis (1998), we listen to our audio

recording and then transcribed the interviews. This is to transform the data into

texts and so that it would be easier for us to code our data after. Then we read

our data many times to get acquainted with them. Then we had looked for

possible themes, coding them along the way. Several themes were found at first,

but we have to narrow them down to just few ones. To show data in an organized

and orderly manner, data display were used (Suter, 2012).

The theoretical lens were then interpreted through inventory of related

literature on the theme to explicate, with a theory, the phenomenon being

investigated, which we do with the aid of two independent readers and expert

analysts on qualitative study to figure a team, which performed the triangulation.

Each of them scrutinized the data collected and contrasted individual judgments

to gain a more in- depth and comprehensive understanding of how each

investigator viewed the subject. Triangulation is used which means having more

than one person to collect the data augments reliability (Streubert and Speziale,

2007) and thus producing reliable results of the research study. It is easier for us

to make an interpretation of our research if the findings of the different

investigators turn up at the same conclusion. We considered many different

interpretations before we formed a challenging and readable report, providing a

sufficient description allowing the reader to understand the interpretation (Zhang

and Wildemuth, 2009).

Statistical Tool
 38

The statistical tools that were used for data analysis and interpretations

are the following:

Mean. The statistical tool was used to determine the impact of introversion

to the scholastic activities of HUMSS Strand Students of UMTC.

Pearson (r). This statistical tool was employed to determine the

significance on the relationship between introversion to the scholastic activities of

HUMSS Strand Students of UMTC.

Trustworthiness

Parallel to the criteria of quantitative research as suggested by Guba

(1981), such as internal validity, reliability, and objectivity, qualitative research

has also different criteria for its evaluation (Lincoln, 1995). We considered the

trustworthiness criteria as suggested by Guba and Lincoln (1985) such as

credibility, confirmability or auditability, dependability, and transferability or

fittingness of the study (Cutcliffe & McKenna, 1999; Lincoln & Guba,

1985; Sandelowski, 1986; Streubert-Speziale, 2007). Trustworthiness is the true

value on the findings of the study and the accuracy of data interpretations

collected from the participant’s experiences (Lincoln and Guba, 1985).

To institute credibility of our study, we ensured firmness in our data

collection such as the interviews, which were directly taken from the participants

and not a craft- up stories. We preferred that all-important data were included

and those irrelevant one were deleted. During our interviews, we asked a

colleague to assist us especially on taking down notes and of audio recording. In

 39

addition, we asked a reliable person who could help us analyzed the collected

data. This results to more reliable findings of this study (Suter, 2012).

To ensure more credibility of our study we made sure that we performed

the following as suggested by (Polit, Beck and Hungler, 2006; Sandelowski,

1986; Streubert- Speziale, 2007) such as having multiple sources of data,

debriefing, triangulation, and repeated contacts with my participants. Credibility

concerns with the extent on how the viewpoints of the participants correspond

with the description of the researcher. Ample times to interview the participants

were facilitated with the interview questions as guide. We are quite confident to

make good representations of their viewpoints because we also familiar on the

status of being an introvert. To be sure, on the processes and interpretations of

the collected data, we employed peer debriefing to the dissertation adviser and to

someone who is quite familiar on the complexities of qualitative research. As a

researcher, we really a part of the entire research process, reflecting our

personal experiences about the phenomenon as it were discussed in the role of

the researcher (Marshall and Rossman, 2010). We conceded our personal

biases on the way we communicated our participants and on how the data were

treated. To check the credibility of the findings and interpretations, we have to go

back to the participants to find out what they are trying to convey during the

interview.

Addressing conformability or auditability of our study, we kept the audio

recording interviews, our personal flexibility journal or diary, transcripts, and note-

takings. Conformability or auditability (Polit, Beck, and Hungler, 2006; Streubert-

 40

Speziale, 2007) refers to the researchers paper- trail, decisions, methods, and

documentations related to the study. We did not include our personal viewpoints,

hypothesis, and conclusions to avoid misrepresentation of data. We refrained

from putting our own biases that is why we used bracketing as one of our

methodologies. We also used triangulation and peer debriefing to guarantee that

the findings of the study have no biases and chauvinism.

However, we preferred a little about what Gephart (1988) viewed about

conformability. According to him, conformability accords with the issue on biases

and prejudices of the researcher (Gephart, 1988) aside from the reader’s own

roadway to track the data and interpretations presented (Guba & Lincoln, 1989).

The researcher can give her own biases and viewpoints about introversion.

Nonetheless, it is our full responsibility to be conscious of our own reflections,

reactions, and even a close contact to our participants (Porter, 1993; Jootun et

al., 2009). If these presumptions occur on the conduct of our study, bracketing

and reflexivity are applied. Audio recording, transcripts, and all other documents

available were kept so that it can be presented to an interested party who would

like to look at the original sources or transcripts. On the other hand, after the

transcription of all data, we went back to our participants to confirm with them

that the data transcription is correct.

To establish the dependability of our study, we are consistent in the

collection and analysis of data through audio-recoding system. During data

reduction, we ensured that only relevant information were included. Next, we

applied peer debriefing for the triangulation of the data collected and analyzed.
 41

Suter (2012) stressed out that to improve dependability common qualitative

strategies such as audit trail, peer debriefing, and triangulation are observed.

Dependability was guaranteed by keeping track of the data through

documentation of the research processes or methods undertaken in the data

collection and analysis, the recorded interviews, and the utilization of the exact

transcripts. Copies of all transcripts and drafts were kept intact. This is in

accordance with the belief of Bond and Ramsey (2010) that researchers should

keep track of their data through wide-ranging documentation of the research

processes and methodological decision to ensure the dependability of the

research findings.

To deal with transferability, we described the research context and

suppositions of our research in a possible detailed manner. We made sure that

the data are thick and rich in descriptions so that any interested person who will

transfer the results of this study to another context was held liable on the making

of the transfer.

