“The Hindering Factors That Affects Students Participation In Class

Among Grade 11 GAS ”

A Research Project In Practical Research II

Presented to the Faculty of Senior High School

Lucena National High School

In Partial Fulfillment

Of the Requirements for the

General Academic Strand

Angielyn V. Montibon

Second Semester, 2019

“The Hindering Factors That Affects Students Participation In Class
Among Grade 11 GAS”

INTRODUCTION:

Background of the Study

In all aspects, students’ participation is one of the best tool to

measure students ability aside from having quizzes or other form of tests.

Participation usually means students speaking in class; answer and ask

questions, make comments, and join in discussions. Students who do

not participate in those ways are often considered to be passive are

generally penalized when participation is graded .( Jacob & Chase, 1992

). For this reason, the information and ideas taught by the teachers to

the students would not be obtained especially for those students who do

not give value of participation and remain passive and silent in class.

Thus, teachers are expected to create an environment that engage the

learners and ultimately facilitates learning.

Most students can obtain benefits such as the enjoyment of

sharing ideas with others and learn more if they are active to contribute

in class discussion. Effective learning process occurred when both

teachers and students interact and actively participate in learning

activities. ( Wade, 1994). However, in academic world there are still

students who are not active by participating in class even though the
teachers give them the enough teaching tools and strategies just to give

them, the information that they need to learn and understand.

The more they participate, the less memorization they do and the

more they engage in higher levels of thinking including interpretation,

analysis, and synthesis. ( Smith, 1997 ). Students who participate also

show improvement in their communication skills. (Dancer &

Kamvounias, 2005). In like manner, engagement within the learning

environment generally refers to the relationship between the learner and

the content or topic being pursued. While the highest levels of

engagement are seen when the learner is passionate about the topic,

significant levels of engagement can be achieved through a variety of

strategies that actively involved in the learning both interesting and

challenging. Engagement with content leads to higher levels of learning. (

Whelan, C. 1997).

Many teachers had experienced teaching where students

participate frequently. The classes flow well, and all involved fell like the

class end with success but absolutely not. On the other hand , most of

them have also quite and opposite experience, where it is a struggle to

get students to ask questions and participate in discussions (

Handlesman et.al, 2015 ).

Neither correctness nor effectiveness is achievable when teachers

fail to motivate students to participate in a process of thought

organization. When a teacher gives negative feedbacks on learner’s

written output, they tend to withdraw if not show passive response by

showing the reluctance to write. Learners lose confidence and are afraid

to write especially when the teachers do not explain the reason for the

written output. Furthermore, this study will also focus the relationship of

teachers and students to collaborate and have a good class environment

for the improvement of the better learnings and understandings through

class participation.
Research Problem :

It has always been observed during class discussions that

students’ participation make the teachers to be more motivated, and

alive to support the learnings of the students, to improve the student’s

communication skills and promote higher order thinking skills. But the

problem here, mostly the students in Grade 11 GAS of Lucena National

High School, do not participate in class or any school activities, only

those achievers and honor students in class speak up and share their

ideas in class. Some students do not value the importance of

participation; they have low self-esteem to speak-up and a fear to express

their opinions and they could easily forget the topic being discussed by

the teachers and can only recall few ideas.

This study aims to answer the following questions :

1. Which factors in the classroom learning environment affect

the student participation in class ?

2. What are the different strategies to be implemented to avoid

lack of participation ?

3. What would be the greatest impact of not participating in

class ?

4. How valid are the different strategies to enhance the

students’ participation ?
Objectives of the study :

With the general objectives of the study of determining the factors

that hinders the students in class participation among Grade 11 GAS in

Lucena National High School specifically aims to :

1. Determine the factors that affect the Grade 11 GAS students

in class participation.

2. Determine the effective teaching styles to increase student’s

participation.

3. To analyse social factors affecting students' participation.

4. To give awareness about psychological factors affecting

students' participation in the classroom.

Purpose of the study :

The purpose of this research was to examine and analyse the

factors in classroom learning environment that affect students

participation among the Grade 11 GAS at Lucena National High School.

This study will know the students traits, classroom environment, and the

impact on the level of participation in classroom. Furthermore, this

study will assist the teachers in determining the obstruct factors that are

needed to take action , in increasing class participation and provide

further research on how to implement strategies in the classroom

environment in order to achieve high average of student participation.

Here, the researcher will able to gain detailed views of student’s

participation within the classroom as they live through their experiences.

Importance of the study :

This study will highlight the importance of participation during

class discussion in the learning process, for knowing the reasons what

hinders the student to participate in class , it is beneficial to the teachers

in managing their classroom. The study has useful insights to know the

other ways to make every student to be more participative in class. With

this understanding, the teachers can plan strategies and employ proper

technique for responsive classroom. In a situation where students are

less active or passive in the classroom, it is pertinent for the teachers to

encourage active involvement. Thus, this research will help the teachers

to adjust and improve their way of teaching and encourage the students

to be more actively involve in classroom.

