Ar Portfolio Ito Na Talaga

Impact of Interactive Motivation To Students’ Participation
An Action Research
Presented to the College of Education
of Don Honorio Ventura State University
in Partial Fulfillment for the Requirements for
EDUC 426- Teaching Internship
Submitted by:
Alvarado, Melanie R.
Manio, Annabel B.
Manio, Annalyn B.
Rodriguez, April S.
Sanchez, Morellia O.
College of Education
Don Honorio Ventura State University
June 2023
DON HONORIO VENTURA STATE UNIVERSITY

IMPACT OF INTERACTIVE MOTIVATION TO STUDENTS’ PARTICIPATION
Approval Sheet
This classroom-based action research entitled “IMPACT OF INTERACTIVE
MOTIVATION TO STUDENTS’ PARTICIPATION.” prepared and submitted
by Melanie R. Alvarado, Annalyn B. Manio, Annabel B. Manio, April S.
Rodriguez, and Morellia O. Sanchez, in partial fulfillment of the requirements
for the EDUC 426-Teaching Internship.
Action Research Committee
Passed by the Action Research Committee with a grade of _____ on
June 06, 2023.
Wilfredo Q. Cunanan, EdD
Research Adviser
Tricia Gayle, MASPEd Grace A. Mendoza, EdD
Panelist Panelist
Approved and accepted in partial fulfillment of the requirements for
the EDUC 426- Teaching Internship
RIZA B. LINTAG, EdD
Dean, College of Education

I
Abstract
The purpose of this study was to use interactive motivation to increase the
participation of Grade 9-Luke students from San Vicente National High School. The
researchers were inspired to conduct this action research after noticing a lack of student
participation in class discussions during their teaching internship. The researchers utilized
a descriptive-qualitative research design. It is an effective tool for acquiring information
on a certain group or phenomenon. In addition, the researchers used interactive
motivational activities such as "4 pics 1 word, scrabble word, guess the gibberish, and
sing the lyrics" for a month to assess their effectiveness before and after implementing
them with the students. The participants were chosen using the purposive sampling
technique; the researchers conducted a semi-structured interview with open-ended
questions, and the interview with the participants was transcribed afterwards. Moreover,
the researchers also made use of thematic analysis, which is an approach used to examine
qualitative data by carefully reviewing a collection of information and identifying
recurring patterns and significant ideas within the data in order to discover overarching
themes. Additionally, the findings showed that interactive motivation had a positive
impact on the students’ studies and improved their participation. In conclusion, the
themes such as gaining confidence, improved academic performance, and a positive
learning environment made it evident that the intervention was a success. Lastly, this
study is recommended for teachers, schools, and future researchers to increase students’
participation.
Keyword: Interactive motivation, increase participation

II
Acknowledgement
The researchers would like to express their gratitude to their action research
adviser, Wilfredo Q. Cunanan, as well as the principal of San Vicente National High
School, Annabelle T. Laxamana, for allowing the researchers to conduct an interview at
the school. Additionally, the researchers would also like to express their gratitude to
Anthonette T. Calma, the adviser of the participants, who granted permission for the
researchers to execute their intervention. Furthermore, Riza B. Lintag, Dean of the
College of Education, and the panel members who invested time and effort in improving
this paper. The researchers could not have carried out such a successful action research
study without the assistance and recommendations of these experts.
The researchers are also sincerely grateful to the students of Grade 9 (St. Luke)
at San Vicente National High School for their willingness to participate and share their
personal experiences in this study. Without their involvement and statements, this study
would not have been possible. They are a vital component of the study's success.
The researchers extended their appreciation to their parents, who never
questioned the researchers' moral and financial demands but instead provided assistance.
They also thank their colleagues who supported and inspired them to complete this study.
Lastly, the researchers express gratitude to God Almighty, who gave them the strength
and capability to successfully complete this study. They genuinely appreciate everything
that has been done to make this action research such an incredible experience.
-The Researchers

III
Table of Contents
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i
Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . ii
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
I. Context and Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
II. Action Research Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
III. Innovation, Intervention, and Strategy . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 7
IV. Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
A. Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
B. Participants and/or other Sources of Information:: . . . . . . . . . . . . . . . . . . . . 9
C. Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
D. Data Gathering Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
E. Data Analysis Plan . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 10
V. Findings and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Theme 1: Students’ participation before incorporating interactive motivation. . . . . . . . .11
Lack of Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Lack of Knowledge and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Lack of Concentration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lack of Confidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 13
Theme 2: Students’ participation after incorporating interactive motivation . . . . . . . . 14
Gained Confidence . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Improved Academic Performance . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 15

IV
Positive Learning Environment . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 16
Theme 3: Impact of interactive motivation to students’ participation . . . . . . . . . . . . . 17
VI. Conclusion and Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
A. Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
B. Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
C. Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
D. Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
VII. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Table of Coding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 30
A. Documentation of Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
B. Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
C. Letter of Consent to Conduct an Interview: . . . . . . . . . . . . . . . . . . . . . . . . . . 33

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I. CONTEXT AND RATIONALE
Three (3) weeks upon the deployment of one of the researchers at San Vicente
National High School, they noticed different problems inside the classroom, particularly
among Grade 9 students. Among the five (5) sections they are handling, one (1) of them
composed of students who don’t participate in class. These students struggle to speak up
to share their ideas during the discussions. Aside from being quiet, they also have
difficulty focusing on the lesson. There are times the researchers catch them looking out
the window, not paying attention, and sometimes just dozing off in the middle of class. It
was so bad she had asked her Cooperating Teacher if she was doing something wrong in
the discussion, but the Cooperating Teacher informed her that these students are just
having difficulty participating in the discussion.
The researchers immediately knew that this was a problem that needed to be
solved or it might bring more problems in the future. The students' attention is the most
crucial thing that teachers should maintain. Recent events, like the pandemic, have
greatly affected students' participation in class. The DepEd implemented online classes,
which caused the students to forget how to participate in a face-to-face setup and listen to
a full hour of discussions. It is significant to regain their attention span so that they will
know when to use their activeness.
Before the discussion begins, the researchers realized that using interactive
motivation will help to get the students interested and encourage them to participate more
in the teacher's questions. An engaging class discussion is not dependent on how the
teacher speaks or how the students participate; it is a two-way process. Hence, the
researcher wanted to employ interactive motivation to help make the students'
participation increase. In addition, students’ participation is an important aspect of their
education. Students learn to express themselves in a way that others can understand when
they speak up in class. They learn how to obtain information to improve their
understanding of a topic by asking questions. The teachers can benefit from class
participation as well as adjusting their instruction based on what the students don't
understand by asking them questions. (Shore's, 2017)

