BOOSTING CLASSROOM PARTICIPATION TO

ENHANCE ACADEMIC PERFROMANCE IN

ARALING PANLIPUNAN 8

A Classroom-Based Action Research

Presented to the
Faculty of the College of Education Pangasinan State University- Bayambang
Campus
Quezon Blvd. Bayambang, Pangasinan

In Partial Fulfillment
of the Requirements for the Program
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL STUDIES

BY:
Regie C. Barrogo
Rhealyn R. Cacatian
Jan Levi G. Cordenillo
Gerald M. De Guzman
Jessamie R. Valenzuela
John Llyod M. Vinluan

May, 2024

i
 CERTIFICATE OF ACCEPTANCE

This research proposal entitled “BOOSTING CLASSROOM

PARTICIPATION TO ENHANCE ACADEMIC PERFOMANCE IN ARALING
PANLIPUNAN 8” prepared and submitted by, Regie C. Barrogo, Rhealyn R.
Cacatian, Jan Levi G. Cordenillo, Gerald M. De Guzman, Jessamie R.
Valenzuela, and John Llyod M. Vinluan, was evaluated by the Committee and
recommended for acceptance.

RESEARCH COMMITTEE

SALLY JARIN, PhD

Chair

RICO A. REYES, PhD KIMBERLY B. INALDO, Maed

Member Member

-------------------------------------------------------------------------------------------------------

Accepted in partial fulfillment of the requirements for the subject Teaching

Internship of the Second Semester of Academic Year 2023-2024.

DR. MITZY M. MACARAEG GUDELIA M. SAMSON, DPA

Dean, College of Teacher Education Campus Executive Director

ii
 CERTIFICATE OF APPROVAL

This research proposal entitled “BOOSTING CLASSROOM

PARTICIPATION TO ENHANCE ACADEMIC PERFOMANCE IN ARALING
PANLIPUNAN 8” prepared and submitted by, Regie C. Barrogo, Rhealyn R.
Cacatian, Jan Levi G. Cordenillo, Gerald M. De Guzman, Jessamie R.
Valenzuela, and John Llyod M. Vinluan was evaluated by the Committee and
recommended for acceptance.

RESEARCH COMMITTEE

SALLY JARIN, PhD

Chair

RICO A. REYES, PhD KIMBERLY B. INALDO, Maed

Member Member

-------------------------------------------------------------------------------------------------------

Accepted in partial fulfillment of the requirements for the subject Teaching

Internship of the Second Semester of Academic Year 2023-2024.

DR. MITZY M. MACARAEG GUDELIA M. SAMSON, DPA

Dean, College of Teacher Education Campus Executive Director

iii
 ACKNOWLEDGEMENT

We want to express our profound gratitude to everyone who contributed to

this study.

Firstly, we deeply appreciate Dr. Rico A. Reyes, our esteemed research

adviser, for his invaluable guidance and motivational support throughout the

study.

To our diligent principal, Dr. Arabella May Z. Soniega. A big thank you for

allowing us to conduct our research at Bautista National High School.

To our Research Consultants, thank you for your valuable input and

assistance in refining our study.

To all the members of BSE-Social Studies IV-I, we are grateful for your

unwavering support and inspiration.

To our cooperative informants, the Grade 8 students of Bautista National

High School. Thank you for your active participation in answering our

questionnaire and make this study possible.

To our Parents, we acknowledge their support and guidance throughout

the research process.

Lastly, we thank the Almighty God for giving us the wisdom and strength to

complete this study successfully. Thank you all immensely

iv
 DEDICATION

The study is dedicated to our loving parents, who have always been the

source of inspiration and strength when we feel hopeless, and who continue to

provide moral, spiritual, emotional, and financial help.

To my siblings, relatives, mentors, friends, and classmates who

encouraged me to accomplish this study with their words of advice and

encouragement.

Finally, I devoted this research to the Almighty God. Thank you for your

guidance, strength, mental power, protection, and abilities, as well as for

providing me with a healthy life.

v
 TABLE OF CONTENTS

Page

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CERTIFICATE OF ACCEPTANCE . . . . . . . . . . . . . . . . . . . . . . . . . .

CERTIFICATE OF APPROVAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER I: INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Background of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Significance of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER II: PROBLEM IDENTIFAICATION . . . . . . . . . . . . . . . . . .

