From Fear to Enjoyment: Exploring Various experiences of SHS Students in the

Classroom

________________________________________

A Practical Research
Submitted to the Senior High Department of
F. Bustamante National High School

________________________________________

By:

Timothy James O.Almasa

Carl Steven Homeo

Gibriel Rasonable

Vincent Gumapac

Garrydel Yuson

Gerald Bantan

Gutib Michael

Oday Jelmer

March 2019
 Abstract

The overall purpose of this qualitative study is to help the students eliminate

Their experiences whether it is a fear and boost it when it leads to enjoyment.

This study will guide them to be more comfortable in class and for them to gain

self confidence in participating in class that would not lead them to absenteeism

or cutting classes. This study was conducted for the student will be more

participative in subject and in class lessons, quizzes and performance task and

overcome the fear anxities that they encounter in class or in teachers and for the

students to enjoy their journeys without intimidating the fears that affects their

performance in class. Based on our observations of this qualitative study, we

gathered this informations in own experiences and perceptions based on our

informants that is related in the various experiences in the classroom that they

discuss. As we go on further investigation, we testify that most of students

experiences those various experiences in the classroom because they always s

struggle and they can’t adjust themselves in taking the class. Students should be

more aware of themselves and they should gain more self-confidence so that

they could not experience those fears anymore and the term enjoyment comes

out, it’s not difficult for them to adjust because the time goes by and they will

gonna be immune of this experiences. The problem about fear in the classroom

can be eliminated. It somehow takes time, process and combined efforts from the

student and from the class. Students who’s engaging fears in the classroom can

do some solutions to eliminate those fears and change those aspects into

enjoyment.

Keywords:Self-confidence,Participative,Eliminate,Immune
 Acknowledgement

The process of this qualitative study will not be conducted without the help of

some personnel that encourage and supports us in making this study because in

making this study, we feel that it will going to be difficult for us to finish, but those

persons who rather gives supports encourage us to finish the task.

First and foremost, we would like to thank our Practical Research adviser, Ms.

Chrestine Cervantes for guiding, supporting and giving time to the researchers to

finish their qualitative research. Without her, it will going to be difficult for us to

finish this research and maybe we cannot finish it today without her help in

checking if there is wrong in making this research.

To our subject teachers who give us time to finish our research, we would like to

thank you also, maybe we could not finish this qualitative research when you do

not give us time to finish it.

We would like also to give thanks to our informants who answer our interview

question, without them, we won’t able to finish it or to make our result and

discussion.

Also, we would like to thanks our parents, who give patience on us for us to

make this qualitative research finish. To the members of this qualitative research,

I would like to thanks for raising your money and exert efforts in finishing this

research.

It will be difficult for the researchers to finish this research without your

help, guidance and support.

 Background of the Study

Introduction

Fear is an intense aversion to or apprehension of a person, place, activity, event,

or object that causes emotional distress and often avoidance behavior. "The intention

creation of fear in the classroom remains one of the most widely used strategies for

managing student behavior and encouraging academic achievement, but fear

comprises our ability to learn.” (Sullo, 2009). There are several factors that affect the

performance of the student and their capability to learn due to the fears. Despite

compelling evidence to the contrary, many teachers still believe the fears-fear of failure,

fear of oral recitations, fear of the teacher, fear of surprise quizzes and tests, fear of

ridicule, or fear of an unpleasant consequence is a prime motivator for students to do

high-quality work. The intentional creation of fear in the classroom remains one of the

most widely used strategies for managing student behavior and encouraging academic

achievement. As a learner, it can cause of less participation in academic performance

towards the achievement of the students. Student' participant in classroom has always

been a critical factor in yielding positive learning out comes and further developing their

abilities. Teaches students to think critically and engage in dialogue with their

colleagues and professors by providing informed arguments based on information

retained,(Garside,1996)

