CARCAR ACADEMY TECHNICAL SCHOOL INC.

COR. SAN VICENTE AND H. DEL PILAR ST. POB. 1, CARCAR CITY, CEBU 6019

“Your grades don’t define

you or your future. Your
character does.”
- Dr. Steve Maraboli
 CARCAR ACADEMY TECHNICAL SCHOOL INC.

COR. SAN VICENTE AND H. DEL PILAR ST. POB. 1, CARCAR CITY, CEBU 6019

THE IMPACT OF CLASS PARTICIPATION ON

ACADEMIC PERFORMANCE AMONG GRADE 11
HUMSS STUDENTS IN CATSI
Group 1
Lee Anne Flores
Jovan Calungsod
Mary Cathleen Butaya
James Gellacone
Danielle Louie Penaranda
 CARCAR ACADEMY TECHNICAL SCHOOL INC.

COR. SAN VICENTE AND H. DEL PILAR ST. POB. 1, CARCAR CITY, CEBU 6019

Overview

O. Motivational Quote VI. Hypothesis

I. Research Background VII. Conceptual Framework

II. Statement of the Problem VIII. Methodology

III. Significance of the Study IX. Findings

IV. Scope and Delimitation X. Conclusion

V. Review of Related Literature XI. References

Chapter 1: Introduction

Background of the Study

• The study seeks to establish a connection between
improved class participation and enhanced academic
performance, emphasizing the importance of active
involvement in the learning process.

Address the low participation of senior high students

in class activities

Proposing strategies to enhance their engagement

Statement of the Problem
Specifically, it aims to answer the following questions:

1. What is the frequency of the students 3. What are effective strategies to enhance

class participation in regards with: student motivation and active classroom

a. Class Recitation participation?

b. Class Performance Task 4. Is there a significant relationship

c. Class Attendance between class participation on the

2. What are the students’ average grade academic performance of students?

in first quarter?
 Significance of the Study
This study benefits Grade 11 HUMSS students, school administrators, teachers,
parents, and future researchers on the relationship between classroom
participation and academic performance.

Scope and Delimitation

This study examines the impact of class participation on academic
performance among selected Grade 11 HUMSS students.

Identify reasons for limited engagement and propose strategies for improvement

Focus on first-quarter grades and factors

like attendance, recitation, and performance tasks.

Limitations include potential bias and exclusion of external factors.

Chapter 2: Review of Related Literature
Existing research indicates that being absent can
affect grades, and feedback helps students improve.
The study wants to learn more about how participating
in class relates to doing well in school and hopes to
provide useful suggestions for improvement.
 Conceptual
Framework
Hypothesis
H0: There is no significant Independent Variable Dependent Variable
impact of class participation
on the academic
performance of grade 11
HUMSS students in CATSI.
Ha: There is a significant
Class Participation of Academic
impact of class participation Grade 11 HUMSS Performance (1st
in the academic performance student of CATSI
•Class Participation
Quarter Grades)
•Excellent
among grade 11 HUMSS •Performance Task •Very Good
•Attendance •Good
students in CATSI. •Poor
•Fail
 Chapter 3: Methodology

Research Design Sample Instrument

• Grade 11 HUMSS Students of
CASTI S.Y. 2023-2024. With a
Total Population of 120 students
from 3 sections: St. Philip, St.
Structured
Quantitative and Andrew and St. Peter. Questionnaire that
Descriptive Research
• Used Slovin Formula to get
includes Likert Scale
sample size with 5% margin error questions.
which resulted to 92 students.

• Stratified Random Sampling

 Chapter 3: Methodology

Plan for Data

Intervention Data Collection Procedure Analysis

Researchers obtained school

administration approval, including Descriptive Statistics to
a letter from Mr. Elbert Ramirez, explore frequency and its
No intervention is to conduct a study using a impact on academic
performance.
planned for this study. structured questionnaire for
Grade 11 HUMSS students,
ensuring confidentiality and Utilize tables to enhance
anonymity, with validated understanding and
questions and additional interpretation.
information from books and the
Internet.
Chapter 4: Presentation and Data Analysis
The Statistical Tools

In the study, the researcher used Slovin’s

formula. The researcher divided the frequency
to the population and the answer was
multiplied by 100 to get the percentage and
the data that the researcher seeks.