CHAPTER III: GENERATIVE OF ALTERNATIVE SOLUTION . . . . . .

CHAPTER IV: PLAN OF ACTION . . . . . . . . . . . . . . . . . . . . . . . . . . . .

vi
 Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Time Frame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Target

Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

CHAPTER V: PRESENTATION AND INTERPRETATION OF DATA . .

CHAPTER VI: FINDINGS, CONCLUSIONS, RECOMMENDATION . .

Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Recommendations

....................................

CHAPTER VII: REFLECTIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

APPENDECIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A. Letter to the Bautista NHS Principal . . . . . . . . . . . . . . . . .

B. Letter to the Respondents . . . . . . . . . . . . . . . . . . . . . . . .

C. Survey Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D. Documentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

E. Declaration of Absence of Conflict of Interest

F. Declaration of Anti-Plagiarism

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

vii
 LIST OF TABLES

No. Page

1. Time Frame . . . . . . . . . . . . . . . . . . . . . . . . 8

2. Profile of the Respondents . . . . . . . . . . . . . 9

3. The responses from the questions . . . . . . . 10-11

viii
 ABSTRACT

Title : BOOSTING CLASSROOM PARTICIPATION TO ENHANCE

ACADEMIC PERFOMANCE IN ARALING PANLIPUNAN 8

Researchers: Regie C. Barrogo, Rhealyn R. Cacatian, Jan Levi G.

Cordenillo, Gerald M. De Guzman, Jessamie R.

Valenzuela, John Llyod M. Vinluan

Institution : Pangasinan State University

Bayambang Campus

Bayambang, Pangasinan

Degree : Bachelor of Secondary Education

Specialization: Social Studies

Year : 2024

_______________________________________________________________
Abstract:
The purpose of this action research is to look into the effective ways to

boost classroom participation in the teaching and learning of Araling Panlipunan

8. The respondents of this research were the Grade 8 students of Bautista

National High School in the academic year 2023-2024. The aims of this action

research are to increase the students’ active participation in classroom teaching

and learning in order to enhance academic performance The study employs

quantitative data which has been gathered through the survey questionnaires.

ix
Based on the results, 58% believe that engaging activities enhance classroom

participation, while 42% poor academic performance is due to lack of confidence

in voicing opinions. A study on classroom participation can enhance academic

performance in Araling Panlipunan 8 it came to the outcome that classroom

participation significantly improved learning outcomes as well as student

engagement.

Key words: boosting, classroom participation, academic performance

x
 CHAPTER I
INTRODUCTION

Background of the Study

Classroom participation is crucial to their development as more productive

and engaged learners in order to enhance Academic Performance among Grade

8 students at Bautista National High School. Classroom participation has been

identified as a crucial component of active learning environments (Bonwell &

Eison, 1991). Students gain confidence in their ability to communicate ideas in a

way that is understandable to others when they speak up in class. They gain the

ability to find information to improve their own comprehension of a subject when

they ask questions. However, poor performance will result in a poor grade for the

student. Academic performance is the gauge of a student's proficiency in a range

of academic courses. Typically, graduation rates, test scores, and classroom

performance are used by educators to gauge student achievement (Darling-

Hammond, 2000).

This study is based on researchers' experiences as student teachers at

Bautista National High School. The problem addressed to this study, most

students prefer to remain silent because of their low self-esteem, fear of public

speaking, lack of motivation and interest, and lack of enthusiasm in the class's

small group discussions. They disregard important knowledge that students can

learn in classroom. Students who participate in the learning process and have a

deeper understanding of the subject matter are probably going to do well on

1
assignments and tests (Orr, D. March 31, 2023). Both teachers and students

would gain from this study when they participated actively in the classroom. For

teachers, they must be aware of effective ways for increasing student

participation. For students, who actively participation in the classroom get more

knowledge than those who do not. A student's level of participation in the lesson

also indicates how much they enjoyed it. With this, students who actively

participation in classroom can help to get higher grades. The reason why

Researchers conduct this study because they want to emphasize how important

it is for students to participate in class in order to improve and enhance their

academic performance.

Significance of the study

This study aims to contribute empirical evidence to the broader discussion

on the role of active student engagement in enhancing academic performance

from the target participants needed for the expected importance to the individuals

as follows:

Students. This study will help the students to learn effectively since it will provide

information about the benefits that they can acquire in classroom participation.