Fear is an issue in which many student is commonly facing of it today as they may not

have sufficient knowledge and may be dealing with insecurities in the classroom
(Weaver & Qi, 2005). So the purpose of the qualitative study is to boost and improve the

self-confidence of the student so that the fear that they felt every time the teacher or the

subject conducting an oral recitation or even in strict way of discipline will somehow

eliminated and build the concept about from fear to enjoyment. This will result to

recognizing the potential skills and the participative of students towards of overcoming

the fear they felt every time the class has started. This will also develop the knowledge

of students to focus in their study and will be academically achiever due to their focus

on passing and gain some learning without feeling the fear that once they never wanted

to encounter and so that students will initially participate to the class when they gain

some self-esteem or self-confidence because participation is an important piece in a

student's education and the achievement of positive learning outcomes. The benefits

include developing their communication skills (Fassinger, 2000), becoming critical

thinkers (Wade, 1994), demonstrating that they understand the curriculum, and can

develop valid arguments in dialogue with their peers (Rocca, 2010). As we go on to an

interview to a student on F Bustamante National High School a Grade 11 Senior High

School student and he was our classmate he was also suffering a fear every time our

strict teachers entered the class. The scenario or conversation happens like this:

Interviewer: So why do you afraid or suffering fear during the teacher enter the class?"

Student: "I become nervous like I'm afraid because I'm not comfortable and as well as

I'm afraid of the quiz or even in oral recitations when our teachers give". This qualitative

study still exists in local setting like in Davao City. The difference of this qualitative

study in other study is mainly focused on the students fears and anxiety in classroom

especially to their teachers who is strict and to the subject that makes them more
depress not just because its uneasy or its difficult for them to finish but it’s too many and

uneasy for them to finish it all on time at the same time. This qualitative study helps and

guides the student to lessen the fear every time the class starts or the teacher starts the

lesson and doing some activities or oral recitations and asking for projects . This will

also help the students to enhance the students’ self-confidence so that they will not

afraid of failing grades if they participated

Purpose of the Study

The purpose of this qualitative study is to help the students elimitnate their

experiences whether it is a fear or and boost it when it leads to enjoyment. This

study will guide them to be more comfortable in class and for them to gain self

confidence in participating in class that would not lead them to absenteeism or

cutting classes. This study was conducted for the student will be more

participative in subject and in class lessons, quizzes and performance task and

overcome the fear anxities that they encounter in class or in teachers and for the

students to enjoy their journeys without intimidating the fears that affects their

performance in class.
Research Questions

• What are the various experiences of SHS students in terms of:

a.Fear?

b.Enjoyment?

2. What insights can be generated to the various experiences of SHS

students in terms of:

a.Fear?

b.Enjoyment?

Theoritical Lens

According to the Attribution theory, students need to feel in control over the

outcome of an academic task. Students who feel more in control over the

outcome will have more motivation to successfully complete that task (Lim,

2007). To feel in control, students need to understand why a certain outcome

happens. For example, a student who never studies for a spelling test and fails

each week might not understand the reason for the poor performance. If the

student understands that studying is important for on the spelling tests, the

student will be more motivated to study and do well on the test. Causes of

success or failure can be external or internal, stable or unstable, and controllable

or uncontrollable. Internal reasons are something that the student did. Someone

or something else controls external reasons. Stable causes are expected to

occur again, and unstable causes are changeable. Controllable causes are

something a student can change, but uncontrollable causes are believed to be

unchangeable (Vockell, n.d.). Males tend to focus more on ability and other

internal factors while females tend to focus on effort and external factors
(McClure, Meyer, Garisch, Fischer, Weir, & Walkey, 2011).

Attribution Theory focuses on two types of goals, learning goals and performance

goals. Students who have learning goals are students who want to learn more

and work hard to succeed. Students who have learning goals can see failure as a

motivator. For students with performance goals, failure is anti-motivation.

Students are focused on performance and outcomes. Students do not want to try

if failure is at all possible (Vockell, n.d). The Attribution Theory suggests a

relationship between students’ sense of control over the outcome of an academic

task and motivation to succeed. Students can also develop self-handicapping

(Vockell, n.d.). Students who self-handicap are convinced that success will not

happen and will not do anything to try for success. Self-handicapping hampers

motivation. The theory and the relationship with motivation and anxiety propose

the following research questions.

