Conceptual Framework

Classroom non-participation refers to students not actively participating in classroom

activities and discussions, which can impact their academic performance and classroom
dynamics. This behavior can be due to factors such as social anxiety, fear of judgment, language
barriers, or disinterest in the subject. Addressing this issue is crucial for improving students'
learning experiences and academic success. (Smith & Johnson, 2022).

Students who took part in the study showed better academic progress and attendance
compared to their peers who did not participate. The focus is on senior high school students who
may choose not to participate in classroom activities for various reasons, such as fear of looking
foolish or being judged by their classmates. However, participating in class discussions is crucial
for developing communication skills and grasping the material being taught. (Duran & Weffer,
2019).

The Department of Education launched a re-engagement initiative with strategies for teachers
to promote student voice, collaborative learning, and culturally relevant instruction (Georgia
Department of Education, 2022) Our proposed qualitative study investigating the distinct barriers
senior high school students face in participating in class could make a timely contribution to
these local efforts. In each classroom, there are students who refuse to participate and get
involved in their learning process. By giving voice to students’ lived experiences at DMLMHS,
our findings could pinpoint contextual factors and provide insights to help teachers and schools
develop tailored re-engagement approaches for this specific age group. Surfacing the nuanced
perspectives of senior high school could be invaluable for crafting inclusive strategies that
resonate with this population’s needs.
While qualitative research techniques have proven valuable for exploring educational issues,
a gap remains in understanding the specific factors that impede active classroom engagement
among senior high school students (Rodriguez, 2021). Previous studies have tended to take a
broad view of student participation barriers, failing to capture the distinct challenges faced by
this age group and educational level (Jameson & Lee, 2019). The aim of this study is to obtain an
in-depth, contextualized understanding of the barriers preventing classroom participation among
SHS students at DMLMHS during the 2023-2024 academic year. Utilizing qualitative data
collection methods, including interviews guided by a researcher-developed, five-question
instrument, the research seeks to uncover the underlying rationales, perspectives, and lived
experiences underlying students’ hesitancy or resistance to engage in classroom dialogues and
activities (Khan, 2020). By giving voice to SHS students themselves, this study explains the
specific barrier impacting their willingness and ability to participate actively. The findings can
ultimately inform tailored interventions and strategies to cultivate more inclusive, engaging
classroom environments conducive to optimal learning outcomes for students at this critical stage
of their educational journey (Martin & Alvarez, 2023).
 According to the Self-Determination Theory, individuals have three innate psychological needs
that must be satisfied to facilitate optimal motivation, engagement, and well-being: autonomy,
competence, and relatedness (Ryan & Deci, 2000). When these three psychological needs are
fulfilled, students are more likely to experience intrinsic motivation, leading to enhanced
engagement, persistence, and positive educational outcomes (Ryan & Deci, 2017). Conversely,
when these needs are thwarted, students may experience decreased motivation, disengagement,
and resistance to participation in classroom activities (Jang et al., 2016).

Therefore, when students' psychological needs are met, they are more likely to be motivated
and engaged in classroom activities, leading to positive educational outcomes. However, when
these needs are not met, students may become disengaged and resistant. Some students may
choose to be silent in the classroom as a preferred learning style. Bronfenbrenner's Ecological
Systems Theory examines the various factors that influence students' participation, including
classroom dynamics, peer relationships, school policies, and cultural beliefs. This study explains
the specific barrier impacting their willingness and ability to participate actively. The findings
can ultimately inform tailored interventions and strategies to cultivate more inclusive, engaging
classroom environments conducive to optimal learning outcomes for students at this critical stage
of their educational journey.

The diagram illustrates the conceptual framework of the study mentioned earlier. It highlights the
process of conducting a phenomenological inquiry that examines the real-life experiences of
11th-grade STEM students. The aim is to gain insights into the obstacles that hinder their
participation in the classroom and identify strategies to better comprehend this phenomenon.
 BARRIERS OF
LIVE CLASSROOM STRATEGI
EXPERIENCES NON- ES
PARTICIPATION