Chapter-1 3

1
Taft National High School

Senior High School Department
Chapter 1
The Problem and Review of Related Literature
According to Flickr and Zullkifli (2021) participation refers to people taking part
in anything that has an impact on their life. People can develop opportunities for action,
tactics for doing so, and a sense of unity to bring about change through participation. A
student's engagement in a course is evaluated in addition to their achievement on exams.
Engagement in class discussions and student conduct in group settings are two things that
could be measured as indicators of student participation. (Dublin City University, 2020).
Student engagement describes the actions that students take to actively participate in a
class. This action can take many different forms, including asking questions, answering
inquiries from others, giving comments, and more. (Smith et al., 2021).
According to Delfino (2019) one of the key concepts utilized to comprehend
student behavior toward the teaching-learning process is student involvement. The way in
which instructions and academic practices are carried out in the university can be seen by
looking at how students behave in academic settings. As a result, teachers and academic
supervisors could use it as a strong instrument to develop efficient pedagogical strategies
to optimize the learning opportunities for pupils. The advantage of the student
engagement data is that it shows what the students are actually doing. The information is
important for managing academic programs, students, and institutions more broadly.
Institutions can make judgments about student behavior based on data rather than relying
solely on anecdotal reports or assumptions.

2

Information on student activities would give institutions useful data for marketing and
recruitment and aid in making them more receptive to the educational demands of
students. The majorities of student participate in both academic and extracurricular
activities at school and feel a sense of belonging since their friends are also there, they
get along well with the teachers and other students, and they value the consequences of
their education. But a lot of pupils are disinterested. They do not feel like they belong
with their classmates or teachers, and they do not think their school experience will have
much of an impact on their future. These students gradually distance themselves from
school activities and lose interest in learning. Some disgruntled students disrupt class and
have a bad effect on the other pupils (Teuscher & Makarova, 2018).
“Can we meet the needs of students who have become disaffected from school?
Can we identify schools that have high levels of student participation, and if so, what
factors contribute to their success? What is the relationship between student engagement
and academic performance? These questions are of great concern to educators in our
school” (Willans & Seary, 2018).
The goal of this study is to examine the relationship of the classroom participation
and academic performance among high school students’ of Taft National High School.
Review of Related Literature
The traditional definition of class participation, which is restricted to verbal
exchanges, has given way to a much broader perspective that encompasses anything that
encourages
3

students to engage in active learning formats (Orwat et al., 2018). Students participation
is a multidimensional concept that comprises many aspects that suggest evidence of
student engagement, such as preparation prior to class, attendance (Hard & RaoShah,
2022), contribution to class activities and discussions ( Xu & Qiu, 2022) and frequent
small tasks (Tang et al., 2020). Past research shows that these activities lead to personal
and professional growth in students, result in a better understanding and retention of the
material, enable students to demonstrate a broader range of skills and improve students
‘academic performance (Precourt & Gainor, 2019).
Most studies that look at how much class participation affects students' academic
performance only evaluate one aspect of participation: attendance (Nyatanga &
Mukorera, 2019; Sund & Bignoux, 2018), contribution to class activities (Park et al..,
2019). Within accounting courses, as far as we know, the only two empirical studies
about students participation and its effects on academic performance are López and
Ibarrondo-Dávila (2020) and Precourt and Gainor (2019). In both studies, grades were
determined based on the student contribution and participation to class activities as well
as attendance. They both demonstrated a positive link between class contribution to class
activities and exam grades. However, these studies differed in terms of their findings on
attendance impact on student performance. While Precourt and Gainor (2019) found a
positive relationship, Pérez-López and Ibarrondo-Dávila (2020) showed no significant
effect. Both studies have certain limitations.
Class participation may be defined in its broadest form as student engagement in
material across all modalities of instruction (Orwat et al., 2018). It is an active

4

participation process considered essential to learning development by both faculty and
students. Therefore, students’ contribution to class activities should be encouraged with
more opportunities for students to participate offered by instructors (Hard & RaoShah,
2022). Studies have shown that intense weekly participation grading schemes can
increase participation and overall course grades (Tang et al., 2020). Education has
typically occurred in face-to-face settings. Distance learning was first introduced in the
19th century with correspondence courses. In the middle of the 20th century, television-
based courses were introduced, and in the late 20th and early 21st century, the Internet
was developed (Visual Academy, 2020). Interaction with the lecturer, with other
students, and with the curriculum were all made possible via the Internet (Craig, 2020).
Class engagement is taking precedence above merely being present in class (Büchele,
2020).
According to Kinley and Pradhan (2022) student participation is one of the
essential tools to facilitate students’ learning , it is therefore of utmost importance to
understand what actually encompasses it. A constant behavioral engagement in learning
having positive attitude, grasping the chance to participate with lots of effort while
executing the work are aspects which keep the students participation. If the students are
listening to other’s ideas, commenting on it and asking questions too, then the classroom
setting is said to have an ideal classroom discussion. Students that actively participate in
class are more likely to continue learning receives a feedback on their learning, and know
what to focus on (Gibbs & Lucas, 2020).