Transferability refers to the extent to which results and findings of the

study can be applied or gained in other contexts or with other participants (Byrne,

2001; Streubert- Speziale, 2007). Parts of the transcripts of the interviews that

are thick and rich in details were quoted and cited. Transferability judgment by a

potential user is facilitated through thick description and purposeful sampling.

This means that participants in future studies like this will be selected reasonably.

These participants can visibly provide affluent information on the research

questions at hand. Transferability or fittingness of research findings means that

 42

findings of the study is fitting outside the particular study and may possibly have

meanings to another group or could be applied in another context (Byrne, 2001;

Streubert- Speziale, 2007).

Ethical Considerations

The main concerns of our study were individuals who are custody on the

code of ethics, they are students from HUMSS Strand in UM Tagum College.

Therefore, we have to ensure their safety, give full protection so that they will not

lose their trust. We followed ethical standards in conducting this study as pointed

by (Boyatzis, 1998; Mack et al, 2005), these are the following: respect for

persons, beneficence, justice, consent and confidentiality.

Respect for persons needs an obligation of the researcher not to exploit

the weaknesses of the research participants. Self-sufficiency was avoided in

order to maintain friendship, trust, and confidence among the participants and the

researcher. (Creswell, 2012). This was done to pay respect for the individuals

concerned in the study.

Consent is another most important way of showing respect to persons

during research (Creswell, 2012). This is to let all participants became aware on

the purpose and objectives of the research study that they are going to involve.

Written consent was provided for them to get their approval. After getting their

nod, they have actively participated the in-depth interviews and focus group

discussions. Of course, they were informed on the results and findings of the

study.
 43

Beneficence requires a commitment of minimizing risks to the research

participants rather maximizing the profits that are due to them. Anonymity of the

interviewee was kept in order not to put each participant into risks. At all times,

participants were protected, so every files of information were not left unattended

or unprotected (Brick and Green, 2007).

Confidentiality towards the results and findings including the safeguard

of the participants, coding system were used. Meaning, the participants’ identities

were hidden (Maree and Van Der Westhuizen, 2007). As recommended by

Maree and Van Der Westhuizen (2007), all materials including audio recording,

encoded transcripts, notes, and others should be destroyed after the data were

being analyzed.

Some of the informants were hesitant to be interviewed at first because

they were afraid what to say but because of my reassurance to them in regards

to the confidentiality of their responses, they later gave us the chance and

showed comfort in answering the interview questions. We were extra careful with

our questions and due respect were given importance to this study.

Justice requires a reasonable allocation of the risks and benefits as

results of the research. It is very important to acknowledge the contributions of all

the participants as they generally part of the success of the research. They must

be given due credits in all their endeavours (Bloom and Crabtree, 2006). They

were not able to spend any amount during the interview. Sensible tokens were

given to them as a sign of recognition to their efforts on the study. We are hoping

that through this study, they will be set free into whatever negative experiences
 44

they had as the introvert students maintain a good name into what positive

contributions they could offer in this study.

Chapter 3

RESULTS

Presented in this chapter are the data and the results of the study. Tables are

arranged in the following subheadings: Level of Introversion among HUMSS

Strand Students of UM Tagum College, Level of Scholastic Activities among

HUMSS Strand Students of UM Tagum College, Significance on the Relationship

between Levels of Introversion and Scholastic Activities among HUMSS Strand

Students of UM Tagum College with their corresponding indicators. Moreover,

the experiences of the informants of the study both happy and sad, as well as

their social understanding about introversion are presented which was gathered

through in- depth interviews and focus group discussion. With the following

research questions, data production from the participants was directed.

 45

1. What are the experiences of the introverted students among

HUMSS Strand in complying their scholastic needs?

2. How do these students deal with introversion in complying their

scholastic needs?

3. What are the insights of these students on introversion in complying

academic requirements?

This chapter is segregated into five parts. The first part includes all the

results presented in tabular form from the quantitative part of the study. The

second part is all about the data of the participants from which the qualitative

data were assembled. The third part discusses the data analysis dealings and

the steps in the classifications of the emergent themes collected from the in-

depth interviews and focus group discussion of the participants. The fourth part

deals with the answers to the in- depth interviews and the focus group discussion

questions under each research problem. Lastly, part 5 includes the outline of

responses from the different informants.

Level of Organizational Behavior in Public Elementary Schools

Shown in Table 1 are the mean scores for the indicators of introversion

among HUMSS Strand Students of UM Tagum College with an overall mean of

3.105 describe as moderate with a standard deviation of 0.825. The high level

could be attributed to the high rating given by the respondents in all indicators.

This means that the respondents response to introversion among HUMSS Strand
 46

Students of UM Tagum College are positive in majority of the cases in the items

of loneliness, anxiety, and self-consciousness.

The cited overall mean score was the result gathered from the following

computed mean scores from highest to lowest: 3.33 or high for self-

consciousness; 3.18 or moderate for anxiety; and 2.80 or moderate for

loneliness.

Table 1. Level of Introversion among HUMSS Strand Students of UM Tagum

College

Descriptive
Indicator SD Mean
Level

Loneliness 0.968 2.80 Moderate

Anxiety 0.90 3.18 Moderate

Self-consciousness 0.938 3.33 High

Overall 0.825 3.105 Moderate

The main introversion that was positive among HUMSS Strand Students

in UM Tagum College was on Self-consciousness, being the indicator with the

highest mean, whose principal goal is to undue awareness of oneself or one’s

action because the introverted students tend to be self-conscious because of

their shyness. They cannot open up to others and choose to be more conscious
 47

in terms of having relationship with others. Moreover, this would result to

affecting the student’s scholastic activities.

With regards to Anxiety that is also positive in Introversion among HUMSS

Strand Students of UM Tagum College, the respondents display a favorable

response on their feelings and emotions, thus, encouraging them to do more.

Moreover, this would result to have better plans to overcome this. Consequently,

having this isn’t easy to overcome but need to so that they will not fail on their

studies.