This student would be able to participate without hesitate.

Teachers. They could help each other in implementing effective classroom

participation and will be equipped with scientific research thus they can treat this

problem objectively.

2
Parents and Guardians. Parents and guardians should advise their children to

study hard and know how to help them learn in school. This will also allow them

to support and mentor their children when they face challenges that could hinder

their performance, particularly in the classroom.

Future Researcher. The conducted studies will further open doors for future

researchers to refine and expand studies in relation to effectiveness classroom

participation to enhance academic performance. This may serve as a source of

information about what provokes students to not pay attention in class.

The Researchers. This study will help them as their guide in conducting their

future research in accordance with the topic.

CHAPTER II

PROBLEM IDENTIFICATION

 Motivation and Interest

Some students exhibit a lack of interest and motivation in classroom

participation due to students uninterested in the subject may not see the value in

participating. Teaching lesson of Grade 8 students at Bautista National High

School is all about “Kasaysayan ng Daigdig” that’s why some students said that

Araling Panlipunan is uninterested subject due to lack of knowledge and

information to response. According to Teacher S., a student who is uninterested

in the subject matter is unlikely to participate actively in class discussions or

3
small group discussions. This can be challenging to understand because most

concepts taught by faculty members are highly interesting to them. However, it's

possible that the student is simply not familiar enough with the subject matter to

feel the same level of intrigue.

 Fear of Public Speaking

One of the key problems that hindering Grade 8 students' classroom

participation at Bautista National High School is fear of public speaking. Many

students are reluctant to participate due to fear of making mistakes or being

judge by peers which can prevent them from participating in class discussions.

The grade 8 students may be fearful of being scolded or ignored by their friends

and teachers, preventing them from fully participating in class. This fear could be

due to past experiences or a lack of confidence in their ability. Even when they

know the exact answer, they often ignore it for fear of making a mistake.

Overcoming this problem is crucial for creating an inclusive learning environment

in which all students feel comfortable contributing while also encouraging healthy

engagement and conversation in the classroom.

 Inequitable Participation

One of the major challenges impeding grade 8 students’ academic

performance at Bautista National High School is that classroom engagement

favors extroverted students, putting introverted or shy students at risk. This gap

can have an influence on academic performance because it may not accurately

reflect learners understanding of the subject. Without addressing the challenges

4
of unequal status and involvement in diverse classrooms, inequality will persist,

resulting in low academic performance for students.

 Quality vs. Quantity

Another issue is the idea that increased participation leads to improved

academic success. Students engage even if their answers are unrelated to the

subject; they are simply reciting because they need a score or point to get

involved in class. However, the quality of engagement, such as depth of analysis

or critical thinking, is frequently more essential than the quantity. Students may

feel pushed to contribute frequently without making significant contributions to

the topic.

CHAPTER III

GENERATIVE OF ALTERNATIVE SOLUTION

Classroom participation is a must for the enhancement of students’

academic performance. Teachers have the power and responsibility to cultivate

confidence in students since they are among the most influential figures for

students throughout their formative years. Also, teachers can help students

develop confidence by using a few useful strategies in the classroom. Our

generative alternative solution focuses on effective ways for students’

participation in the classroom to enhance their academic performance.

 Peer Learning

5
 One of the best strategies for raising student participation is peer learning.

Improved learning and retention may arise from peer instruction under

supervision. With this, students boost their confidence to speak up in the

classroom with the help of one another. Peer learning promotes improved social

skills, cooperation, teamwork, and patience. Every student has a unique set of

skills that can complement the group and improve learning in a cooperative peer

learning environment. Early practice can help one develop the skills necessary to

collaborate with and learn from peers (Hansen, J. 2022). More adaptable and

varied class structures in the classroom could lead to more engaging instruction

and encourage a welcoming and collaborative learning environment.

 Engaging Activities

To grab students' interest and make learning enjoyable, incorporate

entertaining activities into your class plans. Ensuring that instructional tactics are

in line with students' interests is one of the best ways to improve student

engagement. As stated by Kami (2023), students who are engaged in a subject

take an active interest in it, are driven to learn, and take responsibility for their

own education. In the classroom, students can participate in productive activities

such Jigsaw, Think-Pair-Share, Role Playing, Debate, Brainstorming, Quiz Bee,

and more. Students are encouraged to take chances in these activities without

worrying about being mocked or put down. Additionally, by utilizing their abilities

to collaborate and think critically, they can design a learning environment that

promotes thoughtful responses and gives them the chance to put what they've

learned into practice.