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The Pandemic they have experienced is one of the reasons for the student's
difficulties with not speaking or participating in class. As stated by Fegert (2020), it is not
exaggerated to say that the COVID-19 Pandemic may change people forever. People all
over the world face unimaginable challenges. How people work, interact, and conduct
their daily lives has been deconstructed by the forced adoption of a new way of living.
Given all of this, it shouldn't be shocking that people's confidence has declined.
This was supported by Schritter in his article published in College of Distinction, where
he claimed that most students would rather choose to stay quiet instead of raising their
hands and volunteering to speak in front of others because of their fear of saying the
wrong thing or sounding silly in front of their classmates.
Classroom participation is important because learning is a part of the entire
classroom experience, not just between the student and the teacher. When students
participate, they learn from one another and internalize the information more effectively.
“As a teacher, I may explain something in a way that I believe is clear, but then a student
asks me a question that causes me to reconsider whether I should restate it differently.
Students who are able to share their opinions in small class discussions feel a personal
reward from it. Participation in the class also increases the student's enjoyment of the
class.” Cimmino (2007) stated.
Schritter (2023) also added that, despite the numerous benefits of class
participation, the vast majority of students do not contribute to their classes on a regular
basis. Students may choose not to participate in class for a variety of reasons, including
class size, time constraints, and course policies. Larger classes, for example, have been
shown to increase students' public speaking fears as they struggle with the idea of sharing
their ideas in front of a large group of people.
However, this statement by Schritter was rejected by Ecole in his post “Importance of
preparation and planning for teachers”. According to him, a teacher should be constantly
knowledgeable about the subject matter. It needs to develop a strategy and consider "how
to educate, what to teach, and why to teach." The knowledge must be presented by the
teacher in a style that makes pupils feel motivated to learn. In order to make the students
feel motivated to listen to the entire discussion, teachers should do careful planning and

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preparation to help the pupils. To ensure that students are engaged, that their learning is
maximized, and that the day moves along quickly, teachers should constantly make
adequate plans
Therefore, with all that stated above, the researchers ponder how to make the
class discussions more engaging for the students. Incorporating motivational games into
the classroom before the discussion is one of the strategies the researchers planned to use
to encourage students participation. According to teaching strategies, motivational games
for students are activities that encourage collaboration, communication, and original
problem-solving. In this kind of game, students often work together through motivational
games where you can get the attention of your students. This is a fun way to engage
students in the learning process, break up long lectures, and increase motivation by
playing motivational games. They are an effective way to maintain students' interest in
important subjects.
Due to modernization, interactive motivation has become a part of creative
thinking, strategic thinking, positive thinking, problem solving and learning strategies,
not only in business organizations but also for students of all age groups (Forbes, 2007).
Encouraging student motivation is a challenging yet essential element of education that
teachers must take into account. Yarborough & Fedesco. (2020). A blog posted on The
Echosystem (2022) described interactive motivation as an instructional approach that
aims to actively involve students in the process of acquiring knowledge, often utilizing
technology and games that are related to the lesson. It stands in contrast to more passive
methods, such as the conventional lecture format. According to an article “Benefits of
classroom games'’, studies show that playing games in the classroom can increase overall
motivation. Learning, paying attention, and participating in class activities become more
motivating for the students. They can also be an excellent tool for managing a classroom
and inspiring students.

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According to Bouslog in her article “Effective Teaching Strategies Used in
Today’s Classrooms” (2019), the use of teaching tactics in the classroom is essential.
Teachers would randomly project material that doesn't connect with students or interest
them without the usage of a technique. Strategies foster engagement, connection, and
enthusiasm in the delivery of the content. Some students can even use such techniques
independently when they learn new content once they become familiar with the numerous
ways teachers employ. It may appear insignificant but gamified icebreakers can help
teachers develop deep connections with their pupils. Establishing a friendly atmosphere
where students aren't scared to ask questions or take academic chances requires first
breaking the ice (McGhee, 2015).
Turtenwald in her article “Motivational Activities for the Classroom”, sustaining
motivation and fostering collaboration among students in the classroom can present a
challenging task for teachers throughout the academic year. Employing motivational
activities within the classroom can contribute to a cohesive learning environment and
cultivate students' intrinsic desire to collaborate and acquire knowledge collectively.
These activities can be seamlessly integrated into any classroom setting, serving as
valuable resources for teachers. Sager (2023), also found out in his study that playing
games in the classroom might boost student enthusiasm in general. The motivation of the
students to learn, pay close attention, and engage in class activities increases. They can
also be an excellent tool for classroom management and motivation. Games are useful at
this stage because they lower anxiety, boost pleasant emotions, and boost self-confidence
because learners can freely practice the language effectively without worrying about
being punished or criticized (Thanh, 2020).
According to Johnson (2012), in his book “Kick- Start Your Class”, teachers use
interactive motivation to engage students. Because it is a collection of fun and simple
educational icebreaker activities that get students excited and engaged from the very first
minute of class. These activities are great to use with students at all levels, and many of
the activities include variations and modifications for different groups. Research has
shown that the use of icebreakers increases student motivation by creating an emotional