5

Conceptual Framework
This study is anchored in the idea of Bekkering and Ward (2020) states that
“Participation in class, as a product of attendance and attentiveness, may be a valid
objective measure to predict student performance.
Since it can be monitored as semester’s progress, it can also be used to identify
students at risk of failing and underperforming”. The first section of the study discusses
the profile of respondents, focusing on their age, sex, and grade level. The second
explores the classroom participations among high school students’ while the final section
delves into the academic performance of these students’. The construct of participation
generally includes an affective or feeling component pertaining to students’ sense of
belonging at school and how much students identify with and value schooling outcomes,
and a behavioral component pertaining to students’ participation in academic and non-
academic activities.
6

Profile of the Classroom

students in terms participation in terms
of: of:
Academic
 Age  Preparation
 Sex prior to class Performance
 Grade  Attendance
Level  Contribution
to class
Figure 1. Research Paradigm

7

Statement of the Problem
This study aims to examine the relationship of the classroom participation
and academic performance among high school students’ of Taft National High
School. Specifically, it sought to answer on the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age;
1.2 Sex; and
1.3 Grade level?
2. To what extent do the following aspects classroom participation among high
school students during discussion;
2.1 Preparation prior to class;
2.2 Attendance; and
2.3 Contribution to class?
3. What is the academic performance of the respondents in the first semester of
School Year 2023-2024?
4. Is there a significant difference on the aspects of classroom participation
affecting the learner’s academic performance?
5. Is there a significant relationship between the aspects of classroom
participation and academic performance of the high school students of Taft
National High School?

8

Hypothesis
Ho1: There is no significant difference on the aspects of classroom participation
and academic performance of High School Students according to the profile.
Ho2: There is no significant relationship between the aspects of classroom
participation and the academic performance of High School Students’.
Significance of the Study
The beneficiaries of this study are the Junior and Senior High School Students at
Taft National High School. They can become aware the possible effect of classroom
participation on their academic performance. They will gain knowledge, personal
development to overcome those traits they may encounter.
Students. The results will inform the students about their academic performance
after quarterly examinations, allowing them to understand the relationship of the
classroom participation and their academic performance.
Parents. They will know the academic performance of their child.
Teachers. To make an action on how to deal and solve the problem about the
lack of participation that negatively affects the academic performance of the students.
School. The results will provide the school with knowledge about the behavior of
high school students and guide the teachers on what teaching strategies to be use.
9

Scope and Limitation
The scope of the study is limited in terms of content, respondents, place, and time.
Content. This study focuses on the relationship of the aspects of classroom
participation and academic performance among high school students at Taft National
High School in Surigao City.
Respondents. It includes junior and senior high school students at Taft National
High School for the school year 2023-2024.
Place and Time. The study will be conducted at Taft National High School in Surigao
City during the first and second quarter of the school year 2023-2024.
Definition of Terms
This section aimed to establish a common understanding and eliminate any
ambiguity or misunderstanding regarding the terminology employed in the research.
Academic Performance. Is the measurement of student achievement across
various academic subjects. Teachers and education officials typically measure
achievement using classroom performance and results from standardized tests and
quizzes.
Attendance. Being present or going to a class, event, or meeting is known as
attendance. Whether there will be both physical and virtual attendance depends on the
classroom. Students must adhere to a strict attendance policy at school. Class attendance
is the idea that students show up in the classroom to listen to the lecture.
10

Contribution to Class. Refers to sharing and adding of ideas and thoughts in
class ativities and discussion. It can be asking questions, inquiring to something about the
topic or clarifying something.
Frequent in Small Task. Being always committed on small tasks including
assignments,
Preparation Prior to Class. Being prepared for class has more to do with how
well and wisely you use that time than it does with how much or how little time you
spend doing so. In this sense, getting ready for class is similar to getting ready to write a
paper or take an exam. That little analogy might or might not be comforting.
Student Participation. The student act of participating in class, activities and
discussions.
11

