Increasing Students' Participation through Project C-PASS (Chips in Participation Acquiring Stamps and Supplies)

Abstract

INTRODUCTION

Participation is an important aspect of student learning and a valuable assessment tool for teachers. Students these days are observed to be passive in class. Many of them find speaking up in class a struggle contributing to a student's non-participation. This observation is apparent from Grade 9 students of Pinagkawitan INHS. This called the attention of the researcher because classroom instruction is at stake. She is compelled to make her students participate and learn all while figuring out why they are reluctant to participate. In doing this, she viewed whether the use of a reward system can stimulate learning. It is in this premise that Project C-PASS was implemented on Grade 9 Students of St. Martha, St. Anne, and St. Bernadette Sections of PINHS.

METHODS

This action research used the descriptive design to determine the extent of effectiveness of Project C-PASS on increasing students' participation in the learning process. The researcher conducted interviews, focus group discussions, and surveys to elicit respondents’ feelings, perceptions, attitudes, and own experiences in receiving rewards. She also did a comparative study of the pre-test and post-test scores and the first and second quarter grades.

RESULTS

The presentation of results of the study is divided into two parts: (1) the comparative result of the pre-test and post-test scores, and the first and second quarter grades in English 9, and (2) the report of students' feelings and perceptions on what spurs them to participate through the use of reward system. Based on the comparative analysis, there is a 7.56% increase in the post-test MPS and a significant difference between the number of learners who passed/failed during the first and second quarters. These findings imply that Project C-PASS was effective in connecting motivation and participation to students' achievements. The conducted survey also showed that 94% of students considered the classroom reward as a sufficient motivation for them to be more productive.

DISCUSSIONS

As manifested by the increase in classroom interaction and as revealed by the post-test results, the extent of effectiveness of using rewards through Project C-PASS is very effective in increasing students' participation in English 9. Through Project C-PASS students turned out to be more encouraged and more productive since they gained more self-confidence. Likewise, they made extensive use of their intrinsic motivation and participated in the learning process.