BIGNAY NATIONAL HIGH SCHOOL

PARTICIPATORY LEARNING TECHNIQUES AND THEIR IMPACTS

ON THE LEVEL OF ACQUISITION OF COMPETENCY
AMONG SENIOR HIGH SCHOOL STUDENTS

A Practical Research Proposal Presented

to the Senior High School Department
Bignay National High School

In Partial Fulfilment of the Requirements

for the Senior High School
GAS Track

SENIOR HIGH SCHOOL

By:
BENIGNO N. GARAVILLAS JR.
JASSEN JHEA B. GABON
KYLE D. BALDO
IVAN LEMUEL M. VILLAS

February 2023
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APPROVAL SHEET

This research proposal entitled, “PARTICIPATORY LEARNING

TECHNIQUES AND ITS IMPACTS ON THE LEVEL OF ACQUISITION OF
COMPETENCY AMONG SENIOR HIGH SCHOOL STUDENTS” prepared and
submitted by BENIGNO N. GARAVILLAS JR., JASSEN JHEA B. GABON, KYLE
D. BALDO, and IVAN LEMUEL M. VILLAS in partial fulfill of the requirements for
the Senior High School-GAS Track has been examined and recommended for
acceptance and approval for oral examination.

RAMIRO P. PERALTA
Research Adviser

Approved by the Committee on Oral Examination with a grade of ____ on February 02,
2023.

Chairman

SENIOR HIGH SCHOOL

Member Member

Accepted in partial fulfilment of the requirements for the Senior High School

DJOANA L. POJA, EdD

Unit Coordinator Principal IV
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ABSTRACT

This research paper, “Participatory Learning Techniques and their Impacts on the Level

of Acquisition of Competency among Senior High School Students” aims to analyze

how effective participatory learning techniques (PLTs) are, in students of Bignay

National High School. The study focuses on two hundred forty-one (241) senior high

school students of twelve (12) grade 11 and 12 sections. The researchers used

quantitative methods in correlational design in order to gather data and information

necessary for the academic paper. Additionally, the researchers used Google forms, as

well as hard copies of the survey questionnaires, as the primary research instrument in

data collection. Based on the results, most of the students prefer the utilization of

participatory learning techniques inside classrooms, and are beneficial not only in

acquiring the essential competencies, but also in improvement, enhancement, and

development of different intrapersonal and interpersonal skills.

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ACKNOWLEDGEMENT

As this journey had finally come to an end, we would like to close this chapter

of our lives by showing our gratitude towards everyone who served as a bridge for us.

First and foremost, our Heavenly Father, Who made things possible and renders

us all the great things.

To our research instructor, Mr. Ramiro P. Peralta for walking with us and

bestowing us the guidance, throughout this study – we thank unreservedly. We thank

you for your time, effort, inspiration, and support – to lead us to a better path.

An instilling fighting spirit, our friends, classmates, and peers who helped us get

through all these – we will always remember, and the overwhelming gratitude will

remain on through our lives, memories, and heart, and hopefully yours.

Finally, our families who have given us unconditional love and unrestrained
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support, from physically to spiritually – we thank you for not leaving our sides towards

this new and memorable journey.

We, the researchers will never forget this chapter of our lives. We will not reach

this end if it’s not because of the love, encouragement, and motivation that we had

receive from the people around us.

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TABLE OF CONTENTS

TITLE PAGE………………….………………………………………………………...1
APPROVAL SHEET…………………………………………………………………....2
ABSTRACT…………………………………………………………………………..…3
ACKNOWLEDGEMENT..…………………………………………………………..…4
TABLE OF CONTENTS……………………………………………………………......5
LIST OF FIGURES AND TABLES……………………………………………….…...6

CHAPTER 1 INTRODUCTION…………………………………………….…………8
Statement of the Problem………………………………………………………12
Hypothesis of the Study………………………………………………………..12
Scope and Delimitation………………………………………………………...13
Significance of the Study………………………………………………………13

CHAPTER 2 REVIEW OF RELATED LITERATURE……………………………....15

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Related Literature………………………………………………………………15
Related Studies…………………………………………………………………17
Synthesis for Related Literature………………………………………………..19
Synthesis for Related Studies…………………………………………………..20
Theoretical Framework…………………………………………………………21
Conceptual Framework…………………………………………………………22
Paradigm of the Study………………………………………………………….22
Definition of Terms…………………………………………………………….23
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CHAPTER 3 METHODOLOGY………………………………………………………24
Research Design………………………………………………………………..24
Respondents of the Study………………………………………………………25
Research Locale………………………………………………………………...26
Research Instrument……………………………………………………………27
Data Gathering Procedure……………………………………………………...28
Data Analysis…………………………………………………………………..29

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA.32

Demographic profile of the respondents……………………………….32
Preferences of Senior High School Students on Learning Techniques...34
Perception on Impacts of Participatory… Acquisition of Competency..35

CHAPTER 5 SUMMARY, CONCLUSION AND RECOMMENDATION………….51

Summary of Findings…………………………………………………………..51
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Conclusion……………………………………………………………………...55
Recommendation……………………………………………………………….56

REFERENCES…………………………………………………………………………57
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LIST OF FIGURES AND TABLES