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connection between the student and school. In as little as five minutes, a creative
icebreaker can engage students' brains, encourage critical thinking, and much more.
As stated by Dela Cruz (2020), classroom-based motivational tasks may
strengthen self-confidence where students will feel more confident after completing the
activities because it will help them interact with their classmates, teamwork, and
communication. Motivational activities may also help the students to be productive
because they will be able to have participation in the teaching-learning process.
However, teachers should not use the same icebreaker in every lesson. It is crucial
to include the appropriate icebreaker in the discussion. The activities that instructors
include in their lesson plans should encourage students to engage with their individual
learning and help them feel more firmly linked to one another as well as their instructor
(Dorfner & Zakerzadeh, 2021). As claimed by Meador (2019), students are better served
when teachers use a variety of tactics rather than just one or two. Having variety ensures
that students never get bored. Also, it guarantees that students will probably be exposed
to techniques that fit their desired, unique learning style. The use of a range of teaching
techniques will interest students more and make for enjoyable learning. In the end, a
teacher should match the tactics they employ to the pupils they are working with and the
subject matter they are instructing.
According to research, incorporating games into the classroom can boost
engagement, promote emotional and social development, and motivate learners to take
risks in life (Nguyen, 2021). As stated in an article called “Application of the Educational
Game to Enhance Student Learning” published in 2021, gaming has gained popularity in
the field of education recently. Its benefits include giving students the chance to study in
a multi-sensory, active, and exploratory setting, among others. In particular, students may
utilize these game - based learning for hands-on learning to improve their problem-
solving and decision-making abilities in an interactive learning environment.
Any educational program would benefit from including games in the classroom.
Advantages include improved student engagement and innovative approaches to
engaging all types of learners. Together with fostering social-emotional learning,
activities offer chances to practice critical thinking. While games may not be the only

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way to improve learning, they do add a valuable element to an educational strategy that
equips students for both life inside and outside of the classroom (Hugoboom, 2022).
Furthermore, a study published in 2021 stated that educational games have the
ability to help a child increase their learning skills. These games aid young children by
providing compelling visual information that can improve their learning growth. As
stated in an article called “English Language Assessment '', Educators and medical
professionals agree that play should be viewed as serious learning. Children learn critical
thinking skills and other talents via play that help them flourish in the future, including
language learning. Games are such incredible learning tools because they strike the
perfect blend between fun and difficulty.In addition, building trust with the students is
one of the first things teachers must do to get them interested in the discussion. Aside
from that, it is also significant to communicate with them in a fun but educational way to
unlock the barriers that hinder their learning (Vicente, 2017).
The ideal way to manage a classroom is to set clear goals, engage students with
fun activities and relevant teachings, give them choices, and recognize their successes.
Teachers are responsible for their students' growth inside the classroom and purposefully
create opportunities for trust-building during the course preparation process (Burns,
2022).
To sum up, the researchers want to investigate and solve the existing problem by
implementing motivational strategies to improve the learner’s participation. This will
motivate the learners to participate during the lesson. This will also get the learners’
attention at the beginning of the class hour and will give them the notion that the
discussion is interesting.
II. ACTION RESEARCH QUESTION
The researchers believed that this study was essential for addressing students'
participation during the discussion. This study aimed to increase participation of the
grade 9 students at San Vicente National High School through the integration of
interactive motivation before the discussion. It specifically sought to answer the
following:

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1. How is the participants’ classroom participation be described before the intervention?
2. How is the participants’ classroom participation be described after the intervention?
3. Did implementing interactive motivation made an impact on the Grade 9 students'
participation?
III. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY
The researchers incorporated interactive motivation inside the classroom as an
innovation. This required all the students to participate in different games or activities
before starting the lesson proper. Before the intervention, the researchers informed the
students about the purpose of the research and also asked for their participation. The
researchers carefully planned different interactive motivations that will be used for the
month of the intervention. They made sure that these motivational activities were inclined
in the lesson and the lesson objectives.
However, the Cooperating Teacher informed the student-teacher intern, one of the
researchers, that according to DepEd’s new guidelines, only one module will be
discussed in a week including all the activities and performance tasks regarding the
lesson. With that in mind, the researchers were able to incorporate four (4) interactive
motivations in a span of one (1) month. Each motivation was done during Tuesdays,
since the students’ schedule for the subject is on Mondays, Tuesdays and Fridays from
7:30AM to 8:30AM and Mondays are usually for Flag Raising Ceremony and cleaning
the classroom. Therefore, the following motivational activities were used by the
researchers every Tuesdays:
● 4 pics 1 word: This was the first interactive motivation the researchers
incorporated before the discussion. In this activity, the student-teacher intern, one
of the researchers, showed four (4) pictures that are connected by one common
word. The students had to analyze what is the connection of each picture to one
another, in the end, the correct word will be the title of the lesson for the day.
● Guess the Gibberish: Since the lesson for that week was about different types of
play, the researchers thought that incorporating this motivation would be a good
idea. In this activity, the student-teacher intern, one of the researchers, gave five

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(5) gibberish, which are phrases that don't make sense and the students had to read
it aloud for numerous times to get the correct word. The category of this game
was about movie or kdrama titles which were inclined to the lesson.
● Sing the Lyric: This interactive motivation was the most challenging, as this
activity required students to sing the lyrics given by the researcher. The researcher
made a box that has five (5) different definitions inside which students have to
sing in a specific tune. For example, “‘It is the emotion the author wants his or her
readers to feel’ sing the lyric in the tune of jingle bells.” The definitions would be
encountered later on in the discussion.
● Scrabbled words: In this activity, the researcher created five (5) scrabbled words
that the students would encounter in the discussion. These words were vocabulary
words which would be present in the discussion of the poem “Dream Deferred”
by Langston Hughes.
After incorporating the proposed innovation and intervention, the researchers then
observed the improvement of the students in terms of participation and sharing ideas
inside the classroom. It is noticeable how students were able to raise their hands
confidently during the discussion since they were encouraged by the interactive
motivation before it. Their grades also improved since they were able to participate and
focus on the discussion.
IV. METHODOLOGY
a. Research Design
This study employed a descriptive qualitative research design to identify Grade 9
students’ experiences with integrating motivational techniques such as interactive
motivation as an innovation. The goal of descriptive research, according to McCombes
(2022), is to investigate one or more variables using a variety of research techniques.
Furthermore, Sirisilla (2023) stated that descriptive research design is a powerful tool for
gathering information about a specific group or phenomenon. This type of research
accurately and thoroughly describes the characteristics and behaviors of a specific
population or subject. By observing and collecting data on the subject, descriptive
research allows researchers to learn more about a specific problem and provides