6
  Rewards and Recognition

Creating a reward system in the classroom is one of the most prevalent

strategies. When they receive recognition for their excellent behavior, notable

accomplishments, and growth, students are more likely to continue participating

in class. Some students find considerable motivation to keep up their exceptional

work just by having their accomplishments acknowledged. You could either target

those children who are truly lacking motivation or make this available to all of the

students.

Selecting students to speak up or depending just on those who

consistently raise their hands because they feel more at ease doing so. It also

implies that regardless of how hesitant or self-assured they are, all students are

expected to contribute to the same extent. Fostering an atmosphere in the

classroom where each student is given multiple opportunities to participate and

feels heard and respected. This promotes equality of voice and works toward

building a more diverse and cooperative learning community where everyone,

not just a select few, is expected to learn. Learning occurs when students put in

the effort, and as more students reflect, think critically, and share their ideas,

more students will learn (Martin, K., 2023).

CHAPTER IV

PLAN OF ACTION

Objectives

This study aims to:

7
 a. increases in students’ participation in the classroom;

b. in boosting of classroom participation for students; and

c. develops their academic performance.

Time Frame

Table 1: Action Research Plan Procedure (Time Frame and Phases)

No. Process Period

I. Subtitle of Introduction Days

1.1 Background of the Study

1.2 Significance of the Study 3 days

II. Problem Identification 4 days

III. Generation of Alternative Solution 6 days

IV. Plan of Action

4.1 Objectives

4.2 Time Frame 7 days

4.3 Target participants

V. Presentation and Interpretation of Data 10 days

VI. Findings

6.1 Findings

6.2 Conclusions 10 days

6.3 Recommendations

Target Participants

8
 The participants for this study were the Grade 8 -Junior High School from

Bautista National High School. There are 50 number of students in this study

who are enrolled during the fourth quarter of academic year 2023-2024. Aside

from the mentioned participants, this study targets the teachers and the

researchers.

CHAPTER V

PRESENTATION AND INTERPRETATION OF DATA

This chapter presents the results of the survey used to collect data

gathering from respondents and the interpretation of the findings based on the

stated problems. The gathered data were tallied and subjected to quantitative

analysis which served as the basis for the interpretation of findings.

Table 2: Profile of the Respondents

SEX NUMBER

FEMALE 27

MALE 23

TOTAL 50

Table 3: The responses from the questions

9
 Statement Strongly Agree Neutral Disagree Strongly

Agree Disagree

I enjoy attending in the 30% 40% 18% 12%

class

Approachable teacher 40% 34% 26%

can help to boost my

confidence to

participate well in the

class

I feel confident 16% 22% 20% 42%

expressing my opinions

and ideas in class.

I believe active 40% 34% 26%

classroom participation

is very important to

enhance better

learning

Engaging activities that 58% 32% 10%

happen in this class

help me to participate

I make an effort to ask 22% 44% 34%

questions and seek

clarification during

10
lectures.

I strive to participate in 36% 30% 34%

group activities to

collaborate with my

peers.

Peer Learning help me 46% 34% 20%

to enhance my

Academic Performance

I listen attentively to my 32% 42% 26%

classmates to learn

from their insights

I actively engage in 40% 42% 18%

class discussions to

deepen my

understanding.

The table above shows the result of the Boosting Classroom Participation

on Grade 8 students. As reflected in the figure, 58% of students are strongly

agree that engaging activities helps them to participate well in the class. While 42

% of students disagree that lack of confidence to express their opinions and

ideas in class causes their poor academic performance.

CHAPTER VI

11
 FINDINGS, CONCLUSION, RECOMMENDATIONS

Findings

After conducting a study on the boosting classroom participation to

enhance academic performance in Araling Panlipunan 8 at Bautista National

High School, the following findings were observed:

Improved comprehension and Retention: In relation to the study, grade 8

students at Bautista National High School who actively participate in classroom

activities are more likely to have a deeper comprehension of the subject covered.