Review of Related Literature

Preparation for class. Fear is an issue many students face as they may not

have sufficient knowledge and may be dealing with insecurities in the classroom

(Weaver & Qi, 2005). Research shows that some students reported to not be

participating in classes if they did not prepare on the subject matter prior to

coming to class, therefore did not feel comfortable engaging in discussion

(Howard et al., 2002). Students worried that they would be criticized by both their

peers and professors, for not being well informed on the subject matter. This ties

in with confidence and therefore students who do prepare for class tend to be

more confident and as a result participate in discussions (Reinsch &

Wambsgnass, 1994).
Grading. Grading is an effective method that can be used to increase levels of

participation. If participation has a positive impact on a student’s grade, they are

more likely to participate in classroom discussion (Fassinger, 2000). Boniecki

and Moore (2003) suggested that offering extra credit might be a better way to

reward participation versus giving it a separate grade, their findings supported

this argument. In determining how often to assess a student’s participation,

Dancer and Kamvounias (2005) found that a mid-semester grade would be most

effective in providing students with a concrete performance indicator in terms of

their participation. This would allow them the opportunity to take action and

improve for the rest of the semester.

Student traits. As individuals, we differ in personalities and not everybody is the

same. Confidence is a key trait that students struggle with and has a direct effect

on participation (Weaver & Qi, 2005). Students deal with fears of not being smart

enough to address their class and therefore holdback on providing insight on

subject matter due to intimidation (Karp & Yoels, 1976). Anxiety and

nervousness, independent of classroom logistics, inhibit students from

communicating instead of building their confidence through participation.

Research has shown that this is linked to classroom apprehension which is

defined by Neer (1987) as the “avoidance of participation prompted by evaluation

apprehension or expectations of negative outcomes associated with

participation” (p. 157). Wade (1994) noted that students will only engage in class

if they feel that what they have to say is important and interesting. Neer and

Kircher (1989) added that students dealing with classroom apprehension felt

more comfortable participating only when they became familiar with their peers

and therefore felt more comfortable in expressing themselves. The authors

explained that classroom apprehension can be mitigated by allowing students to

prepare for discussion prior to class. By doing so, they become more comfortable

with the subject matter and can organize their thoughts so that they would be

able to participate in classroom discussion. This can be done through homework

(Fassinger, 1995), readings (Cohen, 1991), role play with classmates, and

brainstorming. Furthermore, students who are not native English speakers are

less likely to participate in classroom discussion in English due to a lack of

confidence in their language abilities thus lowering the level of participation in the

classroom (Kao & Gansneder, 1995; Tatar, 2005).

METHODOLOGY

Research Design

This study focused on Phenomenology as qualitative approach:

This kind of Qualitative study focuses on Phenomenological research.

According to Embree, Lester (1997), Phenomenological research enables you to

explore experiences and sensory perception (different to abstract perceptions) of

researched phenomenon, and the formation of understanding based on these

experiences and perceptions. Your strategy is based, therefore, on either you’re

own or other people’s experiences and sensory perceptions.

Research Informants

We selected the Senior High School Students of F.Bustamante National High

School as the respondents or the informants of this qualitative study. We

interviewed five (5) Senior High School Students about their experiences in the

classroom and we’ve let them state their opinions and thoughts about their
feelings when those various experiences takes them on the class. The

informants were two (2) males and three (3) females. To ensure the privacy or

identity of our respondents, we used codenames such as Boy (1,2) for males and

Girl (1,2,3) for females.

Data Sources

As researchers in this qualitative study, we achieved data sources by

conducting a one on one (1 on 1) interview in which we interview our specific

respondents with our validated interview questions which is related to the

research question that were made by the researchers. By the help of the internet,

the researchers easily find some informations that can be help them to emerge

themes on what does the informants spoken.