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insightful information that can guide future research. As a result, qualitative researchers
investigate social life's meanings, interpretations, symbols, processes, and relationships,
(Bhandari 2023), whereas descriptive qualitative analysis is a study that uses words to
describe events, data, or reality to solve a research problem.
b. Participants and/or other Sources of Information
The study focused on a particular class in Grade 9 section St. Luke studying at San
Vicente National High School. The whole class was observed by the researchers, and
they also chose ten (10) participants for the intervirew based on their willingness and
availability.
According to Dworkin (2012), there is some discussion over “how many”
interviews “are enough,” and some qualitative research experts stay clear of the subject
altogether. Numerous publications, book chapters, and articles encourage consulting and
say that 5 to 50 participants are sufficient. Hence, the extent of the study will be restricted
by the data that will be acquired from the 10 participants with qualitative data. These
participants were selected using purposive random sampling techniques. Furthermore,
they emphasize the significance of accessibility, engagement, and the capacity to express
ideas and viewpoints in a clear, expressive, and considerate manner in relation to
experience and knowledge.
c. Research Instrument
Purposive sampling was the method used in this study. According to Etikan, et al.
(2016), the purposive sampling technique is a non-random technique that doesn't require
underlying theories or a specific number of participants. The researchers used open-ended
questions and semi-structured interview guidelines; the researchers collected data from
each participant. As stated by Doyle (2020), in a semi-structured interview, the
interviewer does not strictly follow a predetermined set of questions, they will ask more
open-ended questions, allowing for conversation with the interviewee, as opposed to
straightforward question and response format.

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d. Data Gathering Methods
After incorporating the proposed innovation and intervention for a month, the
researchers proceeded to the next step of the action research which is the interview.
Because of the DepEd memorandum, which is to implement a shortened period for the
month of May, the researchers decided to conduct an online interview to the students
instead in order to avoid exceeding time and overlapping with other subjects. The
researchers gave a letter of consent to interview the students from 1PM - 3PM to the
Principal. The researchers then chose 10 participants based on their availability, internet
connection, and willingness to participate in the study.
Moreover, the identified students underwent orientation to verify their
participation and informed them of what to expect during the interview. The researchers
interviewed the participants with the help of an interview guide which was based on the
research questions. The researchers also allowed the participants to answer in the
language they are comfortable with to fully be able to share their ideas and experiences.
Aside from that, the researchers used open-ended questions so their answers will not be
limited to “yes” or “no”. After the interview, the researchers transcribed all the answers
of the participants verbatim. They also used tables of coding and thematic analysis to
create themes. The researchers then continued to observe the students if the innovation
was a success.
e. Data Analysis Plan
The researchers observed and integrated the intervention for a month. Then, they
collected the data through interviews after the interactive motivation was implemented.
They analyzed the following responses by utilizing a table of coding. The researchers
used the table to organize the collected data in order to identify the essential information.
Through labeling the words or phrases, they made sub-themes, then categorized them as
final themes. The researchers also made use of thematic analysis which is an approach
used to examine qualitative data by carefully reviewing a collection of information and
identifying recurring patterns and significant ideas within the data in order to discover
overarching themes. This was done to ensure that the interactive motivation improved the
participation of grade 9 students.

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V. FINDINGS AND DISCUSSION
This chapter discussed the outcomes of the interview with the participants as well as
the established themes that emerged from the thematic analysis.
Students’ Participation Before Incorporating Interactive Motivation.
The researchers gathered data about the level of participation of Grade 9 students
before incorporating interactive motivation. Researchers have seen the different negative
factors that the students face when interactive motivation is not implemented in the
classroom. These factors are lacking in the following: (a) motivation, (b) knowledge and
comprehension, (c) concentration, and (d) confidence.
Lack of Motivation
Motivation in the four corners of the classroom is important and can affect the
academic performance of the students. It is the reason behind students' actions, or what
motivates them to act in the way they do, and the mechanism that starts, directs, and
sustains goal-oriented behaviors (Cherry, 2023). Motivation is also one of the key aspects
of attracting students' and teachers' attention, and its existence in the classroom has been
the foundation of the learning process for many years (Acedillo, 2023). On the other hand,
researchers have seen that students lack motivation in the classroom for the following
reasons:
“And yung mga challenges po ay yung mga wala pong fun ang klase
nakakaboring kung puro discussion lang po kasi at hindi po nakaka enjoy.” (And
the challenges are the ones that are not fun; the class is boring if it's just
discussion and you don't enjoy it.) and “Parang wala pong tao kapag hindi nag
paparticipate mga students boring po ganyan.” (It seems like there is no one
when the students don't participate; it's boring.) -P2
“Konti lang po yung mga nag pa-participate kasi yung iba po naboboringan po
sila kasi puro discussion po, ganon.” (There are only a few who participate
because the others get bored because it's all discussion.) -P9

12
“Malaking impact po kasi parang walang buhay ang classroom kapag walang
nag paparticipate and naapektuhan din po kami in a way na parang kami lang
lagi nag paparticipate tapos ang iba po hindi. (It has a big impact because the
classroom seems lifeless when no one participates, and we are also affected in a
way that it seems like we are the only ones who always participate and then the
others don't.) - P1
Lack of Knowledge and Comprehension
One reason students will not speak out is that they have nothing informative to
say or no idea to share about the topic. In addition, students may not understand the
question as it was presented, or they may not understand the work assigned to the class
(Zakrajsek, 2018). Students are disinterested in participating when the educational
content and materials appear irrelevant to them. Teachers understand that such content
and materials must correspond to students' interests and requirements. However, because
expectations vary from student to student, they may not meet all of them. Furthermore,
students will not participate in asking questions or participating in discussions if they are
still having difficulty understanding the course (Djoub, 2019) The following statements
are evidence that students lack ideas and understanding. Most of the participants say that
they have no notions, which is why they cannot express themselves. The following
comments reveal the stated theme:
“Minsan po hindi din kasi po minsan talagang nahihiya kami or clueless…”
(Sometimes not, because sometimes we are clueless...) -P1
“Hindi po, kasi minsan po hindi ko po gets yung lesson, kasi po wala man akong
idea.” (No, because sometimes I don’t get the lesson, because I have no idea.) - P5
“Sometimes po comfortable po ako pero more on natatakot po ako mag share
kasi wala po akong idea sa topic ganyan po kaya nag hehesitate po ako
sumagot.” (Sometimes I'm comfortable, but more often I'm afraid to share
because I have no idea about the topic, so I hesitate to answer) -P2.