Figure 1. Paradigm of the Study (IPO MODEL)……………………………………….20

Table 1. Frequency Distribution of Respondents According to Section……………….25

Table 2. Frequency Distribution of the Respondents According to their Age…………31
Table 3. Frequency Distribution of the Respondents According to their Grade Level...32
Table 4. Frequency Distribution of the Respondents According to their Age…………32
Table 5. Preferred Learning Techniques of Senior High School Students……………..34
Table 6. Impacts on the Level of Acqui… among Students 11 – Albert Bandura……..35
Table 7. Impacts on the Level of Acqui... among Students of 11 – Lev Vygotsky…….35
Table 8. Impacts on the Level of Acqui… among Students of 11 – Howard Gardner...36
Table 9. Impacts on the Level of Acqui… among Students of 11 – John Locke………37
Table 10. Impacts on the Level of Acqui… among Students of 11 – Claude Shannon..38
Table 11. Impacts on the Level of Acqui… among Students of 11 – Barbara Liskov…38
Table 12. Impacts on the Level of Acqui… among Students of 12 – Mariano Yogore..39
Table 13. Impacts on the Level of Acqui... among Students of 12 – E. Quisumbing….40
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Table 14. Impacts on the Level of Acqui… among Students of 12 – Fe del Mundo…..40
Table 15. Impacts on the Level of Acqui… among Students of 12 – F. Fronda……….41
Table 16. Impacts on the Level of Acqui… among Students of 12 – M. Concepcion....43
Table 17. Impacts on the Level of Acqui… among Students of 12 – D. Banatao……..43
Table 18. Impacts on the Level of Acqui… among Senior High Students…………….44
Table 19. Pearson-product moment coefficient of correlation…………………………45
Table 20. Chi-square Test Statistics……………………………………………………46
Table 21. T-test Results Showing the Findings… among Senior High Students………48
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Chapter 1
INTRODUCTION

Education is a continuous schema that has been evolving over centuries. By

most, it is a privilege and a ‘tool’ to reach their dreams, complicated ‘machinery’ – a

tedious process, for some.

Philippines is one of the countries who ranked lowest in global quality of

education rankings – as was foreseeable for most, the country has, over the years, rated

poorly. More than 80 percent of Filipino students were below minimum in proficiency

levels, ranked last in reading, and second to the last in science and mathematics among

79 countries (World Bank, 2021).

In schools, students, teachers, school administrators, and even parents are the

most affected by the existing implications on the sector. Many have raised their

concerns on the possible factors that may cause the faults on the state of the country’s

education. Through this, researchers were able to note these issues, these are:SENIOR
school HIGH SCHOOL

facilities, insufficient learning materials, class framework, curriculum structure, and

teaching and learning approaches.

For the past decades, various approaches in teaching and learning have been

introduced to schools among countries. It rooted with “teacher-centered” system, a

traditional educational model. In this method, learners are not allowed to work with

others – collaborative activities are deterred. It was when years have passed and the
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mode of teaching shifted into a more “comfortable” learning style, from

directive to consultative – from instructive to participative.

Teachers, facilitators, coordinators, and learners’ guides have used various

techniques in delivering the Most Essential Learning Competencies (MELCs) to

students, particularly among senior high school (SHS) students of Bignay National High

School (BNHS). In order to grasp the best learning outcomes, the learners in

participatory learning techniques/approaches (PLTs/As) are encouraged to participate

during discussions, hence, a peer-based learning method. Moreover, on PLTs, students

are placed at the center during the discussion to achieve the competencies required in

schools. These include: participatory discussions, brainstorming, groupings, and

gamified activities. Furthermore, these methods that are focused on encouraging the

learners to participate and be involved on their learning process, result to their

awareness and sense of responsibility, on the environment they belong to (Concina,

2019).

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Numerous historical developments, sources, and authors have proposed different

theories and claims on the possible origin of PLTs; these claims were posed, but soon

rejected by other writers. On the other hand, Lev Vygotsky’s Scaffolding and Zone of

Proximal Development (1920s) were backed and supported by many theorists, and soon

was declared as one of the proponents of this method. In this manner, the traditional

mode of teaching transformed into more collaborative, active, and learner-centered

(Becker et al, 2017). Additionally, Motegi and Oikawa (2019) affirmed that the level of

students’ learning improves when there is an interaction between teachers and learners.
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Throughout the years, many learning approaches (both

participatory and non-participatory) have been introduced, but PLTs remain as one of

the most utilized in appraising the fundamental concepts in studying, in attaining the

best learning outcomes, and in acquiring the most important competencies. The PLA

series aimed to ensure quality, relevance and authenticity of participatory approaches –

with critical reflection on who defines such terms as ‘quality’ – and the timely

publication of key issues (Kenton, 2015).

In the present, PLTs were exercised from schools to schools – from classrooms

to classrooms, as what was recommended by most. Along with this, contrarily, the gap

between high proficiency level and acquisition of competencies and the students also

increases. Many have refuted the usage of PLTs on schools, considering the low ranking

and poor results on the recent statistics. In accord with, Johnston et al. (2016) asserted

that students, who work with others – in collaborative learning, did not perform better in

multiple choice questions and evaluative essay question than those who did not. This

“gap” was highlighted when the COVID-19 pandemic started, and digital Learning/e-
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learning was introduced.

These gaps, dilemmas, and attendant issues impact the learners’ level of learning

should be of concern to every individual on the field, hence, the impacts of the PLTs/As

must be examined, to ensure that the learners acquire the important competencies.