Finally, the loneliness among HUMSS Strand Students of UM Tagum

College, being the indicator with the lowest mean, which goal is to show that

there are students experiencing loneliness and help them to build up intimacy

with the people around them because lonely students tend to be alone and not

socializing others. Consequently, for having such feeling it would lead them to

strive hard on their activities.

Level of Scholastic Activities among HUMSS Strand Students of UM Tagum

College

Shown in Table 2 are the mean scores for the indicators of scholastic

activities among HUMSS Strand Students of UM Tagum College with an overall

mean of 3.242 describes as moderate with a standard deviation of 0.973. The

moderate level could be attributed to the moderate rating given by the

respondents in all indicators. This means that the respondents’ response to

scholastic activities are positive in majority of the cases in the items of classroom

participation and co-curricular activities.

 48

The cited overall mean score was the result gathered from the following

computed mean scores from highest to lowest: 3.168 or moderate for classroom

participation; and 3.316 or moderate for co-curricular activities.

Table 2. Level of Scholastic Activities among HUMSS Strand Students of UM

Tagum College

Descriptive
Indicator SD Mean
Level

Classroom Participation 0.98 3.168 Moderate

Co-curricular Activities 1.080 3.316 Moderate

Overall 0.973 3.242 Moderate

The main scholastic activities that was positive among HUMSS Strand

Students in UM Tagum College was on Co-curricular Activities, being the

indicator with the highest mean, whose principal goal is know how much a

student exert effort or performed on this type of activities and how they show

their skills and capabilities. Moreover, you yourself will have the real

comprehension of what or how much you really do on this particular activity.

This is followed by the last indicator, the Classroom Participation among

HUMSS Strand Students of UM Tagum College with the lowest mean, which

objective is to show of how much a student participate in classroom, how much

they perform their capabilities inside the classroom and what trait or feeling they
 49

show with the people around them as they participate. Moreover, this would

result an assessment of one’s behaviour. Consequently, it can lead to changing

of some behaviour and excel more if needed to do the best on their studies.

Significance on the Relationship between Introversion and Scholastic

Activities among HUMSS Strand Students of UM Tagum College

One important purpose of this study is to determine whether or not the

Introversion have significant relationship on the Scholastic Activities among

HUMSS Strand Students of UM Tagum College. Pearson r was used r to

determine the correlational between the two variables. Results of the

computations are shown in Table 3.

The results revealed that organizational behaviour versus workplace

environment yields an R-value of 0.185 which is significant. The result is due to

the p-value of 0.00001 which is higher than 0.05 level of significance. This lead to

the decision that the null hypothesis which stated that there is no significant

relationship between Introversion and Scholastic Activities among HUMSS

Strand Students of UM Tagum College is rejected.

This further means that there is a relationship between two variables

correlated. On the basis of researchers done on the relationship between

Introversion and Scholastic Activities among HUMSS Strand Students of UMTC,

it has been evident that the Introversion has an impact on Scholastic Activities.

Therefore, the result of the correlational exemplifies that when the Introversion as

observed by the students of UM Tagum College is also observed to be high.

 50

Table 3. Significance on the Relationship between Introversion and Scholastic

Activities among HUMSS Strand Students of UM Tagum College

Variables Mean SD R-value p-value

Introversion 3.105 0.825 0.815 0.00001

Scholastic 3.242 0.973 0.815 0.00001

Activities

Overall 3.174 0.90 0.815 0.00001

*Significant at 0.05 significance level.

The overall result of the Introversion significantly has an impact on the

Scholastic Activities among HUMSS Strand Students of UM Tagum College.

Participants

Key informants. There were seven key informants in this study, all of them

were HUMSS Strand Students in UM Tagum College. They were selected based

on the strand they are in and they are experiencing introversion. These students

are said to be introverts. The participants were given pseudonyms in order to

preserve confidentiality and privacy as presented in Table 1.

Focus Group. A focus group discussion was conducted with seven

participants, all of them were HUMSS Strand Students in UM Tagum College.

The discussion was conducted to achieve more insights and to develop social

constructions among the participants on the issue of impact of introversion on the

scholastic activities. The original names of the participants were not mentioned
 51

vividly instead, pseudonyms were used to make their identity obscure. They were

presented on Table 1 according to their number.

The key informants and the participants in the focus group discussion

answered the same set of interview questions. We knew most of them since they

were our schoolmates. Moreover, some of them were our friends while the rest

were unfamiliar person to us. We learned through our interaction their happy and

sad experiences being an introverted one. In addition, we learned from them their

various experiences including struggles on handling this kind of trait and their

defense mechanisms in coping with these problems.

We found it not easy during data collection since we were able to adjust

with the schedule of our informants. The only thing that made us courageous was

the individual support coming from our informants that they able to allot time

behind their busy schedules. They were very much willing to answer and share

their experiences. They were also able to give the best answer they can in every

question we asked to them. We felt their enormous experiences being an

introvert.

The same thing happened to our focus group discussion but worst

because we conducted the FGD twice because of many different reasons such

as we cannot hear the recorded interview although the video was very clear. On

the second time, some of the participants were having an important matter to do.

However, with the support of our FGD participants, we were able to finish our

interaction in a very interesting way. Most of my participants have similar

 52

experiences being an introvert student however, all of them had fascinating and

exceptional experiences.

The interviews took place in different classroom where our participants

belong. We used our personal cellphone for voice recording and taking video.

We have employed also personal note taking of the answers that I thought were

very much important, and took down salient observations during the interviews.

Categorization of Data

Upon accomplishing the in- depth interviews and the focus group

discussion, data from the audio- tape recordings were directly transcribed and for

those answers in vernacular were carefully translated into English. Following the

steps suggested by Boyatzis (1998), We first watched the videos and listened

cautiously to the sound recordings. This was to transform the data into texts and

so that it would be easier for us to code our data later. Three steps were being

taken during the data analysis that consists of data reduction, data display,

drawing conclusion and verification. These were done in order to identify core

and essential themes about the phenomenon under investigation (Burns and

Grove, 2007).