Significance of the study :

The study is intended to promote understanding the class

participation among Grade 11 GAS students of Lucena National High

School. The researcher is confident that this study will help the students

and teachers to analyse the importance of participation in class and

become the priority item of students in Grade 11 GAS. As well as the

different factors that hinder them to speak up in class. Also, the study

will be beneficial to the following :

To the students, who is the main focus of this study, it will serve to

them as a helpful way to engage and enhance their learning process. By

including class participation in their lessons, students will benefit in long

term. This study will also inform the students that education is designed

to help them improve upon their weaknesses. Learning to actively

communicate with others.

To the teachers, it will be beneficial to them for they are the source

of knowledge and learnings, and this study will help them to discover the

hindering factors and solution for it to apply for the class discussions in

order to have an active class environment. It will serve as their guide in

having effective teaching techniques, to encourage students listen with

the goal of understanding and improve student’s communication skills.

Other beneficiary to this study are the DepEd Administrators, they

can use the result of the study for the possible programs and
implementations in school base on students’ participation. They can use

this study as a guide on how to promote student’s effective learning

process and for them to be aware among the hindering factors of class

participation.

Lastly, the future researchers, it would be beneficial for them for

they will already have a guide to conduct a qualitative research study

about the hindering factors of student’s participation. Thus, the future

researcher can have informative ideas, that later on it will still applicable

for them for it is very helpful especially for the beginners that don’t have

enough knowledge to start like this kind of research.

Limitations and Delimitations of the study :

This research has different limitations. First, the study was limited

within 2 month period only. If a longer period of time is used, the results

of the study related to the student’s participation and their hindering

factors to speak up might have been very different. Second, it was very

difficult for the researcher to manage and control the students or

respondents to get their exact point or thoughts they are trying to deliver.

Participant honesty and interest in participating were also the limitations

as some students did not always feel comfortable enough to give detailed

response that involved their teachers as well as other students in their

classroom or they were not interested in the study, therefore unwilling to

provide detailed information on how they view classroom participation.

Finally, the study focused the student’s hindering factors in participating

in class and leaves opportunity for further research to help teacher’s

perspective and gain understanding on how the absence of participation

affects the learning environment.

The above mentioned limitations provide an opportunity for future

studies for the development of the existing studies for students.

Furthermore, it would be beneficial to include the component of

classroom observation in order to better understand the classroom

dynamics and classroom participation by the means of observation.

The research was delimited to the 43 grade 11 GAS students of

Lucena National High School. The duration of research for making the

study was 2 months and the researcher have only a week for the

interview and the rest was for the observation and preparation for the

said study.
Conceptual Framework

Discovering Learning System

Identifying the Hindering

Factors of class participation

Planned Action

Implementation and
Evaluation

Fig.1 the concept shows the basis for the said research.

The term “ active learning ‘ has been more understood intuitively

than defined in commonly accepted terms.

Further, the student must be engaged in such higher order

thinking tasks, analysis, synthesis, and evaluation to be actively involved

students in doing things and thinking about what they are, may be

called active learning. It is also recommended that teachers make greater

use of instructional techniques that require active student. It would start

from discovering active learning system and observing what should be

the effective action in the problem studied and then the implementation

and evaluation will follow.

Theoretical Framework:

1.Need Hierarchy Theory

The main line of argument here is that participation depends on

the extent to which a person has been able to meet a range of primary

and secondary needs (after Maslow 1954) and the influence of positive

and negative forces (see, also, 'force-field analysis below). For example, as

basic primary needs are met (as one economic and social position

'improves'), higher needs are activated, and the balance between negative

and positive forces shifts. As a result people are more prepared to take

part in educational activities. (Miller 1967).

Congruence model: In this model it is suggested that people are

more likely to participate in educational activities where there is some

congruence between their perception of themselves (their self concept)

and the nature of the education programmed/environment. One of the

key findings in the North American literature which has driven this is the

correlation between the number of years spent at school and college, and
the likelihood of taking part in education programmes after that. (Boshier

1973).

Force-field theory: This approach draws heavily on the work of

Lewin (1947; 1952). Miller (1967), in particular, sought to draw together

Maslow's and Lewin's theories to explain why socio-economic status

(class) is linked to participation in adult education. He charts positive

forces and negative forces and their relative strengths. This is then taken

a step further by Rubenson (1977). He argues that education, like work,

is an achievement-orientated activity, 'meaning that people who want to

get ahead will put effort into personal achievement' (Cross 1981).

Rubenson suggested that motivation emerges from the interaction of two

factors: expectancy and valence.

2.Life Transitions Theory

The notion of 'transition' has assumed a much larger role in

thinking about the take-up of education. This has been reflected, for

example, in shifts in UK research concerning young people's

participation in further education (Banks et al 1992). In North America

populist accounts of the impact of 'life-changes' (Sheehy 1976) have had

a significant impact. The basic hypothesis involved is that participation

in education projects is frequently linked to changes in life

circumstances such as changes in job, the break-up of relationships,

having children, bereavement and retirement.