To attest the efficiency of this study – as solution to these problems, researchers

aim to emphasize these; to analyze the learning methods utilized in Bignay National

High School, to ensure an appropriate pedagogy among classrooms, to increase the

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probability of acquiring the best learning outcomes among senior high

students, and to maximize the potential and capabilities of students – in order for them

to acquire the MELCs.

It is in this light that this research is conducted to analyze how effective

participatory learning techniques (PLTs) are, in acquisition of competencies among

senior high school students.

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Statement of the Problem

This study aims to determine the impacts of participatory learning techniques

(PLTs) on the acquisition of learning competencies among senior high school students

of Bignay National High School.

Specifically, this research seeks answers to the following questions:

1. What is the demographic profile of respondents in terms of:

1.1. Age

1.2. Sex

1.3. Grade level

2. What learning and teaching techniques or approaches do senior high school

students prefer, as utilized inside classrooms?

3. What are the impacts of the participatory learning techniques on the level of

acquisition of competencies among senior high school students? SENIOR HIGH SCHOOL

Hypothesis of the Study

From the research problem stated above, the hypothesis was formulated:

H₀: There is no significant relationship between the participatory learning techniques

(PLTs) and the level of acquisition of competency.

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Scope and Delimitation

This research aims to determine the impacts of participatory learning techniques

(PLTs) on the level of acquisition of competency. This will involve senior high school

students currently enrolled in Bignay National High School.

However, the selection of respondents will only be limited to students of grade

11 and 12 of senior high school. Nevertheless, junior high school, out-of-school, and

students who do not study on the aforementioned school will not be included on the

study.

The learning techniques and approaches will also be delimited to participatory

discussions as utilized inside classrooms. Furthermore, these only include gamified

teaching, focus group discussions, brainstorming, and other student-centered teaching

and learning process.

Significance of the Study SENIOR HIGH SCHOOL

This research will be conducted to determine the impacts of participatory

learning techniques (PLTs) on the level of acquisition of competency among senior high

school students of Bignay National High School.

Specifically, the study is beneficial for the various sectors as follows:

Students. As the center of education, this research will be beneficial for

students. Any development and changes on the approaches utilized in classrooms will
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positively affect the learners – and the level of acquisition of

competency is among them.

Teachers. The results of this study will be beneficial for teachers, facilitators,

and learners’ guides in a way that the study conducted by the researchers, aims to

determine an approach that can be utilized in the classrooms – an approach that

positively help students acquire the learning competencies required by the Philippine

curriculum.

School Administrators and Curriculum Planner. This study will be beneficial

for them, as the study suggests best teaching and learning approaches that suit the

capabilities of students in obtaining best learning outcomes. This research can be used

as a domain for review within the Philippine K to 12 system and improvements on the

present curriculum.

Future researchers. This study will be a useful reference for the future

researchers. Additionally, it will help them improve their research paper as it contains
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necessary and essential information that will be beneficial for future studies related.

Furthermore, this research will fill the gap on the educational sectors

emphasized by the researchers.

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Chapter 2
REVIEW OF RELATED LITERATURE

This chapter presents related foreign and local literatures and studies, which

have significant bearings on the variables being discussed in the research. The published

and unpublished works from different authors and researchers included in this study are

relevant to the issue the researchers want to resolve. This also includes the synthesis of

the art, theoretical framework, conceptual framework, and definition of terms for clarity

and better understanding of the study.

Related Literature

We have passed stages of revolution in the sector of education. In-depth and

thorough studies were done before the transition, where there are multiple of modes in

delivering learning, from traditional format – from teacher-centered to student-centered

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set-up inside classrooms. Forged by expediency, participatory learning techniques were

introduced in order for students – for senior high students to acquire the essential

competencies, as per curriculum. According to Yang (2022), the instructor imparts

knowledge through collaborative learning among learners. In addition, Obadiegwu

(2012) stated that the interactions between students during discussions correspond to a

more active learning. Moreover, students prefer these techniques more, such as

participatory learning, over the traditional one (Salar et al., 2020). These are highly
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evident, to the present set-up, where learners are the focus inside

classrooms, and their capacity in acquisition of learning competencies are taken into

account.

However, the students’ capacity to acquire learning competencies is influenced

by variety of factors that are yet to be determined. Rezaeinejad et al. (2015) asserts that

the students’ personal characteristics and the way they interact with other individuals

(e.g. their parents, classmates, and instructors) affect their performance. Withal, as cited

by Assis et al. (2022), the relationship between the teaching methods and students’

learning techniques, contributes to the factors that impact the level of acquisition of

competency among learners (Haider et al., 2010; Liu et al., 2009; Alfonsesca et al.,

2006). The intense competition between different learning and teaching approaches and

techniques created a new path for e-learning (electrical learning) when the COVID-19

pandemic started, along with this is the utilization of the technologies who are rapidly

advancing and developing throughout the years. The techniques and approaches, in

order to acquire the essential competencies were highlighted and online learning rose. HIGH SCHOOL
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During the pandemic, the educational model has been challenged that lead to the re-

designing of it (Almekhlaf, 2020). In line with this, Kucharcikova and Tokarcikova

(2016) stated that difficulties in acquiring learning outcomes can be the result of lack of

visual contact in each group; therefore, non-verbal reactions and suggestions cannot be

captured and processed; and the lack of involvement and coordination of the

participants during online learning. These factors presented, impact the level of

acquisition, viz., participatory learning techniques and approaches.