13
Lack of Concentration
Concentration is described as the ability to focus our full attention on something
while ignoring other distractions. The majority of students are dissatisfied with their
ability to concentrate and believe they are not working as efficiently as they would like
(Target Study, 2018). The participants lack focus because they are not listening to the
discussion, as stated in the following line:
Iilan lang po nakikinig, ma’am. Tapos ulit ulit lang po ang mga nagtataas ang iba
hindi talaga (Only some students are paying attention; those who raise their hands
are the only ones who are paying attention; others are not.)- P1
“Makikipagkuwentuhan sa students tapos magdidiscuss si ma'am. Tapos di
naman nakikinig.” (I will have a conversation with the students, and then ma'am
will discuss. Then they don't listen.) - P6
"Ano po, minsan nahihiya po sila or minsan hindi po nila alam yung sagot dahil
po minsan hindi po sila nakikinig.” (Sometimes they feel shy, or they don't know
the answer because they don't listen.) -P9
Lack of Confidence
Self-confidence is the ability to believe in one's own skills. It offers possibilities
and motivates learners to try new risks, be creative in their learning experiences, and put
effort into their schoolwork. A lack of confidence, on the other hand, might undermine
the motivation required for overcoming obstacles and diminish interest in experiencing
something new (Freeman, 2023). There are things that can affect the confidence of the
students, and these are the following:
“Para po sa akin is natatakot po ang iba na sumagot or mag share ng mga
thoughts nila baka po mali mga sagot nila ganon po.” (For me, others are afraid
to answer or share their thoughts because their answers might be wrong.) -P2
“Yes po ano po siguro po mababa po yung confidence nila kasi po nahihiya po
sila ganon siguro po iniisip po nila pag tatawanan sila tsaka iniisip din po nila
siguro na mali po yung sagot nila kaya hindi na po sila nag paparticipate.’ (Yes,

14
maybe their confidence is low because they are shy; possibly they fear being
laughed at; and maybe they believe that their answer is wrong, which is why they
did not participate.) - P3
“Ano po ma’am, may idea po kaso hindi maexpress yung idea ko po dahil
sa confidence po.” (I have an idea, but I can't express it because of my
confidence.) - P4
“Ano po ma'am minsan mahihiya specially po sa mga teacher kase po minsan like
iniisip ko po na syempre ma d-disappoint yung mga teachers tyaka po kahihiyan
din po sa section nmin yon.” (Sometimes shy, especially with the teachers,
because sometimes I think that the teachers will be disappointed, and that is also a
shame for our section.) - P8
Students’ Participation After Incorporating Interactive Motivation.
After introducing interactive motivation, the researchers collected data on the
amount of participation of Grade 9 students. When interactive motivation is used in the
classroom, researchers have noticed positive outcomes. The knowledge and expertise of
the participants, as well as the range of situations and obstacles they have faced, enable
them to contribute to the study. There are 3 (three) themes that emerged: a.) gained
confidence b.) improved academic performance c.) a positive learning environment.
Gained Confidence
Participants indicated that their experience with the interactive motivation when
the researchers implemented it provided them with a lot of confidence as they were now
able to express their thoughts and discuss their opinions in class. As stated by Gill (2017),
confident learners are more ready to learn, challenge themselves, and have greater
resilience in the face of tough transitions such as transferring schools. Indeed, confidence
has been cited as the most important predictor of academic accomplishment. The
following are statements from participants that led to the development of this theme:
Like, nabibigyan na po ng confident yung iba kasi hindi na po masyadong
nahihirapan or nahihiya kasi po mas comfortable napo silang sumagot. (It gave

15
us confidence; the other students are not struggling or shy because they are now
comfortable to answer.)- P1
Opo kasi po naging confident po ako and nag improve po grades ko dahil sa
participation po nakakasagot na po ako sa klase. (Yes, because I became
confident and my grades improved because of my participation, and I can answer
in the class.) – P2
Opo kasi po pag nag paparticipate po ako ganon tumataas po yung confidence ko.
(Yes, because I participate, and my confidence has grown.)- P3
Mas marami na po yung mga nag pa-participate like mas masigla na po yung
class pag ganon and naging confident po kami (There are a lot of students who
participated; it is more energetic inside the classroom, and we became confident.)
- P9
Improved Academic Performance
One of the advantages noted by the participants was an improvement in their
grades as a result of actively participating in the class discussion. As mentioned by
Schritter (2023), studies suggest that when students' efforts are factored into their final
grade, they participate more. In some courses, professors require students to participate in
class and include it in every student’s final grade. Participation can mean anything from
asking questions to leading discussions. The subsequent comments reveal the stated
theme:
Opo nung first quarter po kasi medjo nahihiya po ako kasi pinangunahan po ng
hiya ko kaya po bumaba grades ko pero nung 2nd quarter po at nakakapg
incorporate po ng icebreaker is tumaas po confident ko na sumagot sa klase like
nag paparticipate napo ako and masasabi kopo na nag improve po. (In the first
quarter, I was a little bit shy, which is why my grades became low, but in the 2nd
quarter, when the interactive motivation was introduced, I was now confident to
answer in the class, and I participated well, so I can say that it improved.) - P1

16
Nag improve po grades ko dahil sa participation po nakakasagot na po ako sa
klase. (My grades improved because of my participation, and I can now answer in
the class.) - P2
Tumaas po yung characterism ko. Like yung character po yung sa grades ganon,
kasi po yung confidence ko na bu-boost po. (My character grades have improved,
like, character in my grades since my confidence has increased.)- P9
Positive Learning Environment
One of the most crucial components of a classroom is establishing an environment
that the students will enjoy and that makes them feel comfortable. According to Verma
(2019), a positive classroom environment helps children enhance their attention, reduce
anxiety, and assist their emotional and behavioral regulation. Learners are more likely to
acquire more motivation when educators build a positive learning culture, which leads to
excellent learning results. Participants stated that their classroom now fosters a positive
environment, which explains why they are not hesitant to express their thoughts in front
of the class. The comments that follow emphasize the theme:
Opo kasi naging positive po ang environment kasi po nagiging enjoyable ang po
ang klase at ang lahat nakakapag participate po lahat. (Yes, because the class
has become a positive environment because the class is now enjoyable and almost
all students are now participating.)- P1
Yun pong ano po like, para po syang mas nakatulong and naging masaya at di na
nakakatakot sumagot kaya naging positive po ang environment (like, it is helpful,
and it became happy and it doesn't scared anymore when answering that is why it
became a positive environment)- P2
Yes, po naging positive environment po. (Yes, it became a positive environment.)
-P8