3.Reference Group Theory

This theory is based around the assertion that people identify with

the social and cultural group to which they belong - 'normative reference

group (NRG) - or with another to which they aspire to belong –

'comparative' reference group (CRG) (McGivney 1993). A number of

studies point to the extent to which people's total environment and group

membership creates an orientation to involvement in educational

projects and programmes (Darkenwald and Merriam 1982).

4.Social Participation Theory

This approach has now been developed at some length by

(Courtney 1991). He argues that significant learning often takes place in

organizational settings (schools, community groups, work). Thus to seek

motivation for learning, 'we might seek for those factors which motivate

people to join or be part of organizations or for reasons why organizations

compel as well as encourage forms of voluntary participation' (ibid: 99).

Definition of terms:

The following terms are defined as used in the study:

Active student participation: refers to both students as a resource in

each other's learning (peer-to-peer learning) and students who are co-

creators in the planning, implementation and evaluation of education. It

involves people from similar social groupings who are not professional
teachers helping each other to learn and learning themselves by so

doing (Topping 2005:631).

Classroom environment :also called classroom ecology - describes the

overall climate or atmosphere of a classroom. This environment is

created by the interplay of the physical dimensions of a classroom with

the interpersonal interactions between students and teachers. As such, a

classroom's environment can have a strong influence on the teaching

and learning that occurs within it (Posner, 1989; Smith, Smith, & De

Lisi, 2001).

Communication Skills :The ability to convey information to another

effectively and efficiently. Business managers with good verbal, non

verbal and written communication skills help facilitate the sharing of

information between people within a company for its commercial benefit.(

Business Dictionary )

Responsive Classroom: is a social curriculum, used side by side with an

academic curriculum, that fosters a sense of community in the

classroom. Used in many schools around the country, the program puts

students at the forefront of their learning and their discipline and is

proactive in that students buy into the plan that they create together to

have a successful year. ( Campbell, 2017)

Synthesis :is a written discussion that draws on one or more sources. It

follows that your ability to write syntheses depends on your ability to

infer relationships among sources - essays, articles, fiction, and also non

written sources, such as lectures, interviews, observations. This process

is nothing new for you, since you infer relationships all the time - say,

between something you've read in the newspaper and something you've

seen for yourself, or between the teaching styles of your favorite and least

favorite instructors.

Active learning: is any activity that allows students to engage the course

materials during instruction so that the teacher and the student can

ascertain the students' mastery of the materials and adjust the

instruction to facilitate further learning.

Higher-order thinking skills: known as higher order thinking

skills (HOTS), is a concept of education reform based on

learning taxonomies (such as Bloom's taxonomy). The idea is that some

types of learning require more cognitive processing than others, but also

have more generalized benefits. In Bloom's taxonomy, for example, skills

involving analysis, evaluation and synthesis (creation of new knowledge)

are thought to be of a higher order, requiring different learning and

teaching methods than the learning of facts and concepts (Wikipedia).

Instructional strategies: are techniques teachers use to help students

become independent, strategic learners. These strategies become

learning strategies when students independently select the appropriate

ones and use them effectively to accomplish tasks or meet goals.

CHAPTER II : REVIEW OF RELATED LITERATURE

Participation as a component of the student’s grade impacted

heavily on the level of participation within the classroom was confirmed

by the literature ( Fassinger, 2000 ). Students would participate more in

classes where they knew it would affect their final grade. Participation

should be clearly defined to the students to be able them become

insightful and participate during their classes. Additionally, classroom

participation has became increasingly impoortant aspect of engaging

students in higher education. Current studies in higher education are

the Millenial generation and are constantly seeking interaction ( Roehling

et al., 2011 ). On the other hand, as the teachers seeking for other

strategies just to increase the class participation, it is also important to

look at the existing research in order to found out and understand of

what defines the participation as well as factors that affect participation

either direct or indirectly in the classroom.

Defining participation

Participation can be viewed as part of an overall student

engagement process that divided into five separate categories :

preparation, contribution to discussion, group skills, communication

skills and attendance ( Dancer & Kamvocenias ). However, if you engage

a student in participating in an active learning environment, they have

the opportunity to become critical thinkers and in turn will be less

passive.

Thinking that is clear, precise, accurate,, relevant, logical, and

consistent; thinking that reflects a controlled sense of skepticism or

disbelief of any assertion, claim, or conclusion until sufficient evidence

and reasoning is provided to conclusively support it; thinking that takes

stock of existing information and identifies holes and weaknesses,

thereby certifying what we don’t know ( Garside, 1996 ).

This definition shows that critical thinking is an important ability

that students need to develop, as they get on higher education. Other

benefits of participation for students also include less memorization as

they were able through discussion more effectively.

Although based on existing research, there are many benefits in

participation , there are still very few students who do not participate

and an insufficient amount of class time is devoted to classroom

participation. However, it is indicated that students would like the

opportunity to be able to participate more in their classes in order to give

value on the advantages. Over half of students do not participate and the

few that are the ones that do so repeatedly including that they dominate

the discussion ( Wade, 1994 ).