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The appropriate learning methods and teaching approaches are

important elements of the innovation of the education. Missingham (2014) claims that

participatory learning is an effective way to enhance the students’ expertise while also

challenging them to analyze, apply, and share their existing knowledge with others,

thereby expanding it. It is of great significance to improve the educational delivery

systems – into more flexible, participative, and comfortable, in order for students and

learners to fully acquire the competencies.

Related Studies

As cited by McGhee (2017), as per the Council for Accreditation and Related

Educational Programs (CACREP, 2016), counselors, administrators, and facilitators

should put an emphasis on the teaching methods and pedagogy. These methods are

essential elements on the sectors – for students who are expected to acquire and develop

full understanding on the lessons given to them.

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Many authors have contributed, directly and indirectly on the sector of

education. These proponents have been studying on the field since centuries ago – on

the right methods and techniques appropriate in delivering the most essential

competencies. It is not easy to understand how necessary it is, to effectively implement

and transform the approaches on teaching and learning (Alreiahi, 2020, p. 156).

Historically, the way individuals viewed teaching and learning techniques/approaches

has changed over time. The first major influential approach of the study of these

techniques rooted with Piaget’s (1926) and Lev Vygotsky’s (1920s) experimental study
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of Constructivism and Zone of Proximal Development – that learner

who engages in real world activities will be able to demonstrate higher levels of

knowledge through creativity and collaboration.

Studies have been done to test the impacts and effectivity of the participatory

learning techniques (PLTs), particularly on the acquisition of competencies. Gat et al.

(2021) states that collaborative learning shows positive results despite a less significant

impact on the students’ capacity to acquire learning competencies. Moreover, Aykan

and Durzun (2022) assert that through the study they have conducted on the fourth-

grade science course, they were able to conclude that the students who participated in a

collaborative group have higher learning retention compared to those who do not.

Furthermore, in a correlation analysis of Zhu and Basdogan (2021), they were able to

analyze the students and instructors’ perceptions of participatory learning methods – as

per results, learners and teachers perceive active-learning classroom as more flexible

environment than traditional classroom. In addition, the results also presage valuable

and significant contributions on the development and application of the skills and HIGH SCHOOL
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knowledge of learners through the use of participatory learning techniques.

Contrary on these, there are inconsistencies on the study in relation with the

different learning techniques and teaching approaches, indicating that more and more

in-depth studies are needed in considering the learning style suited on the capabilities

and capacity of the learners in acquiring the important competencies, Assis et al., (2022)

retort. Likewise, Pane et al., (2017) note that in line with the low ratings in reading (80

percent) and mathematics, huge numbers of facilitators are still supporting the
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implementation of these learning methods – of peer-based learning. This

also suggests that the other factors are not the root cause of the problem but the

implementation of these approaches and techniques themselves.

These educational systems and pedagogical approaches, specifically the

participatory learning techniques are essential for assessing and building the learner’s

capacity to acquire learning competencies. Such techniques and approaches are valuable

that incorporates active participation, peer-learning, and other skills.

Synthesis for Related Literature

Participatory learning techniques (PLTs) have been utilized for decades

now – from traditional to a more comfortable classroom. According to Yang et al.

(2022), the instructor imparts knowledge through collaborative learning among learners.

In addition, students are more active on during discussions as they prefer these learning

approach over traditional (Obadiegwu, 2012; Salar et al., 2020). On the other hand, the
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level of acquisition of competency among learners has been decreasing over years in

spite of the “comfortable” and “less constraint” classroom structure (Rezaeinejad et al.,

2015; Assis et al., 2022). The sector was challenged when the pandemic started and

interaction with the facilitators and other students was limited (Almekhlaf, 2020;

Kucharcikova and Tokarcikova, 2016). Nevertheless, over the years, it was proven that

participatory learning is an effective way to enhance the students’ expertise in analysis,

application and expanding their knowledge (Missingham, 2014).

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Synthesis for Related Studies

Counselors, administrators, and facilitators should put an emphasis and

understand the system (teaching and learning techniques) that will be an effective aid

and solution to the problems on the sector (McGhee, 2017; Alreiahi, 2020). Multiple

studies have proven the positive impacts of the utilization of participatory learning

techniques inside classrooms (Gat et al., 2021; Zhu and Basdogan, 2021; Aykan and

Durzun 2022). Through the experimental studies of Vygotsky and Piaget, they were

able to note that the learner, who engages with participatory activities, demonstrates

higher levels of knowledge (Piaget, 1926; Vygotsky, 1920s). Contrary to these, studies

show low ratings particularly on reading and mathematics, under these learning methods

(Pane et al., 2017; Assis et al., 2022).

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Theoretical Framework
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The study is grounded on Lev Vygotsky’s Zone of Proximal

Development (1920s). The theory proposes that there is a difference between what

learners learned without the help of other individuals (e.g. their classmates, facilitator)

and what the learners achieve with the guidance, encouragement, and support from a

skilled instructor.