Data Collection

In gathering the data of this qualitative study, we follow some procedures:

First, the validation of the interview question. Researchers use the validated

interview to interview their informants, we validated the intervew questions to our

teacher who contains higher knowledge aobut our study. Second, we interview

our informants by the use of our validated interview questions, to secure the

biasness of the spoken thoughts of the informants, we record each line that they

speak. Lastly, we transcribed the spoken thoughts of the respondents and

connects all of it to build some informations and make an emerging themes on

those informations we got and so that we can conceptualize our

recommendations and conclusions in our study.

Data Analysis

In data analysis, the transcribed recorded interview among the informants was

given importance. We analyze each line that they speak and take notes all of

those words line by line and so that we can gather ideas to make an emerging

themes about it. After analyzing the source, we regroup our informants or what

we call focused group disscussion and connects all of the ideas spoken by our

informants so that we can easily make an emerging themes about it and support

it throughout our review of related literature.

Trustworthiness and Credibility

Trustworthiness and Credibility Cuba and Lincoln proposed four criteria which

they ought to be considered in quest for a trustworthy and reliable study. They

felt that these criteria better reflect the underlying assumptions in qualitative

research. The proposed criteria are the following: (1) Credibility, in which they try

to guarantee that their investigation measures or tests what is really intended

.This could be established by prolonged engagement and persistent observations

to the informants. It deals with the inquiry, "How consistent are the findings with

reality? They inferred that credibility is a standout among the most vital factor in

building up trustworthiness. We achieved credibility by the help of our

respondents by enabling them to answer our questions with their true

impressions and preference on teaching styles and its effectiveness. We chose

the informants that is really a part of the culture being focused in our research.

By this fact, all of our informants are Grade 11 students and it is certain that the

data derived from the answers of our respondents are not influenced by biases
that will mislead the result of this study. (2) Transferability is concerned with the

extent to which the findings of one study can be applied to other situations and

often lies in demonstrating that the results of the work at hand can be applied to

a wider population. Stake and Denscombe , suggested that, although each case

may be unique, it is also an example within a broader group and, as a result, the

prospect of transferability should be considered however, such approach can be

done in caution. This particular aspect was realized in this study because its

result would give insights to the readers and researchers information on the

various experiences of students in Senior High School in their classrooms, which

they could use to other cases. Moreover, transferability was addressed when we

made specific details of the situations. Moreover we attained transferability by

allowing the future researchers to use our study as a basis or a citation for their

future study.(3)Conformability, alludes to the degree where the outcomes could

be affirmed or approved by others. We achieved conformability by rechecking

and validating the data throughout the study.(4) Dependability, refers to the

processes within the study should be reported in detail, thereby enabling a future

researcher to repeat the work, if not necessarily to gain the same results.We

observed this aspect by entirely following the standard in the conduct of

research. Hence, we tied down this inquiry with the theories suitable to

instructing methodologies. Furthermore, we oppressed the research inquiries to

specialists' approval. We likewise gathered enough related studies to reinforce

the outcomes and cases of this study.

Role of the Researchers

All of the members of the research has its role to make this qualitative study, the
first member of the research was the encoder, the one who conceptualize the

study, the one who partake the research and the one who interviewed the

respondents, the second and third member of the research were the one who

helps the first member to find some informants of the study and also the encoder

of the research, the fourth and fifth member of the study were the encoder and

the recorder of the research when the researchers interview their informants, the

sixth, seventh and eight were also the encoder and helps the member to print out

their outputs.

Ethical Considerations

The researchers ask permission first to the respondents if they are willing to

partake the give questions that the researchers ask to them. The researchers

promise their informants to ensure their privacy or identity when answering the

particular questions that they ask and explain everything what was the research

all about and what should they do when participating on it.

RESULTS AND DISCUSSION

Emerging Themes

Various experiences of SHS students in the classroom

Being anxious. Most of our informants told that they struggle most of the time

when they experienced fear, and it was stated by Informant#1 that “maka

struggle kog fear of public speaking, fear magreport sa atubangan sa tanan nako
classmates”(I struggled fears in public speaking, fears in reporting in front of my

classmates).Accordin¬g to Huberty,2012,anxiety is a normal reaction to certain

situations. A small level of anxiety is normal, but severe anxiety can be a serious

problem.