CHAPTER 2
RESEARCH AND METHODOLOGY
Research Design
This study used and quantitative research approach engaging the serving MetHod.
This is considered applicable for itt studies the in-depth sampling Of individual units
from a population and administering data connection techniques on the sample. It
includes instruments or processes that ass different question types to a predefined sample,
To conduct data collection, and increase the survey response rate where we can get
reliable sources and information. And also with the use of this method, That is searchers
will be able to identify the relationship of classroom participation in the academic
performance of high school students.
Research Environment
The research locale Of this study is Nueva extension Surigao City, As the
population of interest comprises the junior and senior high school students of Taft
National High School, Which is located in the aforementioned area. The chosen area for
the study serves as the location to gather information through survey questionnaire and
obtain precise answers related to the researchers objective.

12

Figure 2
Location Map of Taft National High School

13

Research Participants
The respondents of this study are the junior and senior high school students, totaling
1,025 population. Table shows the distribution of the respondents.
Table 1. Distribution of the respondents
Section Population Sample Percentage
A 37 10 3.61%
B 35 10 3.41%
C 37 10 3.61%
D 32 9 3.12%
E 32 9 3.12%
F 34 10 3.32%
G 34 10 3.32%
H 31 9 3.02%
I 35 10 3.41%
J 34 10 3.32%
K 32 9 3.12%
L 37 10 3.61%
M 41 12 4%
N 45 13 4.40%
O 29 8 2.83%
14

P 37 10 3.61%
K 35 10 3.41%
Q 46 13 4.49%
R 40 11 3.90%
S 41 12 4%
T 44 12 4.29%
U 42 12 4.10%
V 26 7 2.54%
W 29 8 2.83%
X 23 6 2.24%
Y 24 6 2.34%
Z 41 12 4%
A.A 33 9 3.22%
A.B 39 11 3.80%
Total 1025 289 100%
Research Instrument
15

This study is being conducted through surveys. The researchers are preparing a
survey questionnaire aimed at gathering data to measure the "Classroom Participation and
Academic Performance of High School Students".
The researchers also gather information from various sources in the library such as
books, thesis proposals, dissertations, and research papers. They also obtain some
information from the internet.
The research instrument was validated by the two english teacher namely; Mrs. Leine
Gen B. Labiano and Mrs. Arnez Jewell D. Manlimos with the Statitician Mr. Jeferson A.
Mosa.
Ethics And Data Gathering Procedure
This study is conducted to know the difference and relationships of Classroom
Participation and Academic Performance among high school students of Taft National
High School; with all the senior and junior high schools as the population respondents,
researchers will ask a permission from the Principal’s Office to let the researchers
conduct the study inside the school. If the school school agrees, the researchers will start
to plan when, what and how the test must be done. The researcher must ask permission to
the class adviser or the subject teacher before entering the classroom and distribute the
questionnaire. Then, if they agree the researchers will explain the content how to answer
or accomplish the questionnaire. After that, the researchers may distribute the
16

questionnaire, while the students answering the the researchers may roaming around to
ensure that the students will answer the test honestly.
Data Analysis
The following statistical tools were used to analyze and interpret the data:
Cronbach’s Alpha. This was used to determine the reliability of the research
questionnaire.
Frequency Count and percentage. This statistical tool was used to determined the
profile of the respondents, including their sex and age.
Mean and Standard Deviation. These tools were used to determine the scores of the
students in the survey questionnaires regarding classroom Participation.
Analysis of Variance (ANOVA). This tool was used to determine if there was
significant difference in the classroom participation and Academic performance when
grouped according to respondents profiles.
Person Product Moment Correlation Coefficient. This statistical tool was used to
determine if there was a significant relationship between the classroom participation and
academic performance.
APPENDIX
17

Questionnaire for Students
Classroom Participation and Academic Performance of High School Students
Dear Participants,
Thank you for participating in our survey on Classroom Participation and
Academic Performance. Your feedback is invaluable to our research, and we appreciate
your time and thoughtful responses.
Please read and follow the instructions below to accurately convey your opinions
and experiences. For each statement or question in the survey, you will find a scale
ranging from 1 to 4. Please use the following guide to indicate your response:
1: Strongly Disagree 2: Disagree 3: Agree 4: Strongly Agree
Thank you for your cooperation. Your insights are crucial in enhancing our
understanding of Facebook Addiction and Academic Performance.
THE RESEARCHERS
Part I. Profile
Name (Optional): ___________________________
Sex: ☐M ☐F
Age: ☐ 12-14 ☐ 15-17 ☐ 18-20 ☐ 21-23 ☐ 24-28
Grade Level: ☐ Grade 7 ☐ Grade 8 ☐ Grade 9 ☐ Grade 10