To delete unnecessary data from the transcription, data reduction was

employed to convert those data into essential and logical material, simply

understood by many (Moustakas, 1994; Creswell, 2012). Thematic analysis was

the approach used in pairing and separating data, a way of sorting and

categorizing. Through data reduction, the lengthy and large volumes of

qualitative data gathered came out consolidated and manageable, easier to

 53

control and understood. I also asked for assistance from a professional who was

expert on analyzing data.

Table 1

Participants’ Information

Assumed Gender Location/ Age Level Study Group

Name Division

Chandria Female Tagum 18 SHS In-depth Interview

City

Abby Female Tagum 19 SHS In-depth Interview

City

Aria Female Tagum 18 SHS In-depth Interview

City

Yang Female Tagum 18 SHS In-depth Interview

City

Lyn Female Tagum 19 SHS In-depth Interview

City

Cel Female Tagum 18 SHS In-depth Interview

City

Prin Female Tagum 17 SHS In-depth Interview

City

Dat Female Tagum 17 SHS Focus group

City

Moo Male Tagum 17 SHS Focus group

City
 54

Bert Male Tagum 18 SHS Focus group

City

Zon Male Tagum 18 SHS Focus group

City

Mae Female Tagum 19 SHS Focus group

City

Migz Male Tagum 18 SHS Focus group

City

Aya Female Tagum City 18 SHS Focus group

The next step was data display that was done through graphic organizers

such as matrix or table for the viewer to draw his conclusion. In this step, we read

our data several times to be acquainted with them and come up with our themes.

Lastly, drawing conclusion and verification were done for qualitative

analysis. This was going back several more times and revisiting the data being

analyzed to completely see to it the validity of the emergent conclusions. The

data conversed through the emergence of conceptual categories and descriptive

themes. These themes were crafted into which all of them were interconnected

and became with sense (Van Manen, 1990). Then, we interpreted the conceptual

framework with reference to the related literature on the phenomenon being

investigated (Burns and Groove, 2007) which was done in an attempt to explain

the subject with a theory.

In making an interpretation of the report, we took into account what data

have to be included and information to be discarded. The interpretation was

 55

written clearly and precisely. Sufficient description was being provided to permit

the reader to comprehend the basis for interpretation so that the sufficient

interpretations allow the reader to understand the description (Polkinghorne,

1989, p. 46).

Different criteria for the evaluation of qualitative research must be

considered (Lincoln, 1995). We considered the trustworthiness criteria as

suggested by Guba and Lincoln (1989), which are credibility, confirmability,

dependability, and transferability. I established extended engagement with my

participants so that both of us got a clear understanding on every detail of the

phenomenon being studied. To achieve triangulation, we used multiple sources

of my study; these multiple sources of evidence were interview transcripts from

the key informants and FGD participants, insightful field notes and readings from

related literature (Polit, Beck and Hungler,2006; Sandelowski, 1986; Streubert-

Speziale, 2007). This is done to strengthen the study.

In addition to triangulation method, peer debriefing was conducted. We

constructed the essential themes with the help of a peer debriefed. Nevertheless,

before that, we asked some of our friends and classmates to help us inspect and

scrutinize the transcriptions. We considered their comments and suggestions

such as deleting data that are not significant to the study.

Research Question No. 1: What are the experiences of the

introverted students among HUMSS Strand in complying their scholastic

needs?
 56

During the in-depth interviews and focus group discussion, the following

questions were asked in order to generate a wide-ranging discussion for the

above research problem. Do you consider yourself as an introverted person?

Does being an introvert affect your learning process? Do you think introversion

helps you learn better? Do you find it hard complying school activities as an

introverted person? In what way? As an introvert, do you find group activities a

difficult task to do? Why?

There were three major themes emerged from the data collected on the

experiences of the study participants as presented in Table 2 such as Hindrance

Towards Learning, Handicap Concerning Participation and Obstacle Regarding

Interaction.

Table 2. Essential Themes and Core Ideas on the Experiences of HUMSS

Strand Students in the Impact of Introversion on the Scholastic Activities

Essential Themes Core Ideas

 It really affects my learning

process.

 I cannot focus on listening to my

Hindrance Towards Learning teacher.

 I am afraid to ask question.

 It really affects my grades.

 57

 I am afraid to raise my hand to

answer.

 I am afraid to be judged by my

classmates.

Handicap Concerning Participation  I am shy to share my ideas.

 I doubt my ideas and will not tell

it to my group.

 I am shy to interact with my

classmates.

 I feel outcast with others.

 I am shy to cooperate with my

Obstacle Regarding Interaction group mates.

 I feel others are not comfortable

with me.

Hindrance Towards Learning

Almost all the key informants and the FGD participants revealed their

experiences upon the impact of introversion that is hindrance towards their

learning. They really felt not easy to handle introversion with regards to their

learning process.
 58

Aya (not her real name), felt introversion as hindrance towards her

learning process.

It really affects my learning process, for instance naay

kanang mga participation sa school, dili ko maka participate

kay maulawon kayko. It really affects and prone to ma fail

akong grades. (MCIIHNPECUVTFS_2-Q1)

“It really affects my learning process, for instance, those

school participation activities, I cannot participate because

I’m shy. It really affects and prone to failing grades”.

Aria (pseudonym) share her experience on how introversion affects on her

learning processs as being an introverted student.

Being an introvert kanang maulawon kay ka sa imong self

kulang kag self-confidence mas makaaffect siya sa kuan

learning process kay dili kayo ka magparticipate naay

possibilities na mogamay imong grades then makaffect siya.

(MCIIHNPECUVTFS_10-Q1)

“Being an introvert, I lack self-confidence and more likely my

learning process will be affected because I will not be able to

participate and may lead to a possibility of getting low

grade”.
 59

These description shows that the varying experiences of the students

about the impact of introversion are precise.