Engaging in discussions enables students to actively process knowledge, ask

clarifying questions, and receive rapid feedback from peers and professors. This

active participation can lead to improved comprehension and recall of essential

concepts since students are actively creating their knowledge rather than

passively receiving information.

Enhanced Critical Thinking and Communication Skills: Active participation in

class discussions encourages students to think critically about the content, create

their own perspectives, and effectively convey them to others. Students' critical

thinking and communication abilities improve when they participate in debates,

share viewpoints, and defend their beliefs. These skills are required for academic

success in a variety of subjects, including Araling Panlipunan, and can also help

students in their future careers and personal lives. Thus, effective classroom

participation not only improves academic performance but also fosters important

life skills that are useful outside of the classroom.

12
Conclusion

Based on the findings, after conducting a study on boosting classroom

participation to enhance academic performance in Araling Panlipunan 8 at

Bautista National High School, it concluded that classroom participation has been

shown significantly enhanced both students' engagement and learning outcomes.

Moreover, the student indicates that students who actively participate in

classroom discussions are more likely to perform better academically compared

to those who remain passive. Generally, out of the 5 choices on the survey

questionnaires that 48% of students are strongly agree that engaging activities

helps them to participate well in the class. While 42 % of students disagree that

lack of confidence to express their opinions and ideas in class causes their poor

academic performance. With this, to enhance academic performance the teacher

should create engaging activities in teaching and learning process.

Recommendations

 This action research entitled “Boosting Classroom Participation to

Enhance Academic Performance in Araling Panlipunan 8” should be

encourage to provide a positive environment inside the classroom.

 To motivate students in Classroom Participation, make the class active

and engaging with the use of game-based activities that correlates

collaboration, teamwork and critical thinking skills.

 Teachers need to be approachable and reinforce the student’s responses

to feel cared about, valued, and understood as they learn to regulate.

Show genuine interest and engage with them as a coach and mentor.
13
 CHAPTER VII: REFLECTIONS

Bibliography

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the

Classroom. ASHE-ERIC Higher Education Reports.

Darling-Hammond, L. (2000). Teacher quality and student achievement.

Education Policy Analysis Archives, 8, 1.

Hansen, J. (2024) Peer Learning: overview, benefits, and models. Western

Governors University.

Kami. (2023, March 22). 10 activities to engage students. Kami.

Martin, K. (2023, June 9). 3 Strategies to get all students participating. Edutopia.

Orr, D. (2023a, March 31). 10 Benefits of participating in Class - Oxford Learning.

Oxford Learning.

Teacher, S. (2017a, April 13). Students who don’t participate in class discussions:

they are not all introverts. scholarly teacher.

APPENDIX A

Letter to the Bautista NHS Principal

14
Ma’am;

Greetings!
We are students at Pangasinan State University, Bayambang Campus,
taking a Bachelor of Secondary Education major in Social Studies. The purpose
of this letter is to request your gracious approval for a research project that is
essential to completing our academic requirements.

The study, titled “Boosting Classroom Participation to Enhance Academic

Performance in Araling Panlipunan 8" This essential component is a requirement
in our PROFED 113-Teaching Internship. With this, we are seeking to conduct
data collection and gathering activities at your respected school.

We respectfully ask for your kind office's permission to start collecting data
on May 24, 2024. You can be sure that the information collected will be kept
completely private and used only for academic purposes. In addition, we promise
to carefully abide by moral standards and cause as little interruption as possible
to regular school operations.

Your assistance with our research project would be extremely helpful in

making sure it is carried out successfully. We sincerely appreciate your
consideration of this subject. We look forward to hearing from you favorably and
are available to you for any further information or clarifications you may need.

Respectfully yours,
Regie C. Barrogo
Jan Levi G. Cordenillo
Gerald M. De Guzman
John Llyod M. Vinluan
Rhealyn R. Cacatian
Jessamie R. Valenzuela

Researchers

APPENDIX B

Letter to the Respondents

15
Dear Respondents,
Good day! We, the fourth-year students, teaching interns from Pangasinan
State University, Bayambang Campus and we are currently writing our
Classroom -Based Action Research as a requirement of our Degree of Bachelor
of Secondary Education Major in Social Studies entitled “Boosting Classroom
Participation to Enhance Academic Performance in Araling Panlipunan 8”. We
would like to ask for your help in completing this study by responding to the
survey questionnaire. Rest assured that your answers will be kept confidential
and will be used for research purposes only. Your cooperation will be highly
obliged. Thank you!