The instructors, facilitators, and teachers play a vital role in delivering the

essential learning competencies during discussion, and students’ capabilities, on the

other hand, determine the teaching and learning process’ effectivity. To learn, the

learners must be presented with tasks that are just within their ability range. This has

been considered as a “gap”, when there are tasks given to students that are beyond their

capabilities. Contrary to this, zone of proximal development asserts that challenging

tasks promote maximum cognitive growth, but must be done with guidance and

encouragement from the teacher – to achieve learning outcomes.

Participatory learning techniques rooted from Vygotsky’s theory, have been

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developed throughout the decades, and were utilized inside classrooms at present – as HIGH SCHOOL

an essential aid in better and more efficient acquisition of learning competency among

senior high school students.

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Conceptual Framework

INPUT PROCESS
OUTPUT

 Profile of  Data
 Profile of
senior high collection
the senior
students in  Tabulation,
high
terms of: Interpreta-
students
a) age tion, and
 Level of
b) sex Analysis of
acquisition
c) grade level data
of
 Participatory gathered
competency
learning

techniques

Figure 1. Paradigm of the Study (IPO MODEL)

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Figure 1 presents the paradigm of the study. It consists of three major parts

namely the input, process, and output.

In Figure 1, input contains the demographic profile of the respondents – of the

senior high schools students currently enrolled in Bignay National High School in terms

of their age, sex, and grade level. This also includes the participatory learning

techniques. These inputs are essential variables in determining the output.

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The process involves the use of survey questionnaires to gather

the essential data needed for the study. This also includes the tabulation and the analysis

of the data gathered by the researchers.

The output is the profile of senior high school students, and the impacts of

participatory learning techniques to the level of acquisition of competency.

Definition of Terms

In order to fully grasp the contents of this research paper, the following words

are operationally defined.

Acquisition of Competency. This refers to the ability of the student to acquire

the expected learning outcomes.

Collaborative Activities. These refer to the activities that students/learners

work in, by pair or by group.

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Participatory Learning Techniques. These refer to the techniques where

learners are encouraged to participate to achieve the learning outcomes.

Student-centered. A learning approach where students are the focus and the

“center” inside classroom hence a participative and consultative learning approach.

Teacher-centered. This pertains to the method where teachers are tasked to be

facilitator and in-charged in disseminating learning via directive approach.

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Chapter 3
METHODOLOGY

This chapter presents the methodology, including research design, respondents

of the study, instrument utilized, discussion on procedures of data collection, and

statistical analysis.

Research Design

In order to gather relevant, necessary, and sufficient data, the researchers used

survey approach. Specifically, in determining the impacts of participatory learning

techniques (PLTs) on the level of acquisition of competency among senior high school

students of Bignay National High School, the design utilized in the study is non-

experimental quantitative, following correlation procedures.

Correlational research design looks into “correlations” between variables

without the researchers modifying, manipulating, and/or controlling any of them HIGH SCHOOL
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(Bhandari, 2021). In addition to this, Calmorin (1994) states that the purpose of

correlational survey is to find new truths and discoveries, through the relationship that

exist between variables.

The researchers conducted a data gathering through the researcher-made survey

questionnaires given to senior high school students. Through this, the researchers will

be able to collect responses, in order to dig deeper on the study being conducted.
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Respondents of the Study

The study aims to know the impacts of participatory learning techniques (PLTs)

on the level of acquisition of competency among senior high school students of Bignay

National High School; hence the grade 11 and 12 students, who are currently enrolled at

the aforementioned school for academic year 2022-2023, are the respondents of the

study.

The senior high school had a total population of five hundred forty-one (541),

from twelve (12) different senior high school sections of grade 11 and 12. The

researchers will not be able to cater a large number of respondents, thus will only

constitute a smaller and more acceptable numbers of respondents that will represent

each section. The researchers used Cochran’s formula (n₀=z²pq/e², n=n₀/1+(n₀-1/N))

with desired margin of error of 0.05. The researchers arrived at two hundred twenty-six

(226) samples (see Table 1), simple random sampling (fishbowl method) was applied to

equally select students-respondents.

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Table 1
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Frequency Distribution of Respondents According to Section

POPULATIO SAMPL
NAME OF SECTION
N E
11-Albert Bandura 56 23
11-Lev Vygotsky 45 19
11-Howard Gardner 49 21
11-John Locke 56 23
11-Barbara Liskov 37 15
11-Claude Shannon 34 14
12-Mariano Yogore 42 18
12-Eduardo Quisumbing 49 21
12-Fe del Mundo 48 20
12-Francisco Fronda 38 16
12-Mercedes
42 18
Concepcion
12-Diosdado Banatao 44 18
TOTAL 540 226

Research Locale

This research was conducted at Bignay National High School, Brgy. Bignay,

Valenzuela City, Metro Manila, Philippines.

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Bignay National High School is a public general high school in Valenzuela City

located along Ginta St., Brgy. Bignay. Bignay National High School carries its title as

one of the progressing schools that have been performing well on both fields of

academic and curricular activities. Furthermore, it offers quality education for senior

high school students, for both academic and technical-vocational and livelihood track.

The school was divided into two, the junior high school which consist of grade 7, 8, 9,

and 10, and the senior high school that is composed of grade 11 and 12. The senior high
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school department, specifically, is made up of 540 students, for both

grade levels, and twenty-one (21) faculty members.

Research Instrument

The researchers utilized survey questionnaire as the research instrument. As a

result of, the researchers were able to gather essential information for the study

conducted, such as the demographic profile of the respondents, learning approaches,

techniques, and modals the students of senior high school prefer, and the impacts of

using participatory learning techniques and the students’ perceptions on it.