Handicap Concerning Participation

Handicap concerning participation means impacted Aggravating circumstances

is projected with more serious or severe problem among the teachers handling

non- readers and being assigned in a far- flung school. These circumstances

create annoyance and displeasure to the daily undertakings of the teachers.

Some of my participants responded to the question referring to their sad

experiences handling introversion. Generally, they have almost the same

burdens while this kind of trait.

Bert (not his real name) made mention that because of introversion, his

participation was less observed.

Mabantayan nako sa akong kaugalingon

nga dili kayko nagaparticipate sa mga

buhatonon sa skwelahan kay maulaw, kay

ulaw kayo ko, mahadlok ko ma judge sa

uban mao ng maulaw ko.

(MCIIHNPECUVTFS_1-Q1)

“I'll keep myself in the middle of not being able to show off

school work because of shame, I'm afraid to be judged by

others”.

Cel (not her real name) mentioned that because of being an introvert, she

has difficulty in participation during activities.

 60

Difficult siya is because kung dili ko magparticipate sa uban

nakong mga kagroups is murag lisod jud siya e overcome

kay naay mga time nga sila ang magdecision kung unsa jud

and then dili mapagawas kong unsa jud imong gusto nga

kaning ipaabot saila kay maulaw ka ingnan ka din basig

ingnan ka nila ug kanang mali na siya.

(MCIIHNPECUVTFS_1-Q1)

“It is difficult to participate especially in group activities

because I cannot tell what I want to tell because of my

shyness and I’m afraid that they will tell me that I am wrong”

Obstacle Regarding Interaction

Despite of having many negative and sad experiences of the participants,

they find ways and means to continue teaching the non- readers through thick

and thin, they devout themselves in teaching the non- readers by providing the

reading programs and interventions. These are called mitigating elements. By

providing the students extra support and early reading intervention program,

large number of non- readers are preventable.

Yang (not her real name) expressed her experience about her difficulty in

interaction because of the trait she has that is being introvert.

I not really good with interacting people because also I have

my own perception every naay mga activity so pag grupo

each of you is murag kanang task to provide a addtitional

contribution sa isa ka activity so murag maglisod ko

 61

magpagawas sa akong gibati kay maulaw man gud ko unya

basin ako pud huna-huna ba na basin nindot pa diay ilang

idea kaysa sa akoa. (MCIIHNPECUVTFS_5-Q1)

“I'm not really good with interacting people because also I

have my own perception every activities, in groupings each

of you is tasked to provide an additional contribution to the

activity. It is so hard for me to voice out my ideas because

I’m shy and I thought their ideas are better than mine”.

Chandria (not her real name) expressed her experience in every group

activities that need interaction with others, she find it difficult because of shyness.

Yes I find it ahh difficult to do a group

activities kanang kay group activities

kailangan man makipag-interact ko sa

akong grupo kanang makatabang ko or

unsa man ilang masugo pero kay or unsa

man imong masuggest pero need og

kanang mga ideas kung unsay buhaton or

kailangang buhaton tungod kay ulawon ko

so dili jud katabang kay magtunga-nga na

lang ko sa kilid kay maulaw ko mag-ask og

question or unsa paman ang akong

kailangang buhaton

(MCIIHNPECUVTFS_5-Q1)
 62

“Yes I find it difficult to do a group activities because it need

to interact with your group to help them or what they are

needed but I can’t do it because I’m ashamed to ask a

question or what should need to do”.

Research Question No. 2: How do these students deal with introversion in

complying their scholastic needs?

The following questions were asked during the in- depth interview and focus

group discussion to find out the ways on how introverted students deal

introversion in complying their scholastic needs: As an introvert student do

people around you important in your studies? Do people around you show you

support in school? Can you say that your parents are supporting your studies? In

what way? Did you find classroom activities as a challenge as an introvert

person? Is it hard for you to do oral participation? Why?

From the data collected using the above questions, three essential themes

came out from the responses as shown in Table 3. These are Family Support,

Friends Encouragement, and Peers Influence.

Table 3. Essential Themes and Core Ideas of HUMSS Strand Students in dealing

the Impact of Introversion on the Scholastic Activities

Essential Themes Thematic Statements

 63

 My parents are always at my side to

support me.

 My siblings always comfort me.

Family Support
 My family help me in all aspect.

 My family motivate me in my studies.

 My friends help me when I am in

need.

 My friends encouraged me to do well

in class.

Friends Encouragement  My friends always told me that I can

do it.

 My friends encouraged me not to be

shy.
 64

 My classmates influence me to do well

as they are.

 My classmates help me boost my

confidence.

 My classmates motivate me in my
Peers Influence
studies.

 My classmates help me when it’s hard

for me to understand a certain topic.

Family Support

Family support is essential to every student. They encouraged to do their

best because they know that their family is always supporting them. They work

jointly especially for every need and wants of each other. They also influence

each other to do persevere whatever happens.

Here are the general responses of the participants in relation to Family

Support.

Yang (not her real name) made mentioned that because of the support of

her family she was motivated to do well.

My family mostly maghatag sila og support sa akoang studies kay

kanang ginamotivate ko nila through out the day na whatever, na

whatever unsa akong maachieve if it is failure or dili they will still

motivate me kay kabalo man sila ang, ang pagtuon it’s a lifelong
 65

process so pasabot ana, dili pasabot ana nga mafail ka you won’t

able to succeed na next na again pa. (MCIIHNPECUVTFS_9-Q2)

“My family mostly gives their support for my studies because they

have been my best all the day even in times of failure or not they

will still motivate me because they knew it's a lifelong process so if

I fail today does not mean I will not succeed in next time around”.

Lyn (not her real name) shared how vital does her family’s support on her

studies.