17
Impact of Interactive Motivation to Students’ Participation.
The researcher's purpose is to come up with a plan of action that would help
learners increase their participation in the classroom and bring out their best. The
researchers collect excellent feedback from participants on the interactive motivation they
utilize in the classroom, which helps students improve their level of participation. The
researchers can conclude that the intervention they conducted had a positive influence on
the students' participation. The responses of the participants were apparent:
Syempre naman po ma'am, malaking tulong po and effective po sya. (Of course,
ma'am it help us a lot and it is effective) -P1
Opo, ma'am sobra po. (Yes ma'am so much) - P2
Opo ma'am (Yes, ma'am ) -P3
Yes po, napakalaking tulong po nya samin (Yes, it helps us a lot for us) -P6
Opo, maganda po impact samin ng icebreaker. (Yes, the impact of the icebreaker
was good for us.) -P7
Aside from their answers, the researchers also observed that the students are now
confidently raising their hands and sharing their ideas and opinions during the discussion.
One advantage of implementing interactive motivation is that it can affect the intellectual
capacity of the learners. That is why students can now create and acquire ideas from
interactive motivation related to the topic and express them in class. Furthermore, the
impact of interactive motivation is evident on their grades since they now participate and
focus in the discussion.

18
VI. CONCLUSION AND RECOMMENDATION
This chapter contains the study's summary of findings, conclusion, reflection and
recommendations based on the result of the study.
Summary of Findings
After an in-depth analysis of the given data by the participants, the researchers came up
with the following findings of the study:
1. Students’ participation before incorporating interactive motivation.
Other participants stated in their responses that before implementing interactive
motivation, their participation in the classroom was unsatisfactory. Most of their
classmates are not engaging in the discussion, claiming they don't have an idea about the
topic; others are scared to answer or express their ideas; and others are not confident
enough to speak in front of their peers. They also mentioned that their classrooms were
not enjoyable at first. As a result, the researchers believe an intervention is required to
address the existing issues in the classroom.
2. Students’ participation after incorporating interactive motivation.
According to the participants' statements, after incorporating interactive
motivation, the students' participation improved. They greatly benefited from the
intervention made by the researchers by gaining insight into the topic the teacher covered.
The themes generated by the researchers also showed how the students' self-confidence
had increased, enabling them to freely express their views and opinions inside the
classroom without hesitation. The participants also mentioned that the classroom has
evolved into a positive environment where they can now learn and have fun at the same
time. They also assert that interactive motivation assisted them in achieving higher grades.
3. Impact of interactive motivation to students’ participation.
The researchers observed that implementing the interactive motivation increased
the participation of grade 9 students at San Vicente National High School. Participation
in the classroom allows students to develop and improve their communication abilities.

19
They learn how to convey their ideas clearly, actively listen to others, engage in
courteous arguments, and successfully articulate their beliefs. These communication
abilities are essential for the academic, personal, and professional success of the
participants.
Conclusion
After reviewing the study’s summary of data, the researchers were able to
conclude the following:
1. This action research provides information about the impact of interactive
motivation on students’ participation. Based on the findings, it is shown that
students were having difficulty participating in class discussions before the
researchers incorporated interactive motivation. They are less motivated, less
focused, less confident, and less knowledgeable to participate in the class
discussion.
2. The students' participation and willingness to share their ideas and opinions
increased after the researchers integrated interactive motivation before the
discussion. They are encouraged to speak up and participate in the motivation that
the energy carries out until the lesson proper. The interactive motivation not only
helped them gain confidence but it also improved their academic performance.
Most importantly, the classroom environment changed into a positive learning
environment, which allows them to speak their mind and contribute to the
learning process.
3. Based on the participants' responses in the interview and the researchers'
observation, it is evident that interactive motivation has a big impact on the
students' participation. They can now raise their hands confidently without
worrying about what their classmates would say since they are encouraged by the
game they played before the discussion. Their test scores are also increasing since
they are now able to focus on the discussion.

20
Recommendation
Based on the findings and conclusions of the study, the following
recommendations are presented:
1. Teachers should consider a wide range of tactics because doing so enables them
to meet the different needs of their students, encourage participation, stimulate critical
thinking, build inclusive classrooms, and adjust to ever-changing conditions. Teachers
can help students achieve their full potential by doing this and enhancing the learning
process. Moreover, students participate more actively in class when interactive
motivation is included. In order to catch the students' attention and make them enjoy the
class, teachers should constantly continue using interactive motivation before proceeding
to the discussion.
2. Schools have a responsibility to provide an inclusive and equal learning
environment for all children. Schools should encourage teachers to employ alternative
tactics, such as interactive motivational strategy, to guarantee that students participate
and share their thoughts, as well as to boost their confidence inside the classroom, so that
students with diverse skills and learning preferences have equal possibilities to achieve.
3. Future researchers may use this study to support their investigations into how to
increase the participation of students.
Reflection
Sitting in a four-cornered classroom for six hours and listening to the discussion is
not an easy task; it can be boring or ineffective sometimes. Therefore, it is the
responsibility of the teacher to not only share his or her knowledge with the class but also
engage the students in the discussion. Having afternoon classes will surely bore the
students especially if the teacher is not integrating a strategy that will get the attention of
the students. Incorporating games that are related to the lesson will surely energize the
students and make them want to listen to the teacher.
This action research gave the researchers a solution on how to make each
discussion engaging and fun for the students that will help them improve their class'
performance. The thought of helping the students participate in the discussion and

21
eventually improve their performance became the motivation for the researchers to come
up with the idea of integrating interactive motivation before the discussion. Through
observation, the researchers check all the available data to solve the problem when
teaching Grade 9 students.
Coming up with action research for the first time is a difficult task. As future
educators, the researchers went through countless discussions to come up with a solution
that would lead to the betterment of the students, especially when it comes to the
participation of Grade 9 students at San Vicente National High School. However, with a
lot of hard work and compassion, the results shown helped the researchers identify
improvements in student participation through interactive motivation.

