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

Abstract

This study explored the relationship between self-confidence and class participation among Grade 12 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College. Recognizing the critical role of active engagement in educational settings, this research aimed to examine how varying levels of self-confidence influence the willingness of Grade 12 HUMSS students to participate in class activities, such as recitations, group reports, and projects. A sample of 251 students was selected using Slovin's Formula, and data was gathered through a structured questionnaire designed to assess both self-confidence and class participation levels. The results revealed that a significant portion of students exhibited low self-confidence, which was directly correlated with reduced class participation. Specifically, the study found that 35% of the respondents rarely participated in recitations, 40% hesitated to engage in group reports, and 45% were reluctant to take part in group projects. Statistical analysis confirmed a positive correlation between self-confidence and class participation, with a correlation coefficient of 0.68, indicating a moderate to strong relationship. This study highlighted the need for targeted interventions to enhance students' self-confidence. Recommendations included personalized teacher support, confidence-building activities, and the creation of a classroom environment that encourages active participation without the fear of judgment. By addressing these factors, educational institutions can foster a more inclusive and engaging learning atmosphere, ultimately promoting better academic outcomes and personal growth for students.