Nagasuporta akong parent in a way na kuan pareha karun diri ko

nagskwela financial ug syempre emotional pud na kuan tambag

tambag. (MCIIHNPECUVTFS_6-Q2)

“My parent supports my financial assistance and of course in

emotional problem they give me advises”.

Friends Encouragement

Here are the different responses of the participants in terms of their

Friends Encouragement.

Aria (not her real name) mentioned that because of her friends, she was

encouraged to do her best.

Kanang wala jud koy wala man pud ko nakita nga

mas makapagpa negative sa akoa permente sila

gasupport as always especially those my friends.

(MCIIHNPECUVTFS_2-Q2)
 66

“I did not see any negatives within me because my friends always

supported me”.

Moo (not his real name) shared how his friends gave great impact as he

experience introversion.

Ohh makasuporta kay paryas sa ginaingon sa

akong mga amigo nga kanang dili, ayaw lang

padala sa imong kaulaw kay kuan man naa man

jud kay kanang hawod ana nga butang.

(MCIIHNPECUVTFS_2-Q2)

“Yes, just like what my friends told me not be ashamed because

there is something I am good at”.

Peers Influence

Despite of the difficulties, the teachers continued their efforts with

persistence and perseverance in achieving their goal which is to rehabilitate their

non- readers. The following are the general responses of the informants.

Chandria (not her real name) expressed her experience in every group

activities that need interaction with others, she find it difficult because of shyness.

Yes ginaingnan ko nila na kaya nako buhaton ang isa ka bagay og

ginaboost nila akong confidence sa tanan tanan nako buhaton na

dili ko magsige og kanang ulaw ulaw. (MCIIHNPECUVTFS_2-Q3)

“Yes, they told me that I can do such things, they help me to boost

my confidence and not be ashamed to do it”.

 67

Lyn (not her real name) mentioned how other people influenced her to do

her best in every activities.

Kuan yes nagaserve pud sila na important sa akoa

kay kuan ginamotivate ko nila sa unsa akong

pangbuhaton ug kuan murag tungod sa ilaha gina

kanang ginaboost nila akong confidence.

(MCIIHNPECUVTFS_2-Q3)

“They are important to me because they are the one

who motivated me and help me to boost my

confidence”.

Research Question No. 3: What are the insights of these students on

introversion in complying academic requirements?

In order to grasp fully the impact of introversion among HUMSS Strand

Students of UM Tagum College, there were four specific questions being asked

during the in- depth interviews and focus group discussion, namely: Do you

consider introversion as a factor on why you get low scores/remarks? As an

introvert are you motivated in complying your academic needs? Do you struggle

in dealing oral participation at school? Does introvert student better than

extrovert student in scholastic activities?

From the responses of the participants as presented on Table 4, only

three major themes emerged, to mention; Struggle in Participation, Obstacle in

Getting High Score, and Less Motivated in Compliance.

 68

Table 4. Essential Themes and Core Ideas on the Insights of HUMSS Strand

Students in the Impact of Introversion on the Scholastic Activities

Essential Themes Core Ideas

 It is hard for me to participate

especially oral participation

 I struggled participating with my

Struggle in Participation
classmates.

 It is difficult for me to socialize

with my group mates.

 I am afraid to be judged.

 Introversion makes my score

low.

 I cannot interact well so I leave

Obstacle in Getting High Score confused about the topic.

 I lack confidence to approach my

teacher about my lacking.

 I am less motivated to comply

my academic needs.
Less Motivated in Compliance
 I am less motivated to comply

because I am afraid to be

judged.
 69

Struggle in Participation

The following responses of the key informants and the focus group

discussion displayed their struggles in participation as one of their scholastic

activities. Here are some of the responses from the informants.

Prin (not her real name) mentioned how she struggle during oral

participation.

Oo mastruggle jud ko pag muingon ang maestro nga mag oral my

God mura jud kog mabuang dzae kanang ambot maulaw jud ko

maulaw pud ko majudge.

“Yes, I’m struggling if the teacher said that have an oral, I felt like a

crazy because I’m ashamed to be judged.”

Lyn (not her real name) mentioned how other people influenced her to do

her best in every activities.

Yes, kanang mastruggle jud ko lisod man gud e

judge pareha sa akong giingon ganina maglisod

ko og kuan kanang mag express sakong sarili kay

diko gusto majudge sa lain tao.

(MCIIHNPECUVTFS_2-Q2)

“Yes, it is a struggle because I could hardly

express my ideas and I am afraid to be judged.”.

Obstacle in Getting High Score

 70

The following responses of the key informants and the focus group

discussion displayed their obstacle in getting high score. Here are some of the

responses from the informants.

Chandria (not her real name) express her experiences why she get low

score.

Uhmm… isa siya ohh yes isa siya sa dahilan nganong kanang

makakuha ko og low grades kay dili lang man tanan panahon, dili

man tanan sa papel ka mag-answer kailangan man jud kayo siya

ang kanang magparticipate kay mas dako man siya og grades na

imong makuha sa participation kanang dako jud siya dako og

bawas sa imong grado og kung sa participation wala kaayo ka

gaparticipate tungod kay ulawon ka. (MCIIHNPECUVTFS_2-Q2)

“It is one of the reason why I get low grades because written

activities is not always, it also has oral participation which give

higher grade, I could not participate because I am shy.”

Yang (not her real name) mentioned that due to introversion she gets low

score or remarks..

Yes kay syempre magkaroon ka og low scores or remarks due to

lack of knowledge nga imong nahibal-an because of you are

introverted na tao syempre maulawon ka you don’t be able to ask

some question or clarification from your teacher nga maoy

maglesson instead nga naa kay matubag na tama unta kung

nangutana ka so namali na noon ka. (MCIIHNPECUVTFS_3-Q2)

 71

“Yes, because I am an introvert, I am shy to ask question and it

leads to low score because of lack of knowledge.”

Less Motivated in Compliance

The following responses of the key informants and the focus group

discussion displayed their insight about introvert that is less motivated in

complying. Here are some of the responses from the informants.