The survey questionnaire was composed of three parts. The Part I of the survey

questionnaire identified the respondent’s demographic profile. On the Part II, tick boxes

of different learning techniques and approaches were indicated and the respondents

must choose the technique/s they prefer, as utilized inside classrooms. Lastly, the last

part of the survey questionnaire, the Part III presents a 4-point Likert scale. At the first
SENIOR HIGH SCHOOL
column, ten (10) indicators were listed and the respondents will decide whether the

given statement was applicable to them, on the scale of 4-1, 4 as Strongly Agree, 3 as

Agree, 2 as Disagree, and 1 as Strongly Disagree. As the researchers ensure

confidentiality, the Data Privacy Act of 2012 is indicated at the first part of the survey

questionnaire.
 BIGNAY NATIONAL HIGH SCHOOL
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In addition, data on the number of senior high school students per

section of senior high school department were also gathered through a request letter

given to the registrar’s office of Bignay National High School.

Permission to administer the survey questionnaire was requested from senior

high school focal person, noted by the research instructor. Through a request form, the

researchers were able to personally administer the data gathering procedure. This was

done so the proper instructions could be given to the students. The researchers also

provided hard copies or printed copies, and soft copies of Google forms survey

questionnaire. The survey questionnaire was collected as soon as the students had

completed answering it.

Data Gathering and Procedure

Before the conduct of data collection, the necessary consent, requests, and

permission were obtained from different offices: registrar and faculty. The researchers
SENIOR HIGH SCHOOL
prepared the necessary documents in order to conduct this study, while considering

ethical issues. Through the use of Google forms and printed copies, the researchers were

able to gather responses from the samples. Before answering the survey questionnaire,

the respondents were introduced to the study’s subject and significance, and their

importance on the research being conducted.

The survey questionnaire was pilot tested to five (5) senior high school students

of Bignay National High School, regardless of their tracks and strands. The data
 BIGNAY NATIONAL HIGH SCHOOL
xxix

gathering was subjected for further enhancement of the research

instrument and then used as to test its validity, reliability, and internal consistency using

the Cronbach’s Alpha’s formula (α=k/k-1(s²y-s²x/s²y)).

Once the survey questionnaires were floated out to the respondents, they were

oriented on the responsibilities that must be taken into consideration; the survey

questionnaire must be answered with complete honesty. Through simple random

sampling, fishbowl method, the selected participants will be given ten (10) minutes to

fill up the survey questionnaire.

The collected information, through the obtained responses from the survey

questionnaire, will be tabulated, interpreted, and analyzed. Statistical techniques were

employed by the researchers in order to formulate a conclusion in relation with the

impacts of the utilization of participatory learning techniques on the senior high school

student’s level of acquisition.

SENIOR HIGH SCHOOL

Data Analysis

As the researchers were able to gather sufficient responses from the respondents,

these data were compiled, tabulated, interpreted, and analyzed. These were subjected to

statistical treatment in order to come up with an accurate solution and answer to the

study’s statement of the problem. The statistical tools used were the percentage, Chi-

square, and Pearson-product moment correlation of coefficient formula.

1. Percentage. This is to get the proportion of the whole

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Percentage (%) = F/N × 100

where: F – stands for the frequency of the responses

N – number of respondents

Weighted Mean – to arrive at a verbal description of each item in the checklists.

WM = TWF/N

where: WM – weighted mean

TWF – total weighted frequency

N – number of responses

In order to rank the perceptions of senior high school students on the utilization of

the participatory learning techniques among classrooms, scales were used, the weighted

mean (WM) of each item on the survey questionnaire, along with its corresponding

verbal interpretation (VI).

The following are the corresponding verbal interpretation for the weighted mean
SENIOR HIGH SCHOOL
(WM) of each indicators listed on the Part III (4-point Likert scale) of the survey

questionnaire.

Scale Weighted Mean (WM) Verbal Interpretation (VI)

4 3.50-4.00 Strongly Agree (SA)
3 2.50-3.49 Agree (A)
2 1.50-2.49 Disagree (D)
1 1.00-1.49 Strongly Disagree (SD)
 BIGNAY NATIONAL HIGH SCHOOL
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2. Chi-square. This is used to find out if there are significant

differences in the utilization of participatory learning techniques and the level of

acquisition of competency.

Formula (Calmorin, 1996)

Σ(O-E)²
X² =
E
where: X² - chi-square

O – observed frequency

E – expected frequency

3. Pearson-product moment correlation of coefficient formula. This will be adopted

to test whether the utilization of participatory learning techniques and the level

of acquisition of competency are interrelated:

Formula:

NΣxy-ΣxΣy
r=
√ [NΣy²-(Σx)²][NΣy²-(Σy)²]
where: r – coefficient of correlation
SENIOR HIGH SCHOOL

x and y – scores

N – size of samples

Scales for the Size of Correlation and its Verbal Interpretation

SIZE OF CORRELATION INTERPRETATION
±0.90 to ±1.00 Very high (positive or negative) correlation
±0.70 to ±0.90 High (positive or negative) correlation
±0.50 to ±0.70 Moderate (positive or negative) correlation
 BIGNAY NATIONAL HIGH SCHOOL
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±0.30 to ±0.50 Low (positive or negative) correlation

0.00 to ±0.30 Negligible correlation

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data collected from the

study which aims to determine the impacts of the participatory learning techniques on

the level of the acquisition among senior high school students of Bignay National High

School.