 The current literature on the higher education places considerable

emphasis on the limitations of the lecture method of teaching and the

need for more active student participation in the classroom. It is argued

that students play too passive a role in lectures, furthermore, the pace of

presentation is too fast, and the main emphasis is on rote memorisation

rather than meaningful understanding . to remedy this situation, it is

recommended that teachers make greater use of instructional techniques

that require active student participation, such as class discussion,

cooperative learning, debates, role playing and problem-based learning.

According to Mark K. Smith (2007) he elaborates the concept of Participation in

Learning Projects and Programmes. As will now be apparent, the motives for

engagement in learning projects are often mixed and can operate at a number

of levels. McGivney (1990) has provided a useful summary of some of the better

known theories which she divides into single strand and composite (involve a

number of strands). These are the summary of McGivney.

1.1 Social Participation Theory

This approach has now been developed at some length by

(Courtney, 1991). He argues that significant learning often takes place in

organizational settings (schools, community groups, work). Thus to seek

motivation for learning, 'we might seek for those factors which motivate

people to join or be part of organizations or for reasons why organizations

compel as well as encourage forms of voluntary participation' (ibid: 99).

1.2 Classroom Structures that Encourage Student Participation

 Bergquist and Phillips (1975) provided a table form of classroom

structures that encourage student participation as follows:

Table adopted from Bergquist and Phillips (1975)

1.3 Classroom Management

Education Encyclopedia (2008) describes that Classroom

management is the orchestration of the learning environment of a group

of individuals within a classroom setting. In the early 1970s classroom

management was seen as separate from classroom instruction. Teachers'

management decisions were viewed as precursors to instruction, and

were treated in the literature as if they were content-free. The image was

of a teacher first attending to classroom management, and then

beginning instruction without further reference to management

decisions. Research in the 1980s, however, demonstrated that

management and instruction are not separate, but are inextricably

interwoven and complex.

1.3.1 Creating a Learning Environment

Creating and implementing a learning environment means careful

planning for the start of the school year. The learning environment must

be envisioned in both a physical space and a cognitive space. The

physical space of the classroom is managed as the teacher prepares the

classroom for the students. Is the space warm and inviting? Does the

room arrangement match the teacher's philosophy of learning? Do the

students have access to necessary materials? Are the distracting features

of a room eliminated? Attending to these and similar questions aids a

teacher in managing the physical space of the classroom.

1.3.2 Setting Expectations

In both elementary and secondary classrooms, the start of the

school year is crucial to effective management. A significant aspect of

this beginning is the teacher's establishment of expectations for student

behavior, which are expressed through rules and procedures. Rules

indicate the expectations for behavior in the classroom, and for how one

interacts with one's peers and the teacher. Procedures have to do with

how things get done. Rules can be, and frequently are, developed with

the students' help, which increases the likelihood of compliance.

1.3.3 Motivational Climate

An essential part of organizing the classroom involves developing a

climate in which teachers encourage students to do their best and to be

excited about what they are learning. There are two factors that are

critical in creating such a motivational climate: value and effort. To be

motivated, students must see the worth of the work that they are doing

and the work others do. A teacher's demonstration of value shows

students how their work is worthwhile and is connected to things that

are important for them, including other learning and interests. Effort ties
the time, energy, and creativity a student uses to develop the "work," to

the value that the work holds. One way that teachers encourage effort is

through specific praise, telling students specifically what it is that they

are doing that is worthwhile and good. In combination an understanding

of the value of academic tasks and the effort necessary to complete these

tasks motivate students to learn.

1.3.4 Maintaining a Learning Environment

A teacher's classroom management decisions do not stop after the

planning and establishment that is crucial to beginning the school year.

As the school year progresses, classroom management involve

maintaining the learning environment through conscientious decision-

making concerning students and the classroom. Teachers in a classroom

teach groups of children. Maintaining the learning environment,

therefore, requires teachers to focus on group processes. Jacob Kounin's

landmark findings from the late 1960s on the management of classroom

groups identified that the means by which teachers prevent problems

from occurring in the first place differentiated them as more effective

managers.

Kounin, whose work was reaffirmed by Paul Gump, a noted

ecological psychologist in Kansas in the 1980s, identified several

strategies that teachers use to elicit high levels of work involvement and

low levels of misbehavior. These strategies are: (1) with-it-ness

(communicating awareness of student behavior), (2) overlapping (doing

more than one thing at once),(3) smoothness and momentum (moving in

and out of activities smoothly, with appropriately paced and sequenced

instruction), and (4) group alerting (keeping all students attentive in a

whole-group focus). These tools help teachers to maintain the flow of

instruction. A significant stumbling block to the flow of instruction is in

attention to transitions between activities, lessons, subjects, or class

periods. It is here that teacher are likely to feel that they are less effective

in maintaining the flow of instruction.

1.3.5 When Problems Occur

Though effective managers anticipate and monitor student

behavior and learning, misbehavior and misunderstanding do occur.