Formula: (P=f/n x 100%)

for sample size:
S= N / (1+Ne2).
= 120 / (1 + 120 (0.0025))
n = 120 / (1 + 0.3)
n ≈ 92.3 or 92
 Table 1. Profile of the Respondents
Table 1.1 Section Table 1.2 Age Table 1.3 Gender

Section f % Age f % Gender f %

St. 32 34.8% 16 63 68.47%

Andrew Male 48 52.17%

17 22 23.91%

St. Peter 30 32.6% Female 44 47.83%

18 6 6.52%

St. Philip 30 32.6%

Total 92 100%
19 1 1.1%

Total 92 100% Total 92 100%

 Table 2. Class Participation
Table 2.1 Class Recitation Table 2.1 Class Recitation Table 2.3 Class Attendance

Class Recitation f % Class Recitation f % Class Attendance f %

1 (Rarely) 5 5.43% 1 (Rarely) 5 5.43% 1 (Rarely) 0 0

2 (Occasionally) 1 1.09% 2 (Occasionally) 1 1.08%

2 (Occasionally) 1 1.09%

3 (Sometimes) 50 54.34% 3 (Sometimes) 4 4.34%

3 (Sometimes) 50 54.34%

4 (Frequently) 27 29.34% 4 (Frequently) 11 11.98%

4 (Frequently) 27 29.34%

5 (Always) 9 9.8% 5 (Always) 76 82.6%

5 (Always) 9 9.8%

Total 92 100% Total 92 100%

Total 92 100%
 Table 3. Average Grade in First Quarter

Average f %

Outstanding (90-100) 50 54.34%

Very Satisfactory (85-89) 38 41.31%

Satisfactory (80-84) 4 4.35%

Fairly Satisfactory (75-79) 0 0

Did Not Meet Expectations 0 0

Total 92 100%
 Table 4. Strategies to Enhance Motivation
Table 4.1 Group Activities Table 4.2 Use of Technology

Group Activities f % Use of Technology f %

1 (Not Effective) 1 1.08% 1 (Not Effective) 2 2.17%

2 (Slightly Effective) 17 18.49%

2 (Slightly Effective) 19 20.65%

3 (Moderately Effective) 24 26.09%

3 (Moderately Effective) 26 28.26%

4 (Effective) 37 40.21%
4 (Effective) 36 39.13%

5 (Very Effective) 13 14.13%

5 (Very Effective) 9 9.79%

Total 92 100%
Total 92 100%
Chapter V: Conclusions and Recommendations
1. Class Participation
- Majority of students achieved high grades.
- Analyzed class participation, performance tasks, and attendance, revealing a significant
number of actively engaged students with positive academic outcomes.
2. Student Performance in the First Quarter
- Majority achieved high grades (Outstanding 90-100).
- Highlights a positive correlation between class participation, attendance, and academic
success.
3. Effective Strategies for Motivation
- Strategies like group activities, technology use, peer collaboration, and recognition are
perceived positively by students.
- Peer collaboration is particularly viewed as very effective, aligning with constructivism
theory.
4. Positive Correlation
-Data analysis shows a consistent positive correlation between class participation and
academic performance.
Recommendations
1. Students
- Boost grades through active participation.

2. School Administrators
- Diversify teaching methods for enhanced engagement.

3. Parents
- Recognize and reward participation for continued motivation.

4. Future Researchers
- Use this study as a reference for further exploration.
References
● Akpur, U. (2021). Does class participation predict academic achievement? A mixed-
method study. English Language Teaching Educational Journal, 4(2), 148.
https://doi.org/10.12928/eltej.v4i2.3551
● Bajaro, J. C., Cenina, P., Caritativo, A. M., Balbero, A., & Javier, D. R. (2021). Online
Distance Learning in Baras-Pinugay: Grade 11 HUMSS & TVL Students’ Challenges and
Opportunities. DLSU Senior High School Research Congress. Retrieved from
https://animorepository.dlsu.edu.ph/conf_shsrescon/2021/poster_cli/2/
● Bekkering, E., & Ward, T. (2020). Class Participation and Student Performance: A Tale of
Two Courses. Information Systems Education Journal (ISEDJ), (6), 18. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1258148.pdf
● Canceran, D.-J. B., & Malenab-Temporal, C. (2018). Attitude of Grade 12 SHS Academic
Tracks Students towards Speaking in English. Journal of English as an International
Language, 13, 219–231. Retrieved from https://eric.ed.gov/?id=EJ1247094
● Eshetu, M. (2019, December). Analysis of the Determinants of Classroom Participation of
Students’: Perceptions of University Student.”. Retrieved from www.iosrjournals.org
The End