Being optimistic. And it was supported by Informant#2, stated “maging

optimistic ka,strive ka more harder”(be optimistic, strive harder) Optimism has

been considered in a variety of ways within research frameworks. According¬ to

Chang, DíZurilla & Mayden- Olivares, 1994). There appears to be no single

definitive definition accepted by all researchers.

Being inspired. Most of our informants inspired when they experience

enjoyment in the class,and it was supported by Informant#4 stated that “mas

giganahan kog skwela”(I was encourage to go to school) According to Thrash

and Elliot, (2003)The term “inspiration” has been used in a variety disciplines

(e.g. Literary criticism, theology, psychology) and literatures within psychology

(e.g., social comparison, humanism, creative process, inspiration is a

motivational state that compels individuals to bring ideas into fruition.

Insights can be generated from the various experiences of SHS students in the
classroom

Being positive. Informant#1 stated that “kanang ginabalewala lang nako ug gina

overcome aron dili siya mag tuloy-tuloy”( I just let it and overcome so the fear will

not be continuous) According to Fraser & Pickett, (2010) The classroom

environment can be defined in terms of the students’ and teachers’ shared

perceptions in that environment. Creating¬ a positive classroom environment is

an important aspect of effective teaching. By creating positive classroom

environments, teachers are provided the opportunity for better classroom

discipline and management.

Being responsible. Most of our informants talk about responsibilities in time

management about on how do they perceive of those experiences and

Informant#2 stated that “dili nako ma late,magsayo nakog mata,dili nako

magtinapulan ana”(I will not be late, I will wake up early, I will not be

lazy)According to Corno,1992;Kerka 1994; Whelan &

Teddlie,1989;Zimmerman,1990,¬ the topic of personal responsibility for learning,

along with the many issues and implications associated with it, is being accorded

greater significance by a wide range of education stakeholders, including

education theorists, policy-makers, school administrators, teachers and most

importantly, the learners.

Being negative. Our informants perceive the fear in experiences in the

classroom as negative and Informant#3 stated that “para sa akoa kay negative

jud siya dapat dili siya i- welcome na thoughts”(for me, it’s negative and it

shouldn’t welcome that kind of thoughts). According to (Hawe, Tuck, Manthei,

Adair, & Moore, 2000).Disruptive students classroom behavior is a major factor

contributing to teacher stress and discontent and significantly affects teachers’

capacity to maintain a productive and orderly learning environment.

CONCLUSION

The problem about fear in the classroom can be eliminated. It somehow takes

time, process and combined efforts from the student and from the class.

Students who’s engaging fears in the classroom can do some solutions to

eliminate those fears and change those aspects into enjoyment. Students can

easily transaction the enjoyment in the classroom, so in this qualitative study,

students who were suffering fears, can apply some processes that are given

already. Positivity can be applied and thinking about what is the purpose of your

studying and learning everyday. This outcomes serves as the essence of

growing as a student in Senior High School, because students can able to cope

those negativities into enjoyment. If this aspects or outcomes can be

implemented by the students in Senior High School who is at the same time,

suffering fears, it will going to be easy for them to succeed and turns their fears

into enjoyment in the classroom.

RECOMMENDATION

To avoid the intense aversion of fear, students should do some process to

overcome it, one of those are, students should gain more self confidence.

Gaining more self-confidence in your self makes you encourage to take risk and

to participate. Students should gain more self-awareness, when we gain self

awareness, we are capable what is happening in our surroundings and keep us

updated what will be the process to take especially in class. Students should

enjoy what they’ve gotten, in class there will be enjoyment that students will

encounter, so students should be forgotten the aspects of fear and enjoyment

was focus on her/him in class.