Respectfully yours,
Regie C. Barrogo
Jan Levi G. Cordenillo
Gerald M. De Guzman
John Llyod M. Vinluan
Rhealyn R. Cacatian
Jessamie R. Valenzuela

The Researchers

APPENDIX C

Survey Questionnaire

Name (Optional): _____________ Year & Section: _________

16
Age: ____________ Sex: __________

Direction: Please put a check (/) to your preferred answer on the space provided
Descriptive Interpretations Weighted Mean
Strongly Agree (SA) 5
Agree (A) 4
Neutral (N) 3
Disagree (D) 2
Strongly Disagree (SD) 1
STATEMENT SA A N D SD
(5) (4) (3) (2) (1)
I enjoy attending in the class

Approachable teacher can help to boost

my confidence to participate well in the
class
I feel confident expressing my opinions
and ideas in class.
I believe active classroom participation is
very important to enhance better learning
Engaging activities that happen in this
class help me to participate
I make an effort to ask questions and
seek clarification during lectures.
I strive to participate in group activities to
collaborate with my peers.
Peer Learning help me to enhance my
Academic Performance
I listen attentively to my classmates to
learn from their insights

17
I actively engage in class discussions to
deepen my understanding.

APPENDIX D

Documentations

18
 APPENDIX E

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

19
1. We, the nineth group of researchers from Bachelor of Secondary
Education major in Social Studies, understand that conflict of interest refers to
situations in which financial or other personal considerations may compromise
our judgment in evaluating, conducting, or reporting research.

2. We hereby declare that we do not have any personal conflict of interest

that may arise from our presentation and submission of our classroom-based
action research.

3. Further, in case of any form of conflict of interest (possible or actual) which

may inadvertently emerge during the conduct of our research, we will duly report
it to the research committee for immediate action.

4. We understand that we may be held accountable by Pangasinan State

University and Department of Education for any conflict of interest which we have
intentionally concealed.

Proponent: Regie C. Barrogo Proponent: Gerald M. De Guzman

Signature: ______________ Signature: _______________
Date: May 29, 2024 Date: May 29, 2024

Proponent: Rhealyn R. Cacatian Proponent: Jessamie R. Valenzuela

Signature: ______________ Signature: _______________
Date: May 29, 2024 Date: May 29, 2024

Proponent: Jan Levi G. Cordenillo Proponent: John Llyod M. Vinluan

Signature: ________________ Signature: _______________
Date: May 29, 2024 Date: May 29, 2024

APPENDIX F

20
 DECLARATION OF ANTI-PLAGIARISM

1. We, the nineth group of researchers from Bachelor of Secondary

Education major in Social Studies, understand that plagiarism is the act of taking
and using another’s ideas and works and passing them off as one’s own. This
includes explicitly copying the whole work of another person and/or using some
parts of their work without proper acknowledgment and referencing.

2. We hereby attest to the originality of this classroom-based action research

and has cited properly all the references used. We further commit that all
deliverables and the final research study emanating from this research shall be of
original content. We shall use appropriate citations in referencing other works
from various sources.

3. We understand that violation from this declaration and commitment shall

be subject to consequences and shall be dealt with accordingly by Pangasinan
State University and Department of Education.

Proponent: Regie C. Barrogo Proponent: Gerald M. De Guzman

Signature: ______________ Signature: _______________
Date: May 29, 2024 Date: May 29, 2024

Proponent: Rhealyn R. Cacatian Proponent: Jessamie R. Valenzuela

Signature: ______________ Signature: _______________
Date: May 29, 2024 Date: May 29, 2024

Proponent: Jan Levi G. Cordenillo Proponent: John Llyod M. Vinluan

Signature: ________________ Signature: _______________
Date: May 29, 2024 Date: May 29, 2024

21
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Barrogo, Regie C.