When inappropriate behavior occurs, effective managers handle it

promptly to keep it from continuing and spreading. Though teachers can

handle most misbehavior unobtrusively with techniques such as physical

proximity or eye contact, more serious misbehavior requires more direct

intervention. The success of intervention depends on orderly structures

having been created and implemented at the beginning of the school

year.

1.3.6 Encouraging Student Participation in Discussion

Students' enthusiasm, involvement, and willingness to participate

affect the quality of class discussion as an opportunity for learning. Your

challenge is to engage all students, keep them talking to each other

about the same topic, and help them develop insights into the material.
1.4 General strategies

1.4.1 Encourage students to learn each other's names and interests.

Students are more likely to participate in class if they feel they are

among friends rather than strangers; so at the beginning of the term, ask

students to introduce themselves and describe their primary interests or

background in the subject (Tiberius, 1990). These introductions may also

give you some clues about framing discussion questions that address

students' interests. See "The First Day of Class" for ideas on helping

students get to know one another.

1.4.2 Get to know as many of your students as class size permits.

In classes of thirty or less, learn all your students' names. ("The

First Day of Class" lists several ways to do this.) If you require students

to come to your office once during the first few weeks of class, you can

also learn about their interests. Class participation often improves after

students have had an opportunity to talk informally with their instructor.

1.4.3 Arrange seating to promote discussion.

If your room has movable chairs, ask students to sit in a semicircle

so that they can see one another. At a long seminar table, seat yourself

along the side rather than at the head. If appropriate, ask students to

print their names on name cards and display them on their desk or the

table. Research reported by Beard and Hartley (1984) shows that people

tend to talk to the person sitting opposite them, that people sitting next
to each other tend not to talk to one another, that the most centrally

placed member of a group tends to emerge as leader, and that leaders

tend to sit in the least crowded parts of a room.

1.4.4 Allow the class time to warm up before you launch into the

discussion.

Consider arriving two to three minutes early to talk informally with

students. Or open class with a few minutes of conversation about

relevant current events, campus activities, or administrative matters.

(Sources: Billson, 1986; Welty, 1989)

1.4.5 Limit your own comments

Some teachers talk too much and turn a discussion into a lecture

or a series of instructor-student dialogues. Brown and Atkins (1988)

report a series of studies by various researchers that found that most

discussion classes are dominated by instructors. In one study (p. 53)

faculty talked 86 percent of the time. Avoid the temptation to respond to

every student's contribution. Instead, allow students to develop their

ideas and respond to one another.

2.1 Tactics to Increase Student Participation

2.1.2 Make certain each student has an opportunity to talk in class

during the first two or three weeks.

 Barbara Gross Davis (1993) describes that the longer a student

goes without speaking in class, the more difficult it will be for him or her

to contribute. Devise small group or pair work early in the term so that

all students can participate and hear their own voices in nonthreatening

circumstances.

2.1.3 Plan an icebreaker activity early in the semester.

For example, a professor teaching plant domestication in cultural

geography asks students to bring to class a fruit or vegetable from

another culture or region. The discussion focuses on the countries of

origin and the relationship between food and culture. At the end of class

students eat what they brought. See "The First Day of Class" for other

suggestions.

2.1.4 Ask students to identify characteristics of an effective

Discussion. Ask students individually or in small groups to recall

discussions and seminars in which they have participated and to list the

characteristics of those that were worthwhile. Then ask students to list

the characteristics of poor discussions. Write the items on the board,

tallying those items mentioned by more than one student or group. With

the entire class, explore ways in which class members can maximize

those aspects that make for a good discussion and minimize those

aspects that make for a poor discussion.

2.1.5 Periodically divide students into small groups.

Students find it easier to speak to groups of three or four than to

an entire class. Divide students into small groups, have them discuss a

question or issue for five or ten minutes, and then return to a plenary

format. Choose topics that are focused and straightforward: "What are

the two most important characteristics of goal-free evaluation?" or "Why

did the experiment fail?" Have each group report orally and record the

results on the board. Once students have spoken in small groups, they

may be less reluctant to speak to the class as a whole.

2.1.7 Assign roles to students.

Ask two or three students to lead a discussion session sometime

during the term. Meet with the student discussion leaders beforehand to

go over their questions and proposed format. Have the leaders distribute

three to six discussion questions to the class a week before the

discussion. During class the leaders assume responsibility for generating

and facilitating the discussion. For discussions you lead, assign one or

two students per session to be observers responsible for commenting on

the discussion. Other student roles include periodic summarizer (to

summarize the main substantive points two or three times during the

session), recorder (to serve as the group's memory), timekeeper (to keep

the class on schedule), and designated first speaker. (Source: Hyman,

1980)
2.1.8 Use poker chips or "comment cards" to encourage

discussion.

One faculty member distributes three poker chips to each student

in her class. Each time a student speaks, a chip is turned over to the

instructor. Students must spend all their chips by the end of the period.