22
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TABLE OF CODING
ID KEYPOINT CODE
SOP 1: How is the participants’ classroom participation be described before the

intervention?
P2 And yung mga challenges po ay yung mga wala pong fun Lack of Motivation
ang klase nakakaboring kung puro discussion lang po kasi
at hindi po nakaka enjoy. and Parang wala pong tao kapag
hindi nag paparticipate mga students boring po ganyan.
P9 Konti lang po yung mga nag pa-participate kasi yung iba po Lack of Motivation
naboboringan po sila kasi puro discussion po, ganon.
P1 Malaking impact po kasi parang walang buhay ang Lack of Motivation

classroom kapag walang nag paparticipate and naapektuhan
din po kami in a way na parang kami lang lagi
P1 Minsan po hindi din kasi po minsan talagang nahihiya kami Lack of Knowledge
or clueless… and Comprehension
P5 Hindi po, kasi minsan po hindi ko po gets yung lesson, kasi Lack of Knowledge
po wala man akong idea. and Comprehension
P2 Sometimes po comfortable po ako pero more on natatakot Lack of Knowledge

po ako mag share kasi wala po akong idea sa topic ganyan and Comprehension
po kaya nag hehesitate po ako sumagot.
P1 Iilan lang po nakikinig, ma’am. Tapos ulit ulit lang po ang Lack of
mga nagtataas ang iba hindi talaga Concentration
P6 Makikipagkuwentuhan sa students tapos magdidiscuss si Lack of

ma'am. Tapos di naman nakikinig. Concentration
P9 Ano po, minsan nahihiya po sila or minsan hindi po nila Lack of

alam yung sagot dahil po minsan hindi po sila nakikinig. Concentration
P2 Para po sa akin is natatakot po ang iba na sumagot or mag Lack of Confidence

share ng mga thoughts nila baka po mali mga sagot nila
ganon po.
P3 “Yes po ano po siguro po mababa po yung confidence nila Lack of Confidence

kasi po nahihiya po sila ganon siguro po iniisip po nila pag
tatawanan sila tsaka iniisip din po nila siguro na mali po
yung sagot nila kaya hindi na po sila nag paparticipate.’
P4 Ano po ma’am, may idea po kaso hindi maexpress yung Lack of Confidence
idea ko po dahil sa confidence po.

29
P8 “Ano po ma'am minsan mahihiya specially po sa mga Lack of Confidence

teacher kase po minsan like iniisip ko po na syempre ma d-
disappoint yung mga teachers tyaka po kahihiyan din po sa
section nmin yon.
SOP 2: How is the participants’ classroom participation be described after the

intervention?
P1 Like, nabibigyan na po ng confident yung iba kasi hindi na Gained Confidence

po masyadong nahihirapan or nahihiya kasi po mas
comfortable napo silang sumagot.
P2 Opo kasi po naging confident po ako and nag improve po Gained Confidence
grades ko dahil sa participation po nakakasagot na po ako
sa klase.
P3 Opo kasi po pag nag paparticipate po ako ganon tumataas Gained Confidence
po yung confidence ko.
P9 Mas marami na po yung mga nag pa-participate like mas Gained Confidence
masigla na po yung class pag ganon and naging confident
po kami.
P1 Opo nung first quarter po kasi medjo nahihiya po ako kasi Improved Academic
pinangunahan po ng hiya ko kaya po bumaba grades ko Performance
pero nung 2nd quarter po at nakakapg incorporate po ng
icebreaker is tumaas po confident ko na sumagot sa klase
like nag paparticipate napo ako and masasabi kopo na nag
improve po.
P2 Nag improve po grades ko dahil sa participation po Improved Academic

nakakasagot na po ako sa klase. Performance
P9 Tumaas po yung characterism ko. Like yung character po Improved Academic

yung sa grades ganon, kasi po yung confidence ko na bu- Performance
boost po.
P1 Opo kasi naging positive po ang environment kasi po Positive Learning

nagiging enjoyable ang po ang klase at ang lahat nakakapag Environment
participate po lahat.
P2 Yun pong ano po like, para po syang mas nakatulong and Positive Learning
naging masaya at di na nakakatakot sumagot kaya naging Environment
positive po ang environment.
P8 Yes, po naging positive environment po. Positive Learning

Environment

30
Appendix A
Documentation of Intervention
Week 1: 4 pics 1 word
This is the first time the researchers integrated an interactive motivation in the
classroom. As seen in the picture, the students are still not familiar with the materials that
are pasted on the board. The lesson for the day is about play synopsis, that's why one of
the researchers used 4 pics 1 word as an interactive motivation and she uses pictures such
as stage, children playing, theater and drama. By this first motivation, the students’
participation is already very evident since most of them raised their hands and shared
their ideas during the discussion.
Week 2: Guess the Gibberish
The picture shows the second interactive motivation the researchers integrated in
the class. It is called “Guess the Gibberish.” One of the researchers, the student-teacher
intern, gives 5 sets of gibberish. These are phrases that don't make sense at all and the
students have to read it aloud for numerous times to get the correct word or phrase. The
category in this game are Movie and / or Kdrama titles since the lesson is about the
different types of play. In this picture, you can see students trying to read the word the
researcher is holding.