Migz (not his real name) mentioned that because of introversion, he is less

motivated in compliance.

Yes, kay tungod sa akong pagka introvert, maulaw ko mo

approach sa akong teacher or classmate. Maulaw ko mangutana sa mga

kailangan ipang comply so muabot sa point na dili nalang nako jud nako

ecomply kay nawalaan nako ug gana.

“Yes, because being an introvert, I am shy to approach my teacher

and classmate on what I need to comply until I am not going to comply it

because I am not motivated to do it.”

Aya (not her real name) made mention her experience on why she was

less motivated to comply academic needs.

Uhmm…No because kung ulawon ka unsaon nimo pagmotivate sa

imong self dili murag dili man jud.

 72

“No, because if you are introvert how will you motivate yourself, not at all.”

Chapter 4

DISCUSSION

The data on impact of introversion on the scholastic activities among

HUMSS Strand Students of UM Tagum College are presented in this chapter and

said discussions are based on the findings appeared in the previous section.

Level of Introversion among HUMSS Strand Students of UM Tagum College

The respondents’ level of introversion among HUMSS Strand Students of

UM Tagum College is moderate. This means that the introversion were positive

among HUMSS Strand Students in UM Tagum College. This further means that

the HUMSS Strand Students in UM Tagum College oftentimes manifest the

character of an introvert person as to being self-conscious which means they are

having or showing awareness of one's own existence, actions, or they are

conscious of oneself; anxiety that is a state of intense apprehension or worry

often accompanied by physical symptoms and mental illness or after a very

distressing experience; and loneliness or they feel alone and there’s no one they

can talk to.

 73

This result is in relation to the theory of Volbrecht & Goldsmith, (2010)

who viewed that introversion in many students was observed. This is due to their

feeling that is they are being evaluated and have fears of being negatively

reviewed and rejected, which may lead to actively avoiding social situations or

withdrawal and it is positively observed among HUMSS Strand Students of

UMTC. This conforms the theory of Roback (2013) that introverted individual is

more susceptible to self-consciousness than the extravert due to their reflective,

reserved, and sensitive nature.

In terms of Self-consciousness in HUMSS Strand Students of UM Tagum

College it is often observed. This indicates that self-consciousness among

HUMSS Strand Students of UM Tagum College was positive. This means being

self-conscious of HUMSS Strand Students of UMTC has a great impact on their

studies because it affects much on every activity they make. The viewpoint of

Roback (2013) is seemingly congruent to thus study. He said that introverts

spend a great deal of time and energy reflecting on how they may be perceived

by others within their immediate environment. To the point that they think much

of how others look at them than showing what they can able to do.

With regards to Anxiety among HUMSS Strand Students of UM Tagum

College it is sometimes observed. This signifies that anxiety among HUMSS

Strand Students of UM Tagum College was positive. This means that HUMSS

Strand Students of UM Tagum College was experiencing anxiety that gives great

impact on their studies. They experience it because of pressure from the family
 74

and school activities itself. This in line with the concept of Mor and Winquist,

(2012) that once a student

This was followed by Loneliness among HUMSS Strand Student of UM

Tagum College is sometimes observed. This indicates that loneliness among

HUMSS Strand Students of UM Tagum College was positive. This means that

loneliness has an impact on HUMSS Strand Student of UMTC. It has a great

impact because they tend to be alone than socializing others and build up

intimacy with their classmates and teachers that can cause confidence to do

more of their activities. As mentioned by Moroń, (2014) students who are lonely

often have similar personality traits, such as shyness, low self-esteem, insecurity

and introversion, which contribute to feelings of loneliness. It means that being

lonely, a student cannot express more of their ideas because they prefer to be

alone and stay in the corner than participating so it really affect his/her studies.

Mental Health Foundation, (2010) also cited that loneliness is more likely in

populations who are at risk for social alienation, isolation, and separation.

Level of Scholastic Activities among HUMSS Strand Students of UM Tagum

College

The respondents’ responses on their level of Scholastic Activities among HUMSS

Strand Students of UM Tagum College appears on a moderate level. This means

that all measures described in scholastic activities items were positive. This

results is associated with the work of Daley and Leahy, (2013) it is important to

understand that participation in scholastic physical activities may influence the

 75

mental well-being of young people by reducing stress, keeping fit and feeling

overall better about their appearances.

The high level for the co-curricular activities indicated that the level in

scholastic activities among HUMSS Strand Students of UM Tagum College was

positive. This means that students hardly express themselves on co-curricular

activities and get introverted on this kind of activities and they need to enhance

and do more on this area because this activity itself can help them. The is

congruent with the concept of Bashir (2012) who explained that many

educationists believe that these active increase social interactions, enhance

leadership quality, give a chance of healthy recreation, and make students self-

disciplined and confident.

Classroom Participation among HUMSS Strand Students of UM Tagum

College. This implies that the classroom participation indicator in scholastic

activities variable is positively observed. This means that some of the HUMSS

Strand Students got introverted on classroom participation. They tend to be silent

and didn’t participate because of some reasons which indicated on the

independent variable. The above findings collaborated with the idea of Weaver &

Qi (2015) who stated that student participation is not limited to the conventional

definition of student engagement within the classroom through discussion.

Students differ in personalities and the way they choose to participate in the

classroom. This can be seen through other forms of participation that exist and

compliment conventional methods of participation such as raising one’s hand in

class.
 76

Correlation Between Measures

This present study reveals a significant relationship between introversion

and scholastic activities among HUMSS Strand Students of UM Tagum College.

This implies that the introversion does influence the scholastic activities

participation of HUMSS Strand Students which can be seen on the data. This

confirms with the study of Bandura (2010) which emphasized that introversion

has a great impact on thoughts, feelings, and actions of the students in every

scholastic activities. This result also is in relation to the proposition of (Coan,

2010). Who viewed in an introverted state, perception, thinking, feeling, and

action are determined more directly by subjective factors.

