THE IMPACT OF CONFIDENCE IN CLASSROOM PARTICIPATION OF GRADE 12 HUMANITIES AND SOCIAL SCIENCES STUDENTS AT IMMACULADA CONCEPCION COLLEGE

Abstract

This study aims to assess the perceived level of self-confidence among students, evaluate classroom participation in terms of class recitation and group activities, and identify teacher interventions that can enhance student self-confidence during classroom participation. The research utilized a quantitative method and employed a convenience sampling technique to gather data from Grade 12 Humanities and Social Sciences students. Data were collected through an online survey questionnaire using Google Forms. 

In conclusion, the null hypothesis—stating that "there is no significant impact of confidence on the classroom participation of Humanities and Social Sciences students"—was rejected. The results indicate a significant positive effect of self-confidence on the classroom participation of Grade 12 Humanities and Social Sciences students. The researcher will use a quantitative research method for this study. This approach entails the systematic collection and analysis of numerical data, enabling researchers to identify patterns, calculate averages, test hypotheses, establish causal relationships, and draw conclusions that can be applied to larger populations. Based on the findings, the null hypothesis stating that "there is no significant impact between confidence and classroom participation of Humanities and Social Sciences students" is rejected. The results indicate that confidence significantly influences classroom participation among the respondents. Specifically, confidence has a positive effect on Grade 12 Humanities and Social Sciences students, greatly enhancing their engagement in class activities. 

Students with higher levels of confidence are more likely to contribute to discussions, participate in group work, and perform better in classroom tasks. Therefore, fostering self-confidence can lead to improved academic performance and a more dynamic learning environment. 

Teachers play a crucial role in this process by implementing strategies to boost students' confidence, which in turn enhances their overall participation and learning outcomes. Perceived Level of Self-Confidence Among Students  

The majority of respondents rated their self-confidence as above average, with a weighted mean of 3.21, which corresponds to a verbal interpretation of "strongly agree."

Assessment of Classroom Participation  

The study found that respondents actively participated in class recitations and activities, which contributed to their understanding of the course material. The weighted mean was 3.32, also interpreted as "strongly agree."

Teachers' Intervention in Enhancing Students' Self-Confidence  

The study revealed that targeted interventions by teachers significantly boosted the self-confidence of Grade 12 Humanities and Social Sciences students, with a weighted mean of 3.35, interpreted as "strongly agree."