31
Week 3: Sing the lyrics
This one is actually a challenging interactive motivation not only for the students
but also for the student-teacher intern, the researcher, as she doesn't know what to expect
for the outcome. The lesson is about the tone and mood of the author. Therefore, the
researchers thought that they would incorporate an interactive motivation where the
students have to sing. The researcher is holding a box which contains 5 definitions that
they have to sing in a specific tune. For example, "'this is the emotion that the author
wants his / her readers to feel'" sing the lyrics to the tune of Jingle Bells." At first, the
researchers were hesitant to use it since the students may feel shy to sing in front of their
classmates. However, in the end, they are very participative and they sing all the lyrics
with enthusiasm.
Week 4: Scrabbled words
The lesson for this one is the poem 'Dream Deferred' by Langston Hughes.
Therefore, the researchers incorporated scrabbled words which they will encounter in the
poem. There are 5 sets of jumbled letters that the students have to arrange in order to get
the correct word and learn the definition. Since this is the fourth and last interactive
motivation the researchers will incorporate, it can be seen that the students are all excited
to raise their hands and answer.

32
Appendix B
Questionnaire
SEMI-STRUCTURED INTERVIEW GUIDE
“IMPACT OF INTERACTIVE MOTIVATION TO
STUDENTS’ PARTICIPATION.”
The present study is designed to increase the participation of Grade 9 students
through interactive motivation.
In line with this, the researchers will seek to answer the three (3) action research
questions:
1. How is the participants’ classroom participation be described before the intervention?
2. How is the participants’ classroom participation be described after the intervention?
3. Did implementing interactive motivation increase the Grade 9 students' participation?
SOP 1: Students’ participation before incorporating interactive motivation.
1. How would you describe the level of participation in class discussions and activities
before interactive motivation were introduced? Was there a noticeable difference in the
level of engagement among your classmates?
2. What factors do you think contributed to the lower level of participation in class
discussions and activities before interactive motivation were introduced? Were there any
specific challenges or barriers that students faced?
3. Did you feel comfortable participating in class discussions before interactive
motivation was introduced? If not, what were some of the reasons why you may have felt
hesitant to engage with your peers?
4. What impact do you think the lack of participation may have had on the overall
classroom environment? Did this affect your motivation to participate in class activities?
5. Looking back, what improvements do you think could have been made to increase
participation before interactive motivation were introduced? Were there any strategies or

33
activities that you believe would have been effective in promoting engagement among
students?
SOP 2: Students’ participation after incorporating interactive motivation.
1. Have you noticed any changes in the level of participation among your classmates
since the incorporation of interactive motivation at the beginning of class? If so, can you
describe what those changes are?
2. Which interactive motivation activities have you found to be the most effective in
helping you feel more comfortable participating in class discussions? How do these
activities help you break the ice and engage with your peers?
3. Have you seen any improvements in your grades or academic performance as a result
of increased participation in class discussions? How do you think interactive motivation
has contributed to these improvements?
4. Do you feel that the use of icebreakers has helped to create a more positive and
inclusive classroom environment? How has this impacted your motivation to participate
in class?
5. What advice would you give to teachers who are considering incorporating interactive
motivation into their classroom routines? How do you think these activities can help
students feel more comfortable and engaged in the learning process?
SOP 3: Did implementing interactive motivation increase the Grade 9 students'
participation?

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Impact of Interactive Motivation To Students’ Participation

Presented to the College of Education

of Don Honorio Ventura State University

in Partial Fulfillment for the Requirements for

EDUC 426- Teaching Internship

Don Honorio Ventura State University

DON HONORIO VENTURA STATE UNIVERSITY

This classroom-based action research entitled “IMPACT OF INTERACTIVE

MOTIVATION TO STUDENTS’ PARTICIPATION.” prepared and submitted

by Melanie R. Alvarado, Annalyn B. Manio, Annabel B. Manio, April S.

Rodriguez, and Morellia O. Sanchez, in partial fulfillment of the requirements

for the EDUC 426-Teaching Internship.

Action Research Committee

Passed by the Action Research Committee with a grade of _____ on

June 06, 2023.

Wilfredo Q. Cunanan, EdD

Tricia Gayle, MASPEd Grace A. Mendoza, EdD

Approved and accepted in partial fulfillment of the requirements for

the EDUC 426- Teaching Internship

RIZA B. LINTAG, EdD

Dean, College of Education

DON HONORIO VENTURA STATE UNIVERSITY

a descriptive-qualitative research design. It is an effective tool for acquiring information

on a certain group or phenomenon. In addition, the researchers used interactive

technique; the researchers conducted a semi-structured interview with open-ended

qualitative data by carefully reviewing a collection of information and identifying

themes such as gaining confidence, improved academic performance, and a positive

Keyword: Interactive motivation, increase participation

DON HONORIO VENTURA STATE UNIVERSITY

School, Annabelle T. Laxamana, for allowing the researchers to conduct an interview at

researchers to execute their intervention. Furthermore, Riza B. Lintag, Dean of the

study without the assistance and recommendations of these experts.

The researchers extended their appreciation to their parents, who never

DON HONORIO VENTURA STATE UNIVERSITY

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

I. Context and Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

II. Action Research Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

III. Innovation, Intervention, and Strategy . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 7

B. Participants and/or other Sources of Information:: . . . . . . . . . . . . . . . . . . . . 9

D. Data Gathering Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

E. Data Analysis Plan . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 10

V. Findings and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Theme 1: Students’ participation before incorporating interactive motivation. . . . . . . . .11

Lack of Knowledge and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Theme 2: Students’ participation after incorporating interactive motivation . . . . . . . . 14

Improved Academic Performance . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 15

DON HONORIO VENTURA STATE UNIVERSITY

Positive Learning Environment . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 16

Theme 3: Impact of interactive motivation to students’ participation . . . . . . . . . . . . . 17

VI. Conclusion and Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

C. Letter of Consent to Conduct an Interview: . . . . . . . . . . . . . . . . . . . . . . . . . . 33

DON HONORIO VENTURA STATE UNIVERSITY

I. CONTEXT AND RATIONALE

having difficulty participating in the discussion.

know when to use their activeness.

researcher wanted to employ interactive motivation to help make the students'

participation increase. In addition, students’ participation is an important aspect of their

understand by asking them questions. (Shore's, 2017)

DON HONORIO VENTURA STATE UNIVERSITY

wrong thing or sounding silly in front of their classmates.

Classroom participation is important because learning is a part of the entire

asks me a question that causes me to reconsider whether I should restate it differently.

class.” Cimmino (2007) stated.

their ideas in front of a large group of people.