References

Sagar, S. S., & Stoeber, J. (2009). Perfectionism, fear of failure, and affective
responses to success and failure: The central role of fear of experiencing shame
and embarrassment. Journal of Sport & Exercise Psychology, 31(5), 602-627.
From: https://doi.org/10.1123/jsep.31.5.602

Bledsoe. T.S., & Baskin, J.J (2014). Recognizing student fear: The elephant in the
classroom. College teaching, 62(1). 32-41. From:
https://www.facultyfocus.com/articles/teaching-and-learning/strategies-for-
addressing-student-fear-in-the-classroom
Sullo, R.A (2009). The Motivated Student: Unlocking the Enthusiasm for Learning.
From: http://www.nea.org/tools/48480.htm

Moore, A. 2013. Love and Fear in the Classroom. From:

http://discovery.ucl.ac.uk/1471612/1/Hargreaves_i_think_it_helps_you_better.pdf

Jackson, C. 2010. Fear in Education. Educational Review. From: https://academia.edu

Holt, J. 1964. How Children Fail. From: https://academia.edu

Darling N. Caldwell L. L and Smith R. (2005). Participation in school-based

extracurricular activities and adolescent adjustment. Journal of Leisure
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Galiher. S. (2006). Understanding the effect of extracurricular involvement. A Research

Project Report Presented to the School of Education Indiana University
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Education.

APPENDIX A: AUDIT TRAIL

Emerging Themes
 • Being anxious

Various experiences of SHS • Being optimistic

students in the classroom

• Being optimistic

Emerging Themes

• Being positive

Insights can be generated from the • Being responsible

various experiences of SHS
students in the classroom
• Being negative

APPENDIX B: TRANSCRIBED INTERVIEW

Researcher: So, How can you describe your SHS journey?

Codename: (Girl1): (Uhm), My journey in Senior High School is like a roller coster.
(Uhm) its because (coughing) daghag journey na imong maagian (inhale) (hmmm) and
every journey kay daghan ug lessons like (uhm) on how you will handle pressure ug sa
kanang mga deadlines gud nga imong dapat mameet and then, happy of course kay
syempre (uhm) naay mga experiences nga kauban nimo imong mga friends and
something like that.

Researcher: So mao to no, so can you narrate those situations wherein you experience
fear? Kindly explain.

Codename: (Girl1): Fear (exaggerated) syempre hadlok no, (uhm) every time na
kanang kuan daghan ug buhaton and kabalo ko that day is kanang kuan siya kanang
full of like all of the activities nga kailangan buhaton mao na makakuan kog fear kay
tungod basig dili nako siya mabuhat naa koy mind set na ay basig dili nako siya
mabuhat like dili nako ma perfect dili successful like something like makakuan kog fear,
ing-ana.

Researcher: How did you handle those experiences?

Codename: (Girl1): Gi handle nako siya, (uhm) na handle nako siya kay tungod na in
that situation those negative mind set or those negative thoughts, I will turn it to in
positive gud kanang dapat kaya lang lagi ko ni so tungod mahuman man gihapon nako
in the end of the day.

Researcher: What is the impact of those experiences in your life as a student?

Codename: (Girl1): Katong fear? (asking), ay murag ang impact ato kay syempre
negative kay syempre wala man juy kanang pag mahadlok kay wala man juy (uhm)
positive result ana sa imohang kuan gud imohang life ana, so kato wala jud siyay
maayong kuan sa imoha but still you have kanang the opportunity to turn that (uhm)
negative to those fears into positive sides ana.

Researcher: So, sa lahi napud ta na aspect no, so can you tell us some of your
experiences that gives you enjoyment?

Codename: (Girl1): (uhm), everytime na kabalo ko nga lisod pero ginabuhat nalang
gihapon namo siya sa among best yes of course syempre pag makagrupo pud ug mga
choychoy gud dili ko mamoblema sa ilaha actually, ma enjoy ko sa ilaha, maka learn
pud ko sa ilaha.

Reseacher: How did you handle those experiences?

Codename: (Girl1): (hmmmmm)(thinking) syempre kato man no syempre enjoy but still
naa gihapon ang pressure naa gihapon ang kanang stress pero ginakuan gihapon nako
siya gina aside sa kanang gina turn into happiness of course something like that ing ana
kay kana gina-enjoy jud nako ang moment kanang gina leave nako ang pressure
moments.

APPENDIX C: FOCUS GROUP DISCUSSION