Bignay National High School – Senior High School consists of small population

hence it would be easy for researchers to identify the respondents according to their sex,

grade level, and age. It would also contribute to their responses on how the student-

respondent perceives the utilization of the participatory learning techniques inside

classrooms.

SENIOR HIGH SCHOOL

Demographic profile of the respondents

1.1 Sex
Table 2
Frequency Distribution of the Respondents According to their Age
RAN
SEX FREQUENCY PERCENTAGE (%)
K
Male 115 50.88% 1
Female 111 49.12% 2
TOTAL 226 100.00%
 BIGNAY NATIONAL HIGH SCHOOL
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The demographic data obtained by the researchers’, shows that

most of the respondents are male, with a percentage of 50.88% or one hundred fifteen

(115) out of two hundred twenty-six (226) students. On the other hand, it was also

determined that 49.12% or one hundred eleven (111) are female students.

1.2 Grade level

Table 3
Frequency Distribution of the Respondents According to their Grade Level
GRADE LEVEL FREQUENCY PERCENTAGE (%) RANK
Grade 11 115 50.88% 1
Grade 12 111 49.12% 2
TOTAL 226 100.00%

Table 3 shows the percentage of respondents in terms of grade level. Through

the survey questionnaire, it was determined that one hundred fifteen (115) or 50.88%

are from grade 11 and one hundred eleven (111) or 49.12% are grade 12 students.

1.3 Age
Table 4
Frequency Distribution of the Respondents According to their Age SENIOR HIGH SCHOOL
AGE FREQUENCY PERCENTAGE (%) RANK
24 years old 1 0.44% 6
23 years old 1 0.44% 6
22 years old 1 0.44% 6
21 years old 1 0.44% 6
20 years old 6 2.65% 5
19 years old 25 11.06% 4
18 years old 65 28.76% 2
17 years old 82 36.28% 1
16 years old 44 19.47% 3
TOTAL 226 100.00%
 BIGNAY NATIONAL HIGH SCHOOL
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The table ‘dissects’ the ages of the respondents, regardless of

their grade level. Most of the respondents are 17 years old with eighty-two (82) or

36.28% out of 226 student-respondents. This was followed by the second highest, with

sixty-five (65) or 28.76% 18 year old senior high school students. On the other hand,

ages twenty-one (21), twenty-two (22), twenty-three (23), and twenty-four (24) got the

lowest percentage of 0.44% or 1 respondent each.

II. Preferences of Senior High School Students on Learning Techniques

The different learning techniques were tested in order to assess the effectivity of

these, in order to acquire the most important competencies. Throughout the years, these

were utilized inside classrooms – as what was suggested by most. On the other hand, the

senior high school students of Bignay National High School also have their own

perceptions when it comes to the learning techniques suited on their capabilities,

intellectual capacities, and learning abilities.

SENIOR HIGH SCHOOL
To analyze the overall perception of the senior high school students, the

respondents were asked to give their “preferred” learning techniques. A data gathering

was conducted through survey questionnaire. The researchers found out that sixteen

(15) percent of the respondents prefer brainstorming. This was followed by focus group

discussion with fifteen (15) percent. Other learning techniques are participatory

discussion (student-centered) and problem solving (13 percent), individual activities (11

percent), gamified teaching (9 percent), traditional method (teacher-centered),

 BIGNAY NATIONAL HIGH SCHOOL
xxxv

personalized education, and project-based learning (7 percent). Flipped

classroom (2 percent) was the least preferred learning technique.

Table 5
Preferred Learning Techniques of Senior High School Students
LEARNING TECHNIQUES FREQUENCY PERCENTAGE RANK
Traditional Method (Teacher-centered) 45 7% 6
Individual Activities 67 11% 4
Personalized Education 45 7% 6
Flipped Classroom 9 2% 7
Participatory Discussion (Student-centered) 77 13% 3
Project-based Learning 40 7% 6
Problem-solving 78 13% 3
Gamified Teaching 54 9% 5
Focus Group Discussion 89 15% 2
Brainstorming 98 16% 1
TOTAL 602 100%

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III. Perception on Impacts of Participatory Learning Techniques on the Level of
Acquisition of Competency

Legend: WM – Weighted Mean

VI – Verbal Interpretation
SA – Strongly Agree
A – Agree
D – Disagree
SD – Strongly Disagree
 BIGNAY NATIONAL HIGH SCHOOL
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Table 6
Impacts on the Level of Acquisition of Competency among Students 11 – Bandura
W RAN
PERCEPTIONS VI
M K
Q1. I enjoy collaborative discussion. 3.3 A 3
Q2. Participatory learning techniques aid the retention of the lesson. 3.17 A 5
Q3. I can solve common problems better if I will work with others. 2.96 A 9
Q4. I am more engaged during student-centered discussion. 3.04 A 8
Q5. Participatory discussions improve my critical thinking skills. 3.35 A 2
Q6. I develop my abstraction skills. 3.26 A 4
Q7. I develop my socialization skills. 3.13 A 6
Q8. I am able to acquire the important learning competency from other's insights. 3.04 A 8
Q9. I prefer participatory learning techniques over teacher-centered
3.57 SA 1
approach.
Q10. I recommend participatory learning techniques be utilized inside classrooms. 3.09 A 7
AWM 3.19 A

The table shows that on the class of 11 – Albert Bandura, most of the students

prefer participatory learning techniques over teacher-centered approach (Q9), with the

SENIOR
highest weighted mean of 3.57 with a verbal interpretation of “Strongly Agree”. “Q5. HIGH SCHOOL

Participatory discussions improve my critical thinking skills.” ranked second with a

weighted mean of 3.35 and a verbal interpretation of “Agree”. On the other hand, “Q3. I

can solve common problems better if I will work with others.” ranked lowest with 2.96

and a verbal interpretation of “Agree”.