Nickname : Regie
Age : 22 years old
Birthday : July 05, 2001
Civil Status : Single
Year and Section : 4-1
Course : BSE-Social Studies
Address : Buayaen, Bayambang, Pangasinan
Father’s Name : Reynato C. Barrogo
Mother’s Name : Jelyn C. Barrogo

EDUCATIONAL BACKGROUND

PRIMARY : Buayaen, Central School

Bayambang, Pangasinan
2008-2014
SECONDARY : Bayambang National High School
Bayambang, Pangasinan
2014-2018
TERTIARY : Pangasinan State University
Bayambang, Pangasinan
2020-2024
Philosophy in Life

22
PERSONAL INFORMATION

Name : Cacatian, Rhealyn R.

Nickname : Rhea
Age : 22 years old
Birthday : October 21, 2001
Civil Status : Single
Year and Section : 4-1
Course : BSE-Social Studies
Address : Anulid Alcala, Pangasinan
Father’s Name : Rodel G. Cacatian
Mother’s Name : Milagros R. Cacatian

EDUCATIONAL BACKGROUND

PRIMARY : Bautista Central School

Nandacan, Bautista Pangasinan
2007 – 2014
SECONDARY: Bautista National High School
Poblacion East, Bautista Pangasinan
2014 – 2020
TERTIARY : Pangasinan State University
Quezon Blvd, Bayambang, 2423 Pangasinan
2020 – 2024

Philosophy in Life

“EXPERIENCES are the best TEACHER”

23
PERSONAL INFORMATION
Name : Cordenillo, Jan Levi G.
Nickname : Levi
Age : 22 years old
Birthday : January 13, 2002
Civil Status : Single
Year and Section : 4-1
Course : BSE-Social Studies
Address : Bautista, Pangasinan
Father’s Name : Liberato D. Cordenillo
Mother’s Name : Betty G. Cordenillo

EDUCATIONAL BACKGROUND

PRIMARY : Ketegan Elementary School

Bautista, Pangasinan
2008-2014
SECONDARY: Bautista National High School
Bautista, Pangasinan
2014-2018
TERTIARY : Pangasinan State University
Bayambang, Pangasinan
2023-2024

Philosophy of Life

“Low grades do not define your intelligence; rather, they are reflection of
your performance in class”

24
PERSONAL INFORMATION

Name : De Guzman, Gerald M.

Nickname : Gerald
Age : 22 years old
Birthday : September 20, 2001
Civil Status : Single
Year and Section : 4-1
Course : BSE-Social Studies
Address : San Gabriel-1st Bayambang, Pangasinan
Father’s Name : Raul R De Guzman
Mother’s Name : Gina M De Guzman

EDUCATIONAL BACKGROUND

PRIMARY : San Gabriel-Iton Elementary School

Bayambang, Pangasinan
2008-2014
SECONDARY: Bayambang National High School
Bayambang, Pangasinan
2014-2018
TERTIARY : Pangasinan State University
Bayambang, Pangasinan
2020-2024
Philosophy in Life

25
PERSONAL INFORMATION

Name : Valenzuela, Jessamie R.

Nickname : Jessamie

Age : 22 years old

Birthday : August 29, 2001

Civil Status : Single

Year and Section : 4-1

Course : BSE-Social Studies

Address : San Gabriel-1st Bayambang, Pangasinan

Father’s Name : Jesus E. Valenzuela
Mother’s Name : Marilyn R. Valenzuela

EDUCATIONAL BACKGROUND

PRIMARY : San Gabriel-Iton Elementary School

Bayambang, Pangasinan
2008-2014
SECONDARY: Bayambang National High School
Bayambang, Pangasinan
2014-2018
TERTIARY : Pangasinan State University
Bayambang, Pangasinan
2020-2024
Philosophy in Life

“Just believe in yourself in spite of all the difficulties you encounter”

26
PERSONAL INFORMATION

Name : Vinluan, John Lloyd M.

Nickname : John Llyod
Age : 22 years old
Birthday : May 13, 2001
Civil Status : Single
Year and Section : 4-1
Course : BSE-Social Studies
Address : Telbang St. Bayambang, Pangasinan
Father’s Name : Mario P. Vinluan
Mother’s Name : Lorna M. Vinluan

EDUCATIONAL BACKGROUND

PRIMARY : Telbang Elementary School

Bayambang, Pangasinan
2008-2014
SECONDARY: Bayambang National High School
Bayambang, Pangasinan
2014-2018
TERTIARY : Pangasinan State University
Bayambang, Pangasinan
2020-2024

Philosophy in Life

“I believe that with perseverance and hard work, students will rise to
the occasion”

27