☐ Grade 11 ☐ Grade 12
Part II. Extent of the aspects of classroom participation
A. Preparation Prior to class Strongly Disagree Agree Strongly

18

Disagree Agree
2 3
1 4
1. I immediately do my assigned homework and
other school works, projects, and
performance tasks when I arrive home to
avoid cramming..
2. Whenever I have a report, I finish it right way
so I can study it properly.
3. I ask my classmates or teacher about their
discussions or if there are any assignments
given during the time I was absent.
4. I take notes so that so that I have something
to read and study when I get home.
5. I study the reviewers and the notes I took the
previous night to have something to read and
study when I get home.
6. I prepare myself , my mind, and the materials
I’ll use for tomorrow’s class.
7. prepare my school uniform or clothes to be
worn the next day as if I’m going to school.
8. I don’t immediately get distracted to online
games whenever I’m reviewing or studying.
9. I don’t immediately get distracted by people
chatting whenever I’m reviewing or
studying .
10. Preparing for class allows me to make
connections between the current and previous
topics, enhancing my overall learning
experience.
B. Attendance
1. I try to avoid being late for our class so that I

won’t be marked as study.
2. I don’t get tired waking up early in
the morning.
3. I will make an effort not to be absent from
our class because attendance is important to
me.
4. I avoid cutting classes because it will only
affect my record negatively.
5. Even if I’m sick, I still try to go to school.
6. I often not to lie to our teacher about the
reasons for my absences and for being late.
7. I go home when our teacher doesn’t arrive on
time.
8. I do not leave in our classroom when there is
no teacher coming in during that time.
9. I attend or arrive on time for a subject even if
I don’t like our teacher.
19

10. I attend or arrive on time to our classes even

if I don’t like the subject.
C. Contributiin to class
1. I listen to the teacher who is teaching and to

my classmates who are reporting.
2. I ask my teacher if there is something I don’t
understand in the discussion.
3. I participate during the teacher’s discussion
time, such as answering their questions, if
they ask.
4. I help my classmates if they are having
difficulties in understanding the discussion.
5. I share my opinions with my group mates as
my contribution.
6. I don’t choose whom I are my group mates
whenever we have a group activities.
7. I respect the ideas shared by my classmates.
8. I help my classmates whenever there are
tasks to be done, such as cleaning the
classroom, performances of our section,
competitions, and others that involve our
section.
9. I assist my group mates in doing projects,
activities, performance tasks, and others.
10. If my classmate has a question, I immediately
respond when they have questions or don’t
understand.
--- THANK YOU ---
References
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Ballot Pedia (2023). Academic performance. Ballot Pedia NewsLetter. Retrieved from
https://ballotpedia.org/Academic_performance
Büchele, S. (2020). Evaluating the link between attendance and performance in higher
education: The role of classroom engagement dimensions. Assessment &
Evaluation in Higher Education, 6(2), 1–19. Retrieved from https://rb.gy/buppp
Bekkering and Ward (2020)Class Participation and Student Performance: A Tale of Two.
Informatioon System Education (ISEDJ). Retrieved from this site
https://files.eric.ed.gov/fulltext/EJ1258148.pdf
Craig, R. (2020). A Brief History (And Future) Of Online Degrees. Forbes Patek
Philippe. Retrieved from https://www.forbes.com/sites/ryancraig/20 15/06/23/a-
brief-history-and-future-ofonline-degrees/
Delfino (2019). Student engagement and academic performance of students of partido
state university. Faculty of education,Partido State University,Philippines.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1222588.pdf
Dublin City University (2020). Assessment resources student participation. Dublin City
University Assessment Resources. Retrieved from https://www.dcu.ie/sites/
default/files/ovpli/Student%20Participation.pdf
Gibbs G., Lucas L. (2020). Coursework assessment, class size and student performance.
Journal of Further and Higher Education. Retrieved from
https://doi.org/10.1080/0309877970210204s
21