The professor reports that this strategy limits students who dominate the

discussion and encourages quiet students to speak up. Another

professor hands out a "comment card" each time a student provides a

strong response or insightful comment. Students turn back the cards at

the end of the period, and the professor notes on the course roster the

number of cards each student received. (Source: Sadker and Sadker,

1992)

2.1.9 Use electronic mail to start a discussion.

One faculty member in the biological sciences poses a question

through electronic mail and asks the students to write in their responses

and comments. He then hands out copies of all the responses to initiate

the class discussion.

2.2 Tactics to Keep Students Talking

2.2.1 Build rapport with students.

Simply saying that you are interested in what your students think

and that you value their opinions may not be enough. In addition,
comment positively about a student's contribution and reinforce good

points by paraphrasing or summarizing them. If a student makes a good

observation that is ignored by the class, point this out: "Thank you,

Steve. Karen also raised that issue earlier, but we didn't pick up on it.

Perhaps now is the time to address it. Thank you for your patience,

Karen" (Tiberius, 1990). Clarke (1988) suggests tagging important

assertions or questions with the student's name: the Amy argument or

the Haruko hypothesis. Tiberius (1990) warns against overdoing this,

however, because a class may get tired of being reminded that they are

discussing so-and-so's point.

2.2.2 Bring students' outside comments into class.

Talk to students during office hours, in hallways, and around

campus. If they make a good comment, check with them first to see

whether they are willing to raise the idea in class, then say: "Jana, you

were saying something about that in the hall yesterday Would you repeat

it for the rest of the class."

2.2.3 Use nonverbal cues to encourage participation.

For example, smile expectantly and nod as students talk. Maintain

eye contact with students. Look relaxed and interested.

2.2.4 Draw all students into the discussion.

 You can involve more students by asking whether they agree with

what has just been said or whether someone can provide another

example to support or contradict a point: "How do the rest of you feel

about that?" or "Does anyone who hasn't spoken care to comment on the

plans for People's Park?" Moreover, if you move away from – rather than

toward – a student who makes a comment, the student will speak up and

outward, drawing everyone into the conversation. The comment will be

"on the floor," open for students to respond to.

2.2.5 Give quiet students special encouragement.

Quiet students are not necessarily uninvolved, so avoid excessive

efforts to draw them out. Some quiet students, though, are just waiting

for a no threatening opportunity to speak. To help these students,

consider the

2.2.6. Following Strategies

Arrange a small group (two to four students) discuss pose causal

questions that don’t call for a detailed correct response:

“ What are some reasons why people may not vote ? or “What do you

remember most from the reading? Or “Which of the articles did you find

most difficult?” (McKeachie 1986).

Assign a small specific task to a quiet student : “Carnoie, would you find

out for next class session what Chile’s GNP was last year?”.

Reward infrequent contribution with a smile.

Bolster student’s self-confidence by writing their comments on the board

(Welty, 1989).

Stand or sit next to someone who has not contributed: your proximity

may draw a hesitant student into the discussion.

2.7.7. Discourage students who monopolize the discussion.

As reported in "The One or Two Who Talk Too Much" (1988), researchers

Karp and Yoels found that in classes with fewer than forty students, four

or five students accounted for 75 percent of the total interactions per

session. In classes with more than forty students, two or three students

accounted for 51 percent of the exchanges. Here are some ways to

handle dominating students:

1.) Break the class into small groups or assign tasks to pairs of students.

2.) Ask everyone to jot down a response to your question and then o

choose someone to speak.If only the dominant students raise their

hand, restate your desire for greater student participation: "I'd like to

hear from others in the class."

3.)Avoid making eye contact with the talkative.

4.) If one student has been dominating the discussion, ask other

students whether they agree or disagree with that student.

Explain that the discussion has become too one-sided and ask the

monopoliser to help by remaining silent: "Larry, since we must move

on, would you briefly summarize your remarks, and then we'll hear

the reactions of other group members."

Assign a specific role to the dominant student that limits

participation (for example, periodic summarizer).

Acknowledge the time constraints: "Jon, I notice that our time is

running out. Let's set a thirty-second limit on everybody's comments

from now on.

If the monopolizer is a serious problem, speak to him or her after class or

during office hours. Tell the student that you value his or her

participation and wish more students contributed. If this student's

comments are good, say so; but point out that learning results from give-

and-take and that everyone benefits from hearing a range of opinions

and views.low learner in various degrees. Interaction thus function as a

principal device in providing added motivation to all function of the class.

CHAPRTER 3: METHODOLOGY

The methodology describes and explains about the different

procedures including research design, respondents of the study, research

instrument, validity and reliability of the instrument, data gathering

procedures, as well as the statistical treatment and analysis.

Research design

The researcher used quantitative research, specifically

descriptive design in order to collect information about the factors that

affects students participation in class. Descriptive research involves the

description, recording analysis and interpretation of the present nature,

composition or processes of phenomena which focuses on prevailing

conditions, practices, beliefs, processes, trends, and cause effect

relationships and then making adequate and accurate interpretation

about such data without the aid of statistical methods. (Calderon, 2012 ).