The correlation between the overall introversion and scholastic activities

among HUMSS Strand Students of UM Tagum College is significant. This implies

that the scholastic activities are dependent on the introversion. These findings

affirmed the study on (Furnham, 2010) the introversion the area on possible

effects issues in educational achievement or communicative behavior.

Summary of Qualitative and Quantitative Results

The following conclusions are drawn based on the findings of this

investigation.

1. The level of the Self-consciousness is high, which means

introversion occurred because introverts tend to be consciousness about their

selves and it is proved among HUMSS Strand Students of UM Tagum College

2. The level of the Loneliness is moderate among HUMSS Strand

Students of UM Tagum College, which means introverted students are able to

 77

identify why they have this kind of trait and it is because they experienced

loneliness.

3. The level of the Anxiety is moderate among HUMSS Strand

Students of UM Tagum College, which means being anxious is one of the factors

why there are introverted person or introversion occurred.

4. The level of the Co-curricular Activities is moderate among HUMSS

Strand Students of UM Tagum College, which means how they willingly

participate to this kind of activities and is observed introverted students hardly

perform the activities because of the trait they have.

5. The level of the Classroom Participation is moderate, it means the

performances happened inside the classroom on how introverted students

perform and being struggle complying it was observed among HUMSS Strand

Students of UM Tagum College.

6. The hypothesis of the study was tasted less than 0.05 level of

significance stating that there is a significant relationship between Introversion

and Scholastic Activities among HUMSS Strand Students of UM Tagum College.

Research Question No. 1: What are the experiences of the introverted

students among HUMSS Strand in complying their scholastic needs?

Majority of HUMSS strand students of UM Tagum College revealed their

own experiences regarding the impact of introversion on scholastic activities.

Most of them answered that it is a hindrance towards their learning process as

they will not be able to participate well in class because it is hard for them to

interact with others. As supported by Monahan (2013), defined introvert student

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as those who do not speak in class or who speak seldom and, when they do,

they do so with great difficulty due to anxiety and lack of confidence. Base on the

gathered answers by our respondents, it really proved that introvert most likely

have their ideas yet they cannot voice it out because of the trait they have. They

also mentioned that they keep on being silent because they are afraid to be

judged by other people. In result to their performance, it has an effect to their

scholastic activities and give much impact upon complying their academic or

scholastic needs to the point that they get low scores due to the grading system

which is active participation in the class gives higher grade.

Research Question No. 2: How do these students deal with introversion in

complying their scholastic needs?

Most of the respondent able to cope with the impact of introversion on the

scholastic activities. Majority of them shared on how they are able to deal with it

and it is because of their family, friends and people around them who always

support them. As supported by Erik Erikson’s theory which is the psychosocial

theory described the impact of social experience across the whole lifespan.

Erikson was interested in how social interaction and relationships played a role in

the development and growth of human beings. It implies how essential does a

person could do especially one’s family and friends. According to the

respondents, their family and friends as well as their classmates or peers play a

great impact as they handle introversion. They are the one who influence or

motivate them to do their best and do not let the trait they have will dominate. It is
 79

also supported by Hing et. al (2012), one of the stronger motivators identified in

this study was from family or friends.

Research Question No. 3: What are the insights of these students on

introversion in complying academic requirements?

Respondents have its collaborated perspective regarding on the impact of

introversion on scholastic activities. The HUMSS strand students of UM Tagum

College struggled in their studies because of the trait they have that is why they

get low scores/remarks. As supported by Bennet (2013), elaborates on the two

aspects of Tinto’s model. The first aspect is the academic integration, includes

factors such as academic performance of students, intellectual development and

whether the students believes that lecturers are personally committed to teaching

and helping students. Social integration in turn, includes factors such as the

student’s self-esteem and the quality of his/her relationship with fellow students

and lecturers. It explains how importance having self-esteem to every person

especially students so the opposite result was experienced by the introverted

person. The respondents also stated how they struggle complying their academic

needs or their scholastic activities because they are shy to show it because they

are afraid to be judged by other people.

Conclusion

Based from findings of the study, conclusions are drawn in this section.

The level of introversion among HUMSS Strand Students of UM Tagum College

is high observed for self-consciousness, moderate observed for anxiety, and

moderate observed for loneliness and the overall mean of moderate observed
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level of introversion among HUMSS Strand Students of UM Tagum College. This

means that the indicators of introversion were positive in HUMSS Strand

Students of UMTC. The level of scholastic activities among HUMSS Strand

Students of UM Tagum College is moderate observed for co-curricular activities

and also moderate observed for classroom participation and the overall mean of

moderate observed for scholastic activities among HUMSS Strand Students of

UM Tagum College. This means that the different scholastic activities were

positive. There is a significant relationship between introversion and scholastic

activities among HUMSS Strand Students of UM Tagum College. The

introversion significantly influences scholastic activities. This is in line with the

study of (Erton, 2010) which stated that introverted students learn more

effectively through concrete experience, learners learn more effectively in

individual independent learning situation.

Recommendations

In the light of the foregoing findings and conclusion, the following

recommendations are offered; Teachers better understand the nature of introvert

student and inform teachers’ development of intervention strategies to assist the

introvert students in the classroom and the activities. The teachers will be fair to

trait their student even he or she is an introvert. Moreover, the school heads may

give some information that may be used as a reference on the growing number

of introvert students, and a guide to help. So the school will be able to improve

their capability to give a quality education to students. The introversion and

scholastic activities may be raised to the higher level by providing more

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motivation to the students. Likewise, school heads may give motivation to the

teachers, that they may continue participating and working their daily tasks. It will

inform the teachers regarding in how they will act with dignity and work effectively

in school at all time. It may help the teacher in coping with the changes of the

atmosphere in school. Furthermore, it would be beneficial to the students if they

may continue their interest in the learning process and show good performance.

Lastly, it may provide the future researchers a starting point on how to expand

the coverage of the research in terms of the variables covered in the study.
 82

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