Hard B. M., RaoShah T. (2022). Developing collaborative thinkers: Rethinking how we
define, teach, and assess class participation. Teaching of Psychology, 49, 176–
184. https://doi.org/10.1177/0098628320986953
Kinley and Pradhan (2022). Exploring the Relationship between Class Participation and
Student Performance in Science. Bhutan Journal of Research and Development.
file:///C:/Users/USER/Intel/Downloads/(029)-108-132.pdf
Nyatanga P., Mukorera S. (2019). Effects of lecture attendance, aptitude, individual
heterogeneity and pedagogic intervention on student performance: A probability
model approach. Innovations in Education and Teaching
International,56(2),195-205. https://doi.org/10.1080/14703297.2017.1371626
Orwat J., Kumaria S., Spira M., Boyle L., Besinger A. (2018). Class participation as a
pedagogical tool in social work education. Social Work Education, 37(3), 361–
377. https://doi.org/10.1080/02615479.2017.1401601
Papageorgiou E. (2019). Lecture attendance versus academic performance and prior
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https://doi.org/10.20853/33-1-2695
Park Y. H., Paik T. Y., Koo J. H. (2019). Effect of student activity participation on
accounting education. Journal of Open Innovation Technology Market and
Complexity, 5(3), 40. https://doi.org/10.3390/joitmc5030040
Pérez-López M. C., Ibarrondo-Dávila M. P. (2020). Key variables for academic
performance in university accounting studies. A mediation model. Innovations in

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Education and Teaching International, 57(3), 374–
385. https://doi.org/10.1080/14703297.2019.1620624
Precourt E., Gainor M. (2019). Factors affecting classroom participation and how
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Sund K. J., Bignoux S. (2018). Can the performance effect be ignored in the attendance
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https://doi.org/10.1111/hequ.12172
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Teuscher, S., & Makarova, E. (2018). Students’ school participation and their Truant
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Xu Y., Qiu X. (2022). Necessary but problematic: Chinese university English teachers’
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1

Taft National High School

The Problem and Review of Related Literature

student's engagement in a course is evaluated in addition to their achievement on exams.

could be measured as indicators of student participation. (Dublin City University, 2020).

According to Delfino (2019) one of the key concepts utilized to comprehend

supervisors could use it as a strong instrument to develop efficient pedagogical strategies

solely on anecdotal reports or assumptions.

Taft National High School

students. The majorities of student participate in both academic and extracurricular

school” (Willans & Seary, 2018).

Review of Related Literature

The traditional definition of class participation, which is restricted to verbal

Taft National High School

is a multidimensional concept that comprises many aspects that suggest evidence of

‘academic performance (Precourt & Gainor, 2019).

performance only evaluate one aspect of participation: attendance (Nyatanga &

positive relationship, Pérez-López and Ibarrondo-Dávila (2020) showed no significant

effect. Both studies have certain limitations.

Class participation may be defined in its broadest form as student engagement in

material across all modalities of instruction (Orwat et al., 2018). It is an active

Taft National High School

participation process considered essential to learning development by both faculty and

students. Therefore, students’ contribution to class activities should be encouraged with

According to Kinley and Pradhan (2022) student participation is one of the

essential tools to facilitate students’ learning , it is therefore of utmost importance to

understand what actually encompasses it. A constant behavioral engagement in learning

what to focus on (Gibbs & Lucas, 2020).

Taft National High School

“Participation in class, as a product of attendance and attentiveness, may be a valid

objective measure to predict student performance.

Since it can be monitored as semester’s progress, it can also be used to identify

generally includes an affective or feeling component pertaining to students’ sense of

and a behavioral component pertaining to students’ participation in academic and non-

Taft National High School

Profile of the Classroom

Figure 1. Research Paradigm

Taft National High School

Statement of the Problem

This study aims to examine the relationship of the classroom participation

School. Specifically, it sought to answer on the following questions:

1. What is the profile of the respondents in terms of:

1.2 Sex; and

1.3 Grade level?

2. To what extent do the following aspects classroom participation among high

school students during discussion;

2.1 Preparation prior to class;

2.2 Attendance; and

2.3 Contribution to class?

3. What is the academic performance of the respondents in the first semester of

School Year 2023-2024?

4. Is there a significant difference on the aspects of classroom participation

affecting the learner’s academic performance?

5. Is there a significant relationship between the aspects of classroom

participation and academic performance of the high school students of Taft

National High School?

Taft National High School

Ho1: There is no significant difference on the aspects of classroom participation

and academic performance of High School Students according to the profile.

Ho2: There is no significant relationship between the aspects of classroom

participation and the academic performance of High School Students’.

Significance of the Study

participation on their academic performance. They will gain knowledge, personal