This study will identify the factors that affects student’s

participation in class and the researcher thought that this is appropriate

method to use for it will collect and identify information of the factors.
Population of the Study

The population of the study were all the Grade 11 GAS

students of Lucena National High School, Lucena , Prosperidad, Agusan

del Sur. There were 43 students in Grade 11 GAS but only there were 34

students who are being interviewed in the said study due to absences.

The study includes those students who are not really participating in

class and also includes honor students or in average level.

Research Instrument

The instrument used in the study were the questionnaire that

was adapted from from the study of (Javaria Rana, 2008) “ Identifying

The Factors Effecting Students Participation in The Classroom”.

Moreover, a survey questionnaire was utilized collect data on individual’s

personal insights of students in the factors that affects them to less

participate in class. The survey was very important to dig deeper on what

would be the result of the said study.

Data Collection Procedure

First the researcher sent a letter to the highest office of Lucena

National High School to conduct an interview ( including the classroom

adviser) in the said classroom. Then, the researcher personally visited

the Grade 11 GAS students to conduct a survey and gather data or

information about the factors that affects students participation in class.

When the retrieval was done the set of questionnaires were encoded

ready for data processing. To facilitate the data processing, the Microsoft

Excel was used.

To describe the adequacy of instructional materials, the following

arbitrary statistical ranges were used:

Scale Arbitrary Range Descriptive Equivalent Rating

5 4.21 – 5.00 Strongly Agree (SA)
4 3.41 – 4.20 Agree (A)
3 2.61 – 3.40 Undecided (U)
2 1.81 – 2.60 Disagree (D)
1 1.00 – 1.80 Strongly Disagree (SD)

Statistical treatment

The statistical treatment being used by the researcher was the

weighted mean. A weighted mean is a kind of average. Instead of each

data point contributing equally to the final mean, some data points

contribute more “weight” than others. If all weights are equal, then the

weighted mean equals the arithmetic mean. Weighted means are very

common in statistics, especially when studying populations.

In order to get the weighted mean, each Descriptive Equivalent

Rating has its corresponding points. ( Strongly Agree- 5, Agree-4,

Undecided- 3, Disagree-2, and Strongly Disagree-1). The number of

answers in every columns was multiplied into its corresponding points

and all added, and that would be equal to weighted mean.

CHAPTER 4: RESULTS AND DISCUSSION

The personal profile of Grade 11 GAS in Lucena National High School is

presented in table 1. The personal profile of the students included the

gender and age.

Gender of the students revealed that the males that was being

interviewed was greater than females in population of the class. As a

whole, there were 18 males and 16 females .

Table 1. Personal profile of the Grade 11 GAS Students in Lucena

National High School (sex and age only.)

Personal profile Total Rank

a.) Sex or /Gender

Male 18 1

Female 16 2
Total: 34
b.) Age

16 7 2

17 23 1

18 above 4 3

Total: 34

As expected, most of the Grade 11 GAS students were 17 years old, then

followed by 16 years old and 18 years old and above.

On the other hand, table 2 represents the survey being used in order to

get the exact information about the hindering factors that affects

students participation. This study was validated from the study of

(Javaria Rana, 2008) “ Identifying The Factors Effecting Students

Participation in The Classroom”.

It deals with the tabulation, analysis, and interpretation of the

data collected from 34 students of Grade 11 GAS in Lucena National

High School. The responses of the questionnaire were presented in

tabulation form and expressed in Weighted Men with its equivalent DER (

Descriptive Equivalent Rating).

 Table 2. The Hindering Factors that Affects Student’s Participation

in Class Among Grade 11 GAS

Statement WM DER

1. Weak eyesight also defects my ability to participate in class. 3.32 U

2. Poor hearing skills damages my capability to participate in class. 3.82 A

3. Physical weaknesses hinders me to participate in class. 3.76 A

4. Age differences makes me less participated in class. 2.91 U

5. My mental weakness badly affects in classroom participation 3.32 U

6. Pollution has some damaging effects on my ability to take part in the class. 2.79 U

7. Bad sitting arrangement in the classroom make me less participate in class. 2.82 U

8. Climatic changes badly affect my participation in class. 2.76 U

9. Teachers providing less time for enjoyment make me less participate in class. 3.17 U

10. Parent’s illiteracy is the cause of my less participation in class. 2.91 U

11. I don’t really participate in class because they indulge in unhealthy activities. 2.70 U

12. Harsh and bad behaviour of my parents makes me less participate in class. 3.26 U

13. I do not enjoy love and care from my parents so I less participate in class. 2.82 U

14. Domestic/ financial problems are one of the reasons of my less participation in 2.94 U
classroom.
15. I had faced domestic riots of parents and become less participated in class. 2.91 U

16. Difference between mother and institutional language also makes me less 2.88 U
participation in class.
17. Lack of motivation from both parents and teachers is the cause of my less 2.88 U
participation in class.
18. Lack of confidence also discourages me to participate in class. 3.79 A

19. Aggressive attitude of my classmates becomes a cause of my less participation in 3.02 U

class.
20. I have less interest in my studies so I participate less in class. 2.97 U

21. I am facing family economic problems so that I don’t participate in class. 2.85 U

22. Inferiority conflex also makes me less participate in class. 2.88 U

23. Watching TV excessively made me become less participate in class. 2.64 U

24. Students having bad company remain less predicated in class. 2.97 U

25. Having less interaction with my other classmates made me less participate in class. 2.97 U
As to result , the top 3 hindering factors that affects student’s

participation in class were the Poor hearing skills (3.82) ,lack of

confidence (3.79) and physical weaknesses (3.76) with the

Descriptive Equivalent Rating of Agree . And the rest statement are

resulted as undecided.
CHAPTER V: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The main purpose of this study is to determine the hindering factors that

affects students participation in class. The researcher conducted a

survey study by developing a questionnaire comprising of such factors

and administered it to the students. The objectives of the study were 1.)

Determine the hindering factors that affect the Grade 11 GAS Students

in class participation. 2.)determine the effective teaching styles to

increase student’s participation. 3.) to analyze social factors affecting

students participation 4.)To give awareness about psychological factors

affecting students participation in classroom. The whole class of Grade

11 GAS of Lucena National High School were the population of the study

and the data were collected from 34 students serves as 80% from the

class population of 43 students. The data were analyzed and interpreted

into weighted mean. It was concluded that poor hearing skills, lack of

confidence and physical weakness affects their participation in

classroom.

Findings

The findings of the study were follows:

1. Weak eyesight has an equivalent weighted mean of 3.32 which

means it is being still ( undecided) by the students.

2. Poor hearing skills has an equivalent weighted mean of 3.82 that

means ( agreed) by the students.

3. Physical weakness hinders them to participate in class has a

weighted mean of 3.76 which means it is (agreed) by the students.

4. Age difference makes them less participated in class has a

weighted mean of 2.91 that means it is also (undecided) for them.

5. Mental weakness badly affects in classroom participation has a

weighted mean of 3.32 which means (undecided).

6. Pollution has damaging effects on my ability to take part in the

class has a weighted mean of 2.79 that means (Undecided).

7. Bad sitting arrangement in the classroom got the weighted mean of

2.82 that means (Undecided).

8. Climatic changes also got 2.76 in weighted mean that means

(Undecided).

9. Teachers providing less time for enjoyment for the participation of

class has an equivalent weighted mean of 3.17 which means (

undecided).

10. Parent’s illiteracy has a weighted mean of 2.91 which means

(undecided).

11. Being indulge in unhealthy activities has a weighted mean of

2.70 that means (undecided).

12. Harsh and bad behavior from the parents has an equivalent

weighted mean of 3.26 that means (undecided).

13. Not enjoying love and care from parents has a weighted mean

of 2.82 which means (Undecided).

14. Domestic/ financial problems has the weighted mean of 2.94

which means ( undecided).

15. Facing domestic riots of parents has a weighted mean of 2.91

which means (undecided).

16. Difference between mother and institutional language has the

equivalent weighted mean of 2.88 or that means ( undecided).

17. Lack of motivation from both parents and teachers has the

weighted mean of 2.88 or that means ( undecided).

18. Lack of confidence has a weighted mean of 3.79 which means

(agree).

19. Aggressive attitude of the classmates resulted as 3.02 in

weighted mean that means (undecided).

20. Less interest in studies has a weighted mean of 2.97 or that

means (undecided).

21. Facing family economic problems has a weighted mean of 2.85

which means (undecided)

22. Inferiority conflex also resulted 2.88 in weighted mean which

means (undecided).

23. Watching TV excessively has a weighted mean of 2.64 which

means (undecided).
24. Students having bad company also resulted 2.97 in weighted

mean that means (undecided).

25. Having less interaction with other classmates has 2.97

weighted mean which serves as (undecided).

Conclusion

On the basis of the findings, it was concluded that poor hearing

skills is the first in rank that really defected Grade 11 GAS students in

participating in class the second one is the physical weakness affects

their ability in participating in class and the last that was being agree by

the students is lack of self confidence that made them less participate in

class. And the rest of the given statements given in the questionnaires

are still undecided for them, therefore this top 3 factors should be

focused and take action.

Recommendations

On the basis of conclusions, the researcher recommended that :

1. Teachers should identify those students who have lack of

participation in the class due to their poor hearing skills,

immediately contact with their parents so that this deficiency could

be removed with this consultation of consultant and medical cure

thereof.

2. Teachers should develop peer to peer relationship among students.

Aggressive attitude of students should be discouraged.

3. Teachers should also conduct healthy co curricular activities that

will ensure every student’s health and become physically fit and

active in class.
4. Teachers should prioritize in listening students opinions to boost

their confidence in participating in class.

5. The classroom should have motivational climate in which teachers

encourage students to do their best and to be excited about what

they are learning.

6. Limit own comments and turn into discussion and allow students

to develop their ideas and respond to one another.

7. Parents should also be involve or aware with the factors that

affects their child, so the teachers should consult the parents

when problems occur.