Table 7
Impacts on the Level of Acquisition of Competency on 11 – Lev Vygotsky
W RAN
PERCEPTIONS VI
M K
 BIGNAY NATIONAL HIGH SCHOOL
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Q1. I enjoy collaborative discussion. 3.21 A 4

Q2. Participatory learning techniques aid the retention of the lesson. 3.11 A 6
Q3. I can solve common problems better if I will work with others. 3.11 A 6
Q4. I am more engaged during student-centered discussion. 3.16 A 5
Q5. Participatory discussions improve my critical thinking skills. 3.42 A 2
Q6. I develop my abstraction skills. 3.26 A 3
Q7. I develop my socialization skills. 3.26 A 3
Q8. I am able to acquire the important competency from other's insights. 3.11 A 6
Q9. I prefer participatory learning techniques over teacher-centered approach. 3.16 A 5
Q10. I recommend participatory learning techniques be utilized inside classrooms. 3.68 SA 1
AWM 3.25 A

The 11th graders of section Lev Vygotsky recommends the utilization of

participatory learning techniques inside classroom (Q10) with 3.68 as weighted mean

and a verbal interpretation of “Strongly Agree”. Furthermore, the respondents from the

said section think that participatory learning techniques improved their critical thinking

skills (Q5) (3.42, Agree). However, indicators number two (Q2), three (Q3), and eight

(Q8) ranked lowest with 3.11 weighted mean, “Agree”.

Table 8 SENIOR HIGH SCHOOL

Impacts on the Level of Acquisition of Competency on 11 – Howard Gardner
W RAN
PERCEPTIONS VI
M K
Q1. I enjoy collaborative discussion. 3.33 A 2
Q2. Participatory learning techniques aid the retention of the lesson. 3.33 A 2
Q3. I can solve common problems better if I will work with others. 3.14 A 5
Q4. I am more engaged during student-centered discussion. 3.19 A 4
Q5. Participatory discussions improve my critical thinking skills. 3.81 A 1
Q6. I develop my abstraction skills. 3.19 A 4
Q7. I develop my socialization skills. 3.81 SA 1
Q8. I am able to acquire the important learning competency from other's insights. 3.33 A 2
Q9. I prefer participatory learning techniques over teacher-centered
3.05 A 6
approach.
 BIGNAY NATIONAL HIGH SCHOOL
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Q10. I recommend participatory learning techniques be utilized inside classrooms. 3.29 A 3

AWM 3.35 A

“Q5. Participatory discussions improve my critical thinking skills.” and “Q7. I develop

my socialization skills.” ranked first with a weighted mean of 3.81 and a verbal

interpretation of “Strongly Agree”. Contrastingly, indicator number nine (Q9) received

the lowest weighted mean of 3.05 and a verbal interpretation of “Agree”.

Table 9
Impacts on the Level of Acquisition of Competency among Students of 11 – Locke
W RAN
PERCEPTIONS VI
M K
Q1. I enjoy collaborative discussion. 3.26 A 4
Q2. Participatory learning techniques aid the retention of the lesson. 3.08 A 7
Q3. I can solve common problems better if I will work with others. 3.48 A 1
Q4. I am more engaged during student-centered discussion. 3.09 A 6
Q5. Participatory discussions improve my critical thinking skills. 3.26 A 4
Q6. I develop my abstraction skills. 3.34 A 3
Q7. I develop my socialization skills. 3.35 A 2
Q8. I am able to acquire the important learning competency from other's insights. 3.26 A 4
SENIOR HIGH SCHOOL
Q9. I prefer participatory learning techniques over teacher-centered approach. 3.17 A 5
Q10. I recommend participatory learning techniques be utilized inside classrooms. 3.3 A 3
AWM 3.26 A

The students of grade 11 section John Locke perceive the utilization of

participatory learning techniques as most of them state that they can solve common

problems better if they will work with other (Q3), with weighted mean of 3.48 (Agree).

Additionally, the respondents also think that participatory learning techniques

developed their socialization skills (Q7), second highest, with a weighted mean 3.35 and
 BIGNAY NATIONAL HIGH SCHOOL
xxxix

verbal interpretation of “Agree”. Contrary on the latter passage,

indicator two (Q2) ranked lowest, 3.08 weighted mean or “Agree”.

Table 10
Impacts on the Level of Acquisition of Competency among Students of 11-Shannon
W RAN
PERCEPTIONS VI
M K
Q1. I enjoy collaborative discussion. 3.14 A 6
Q2. Participatory learning techniques aid the retention of the lesson. 3.36 A 3
Q3. I can solve common problems better if I will work with others. 3.58 SA 1
Q4. I am more engaged during student-centered discussion. 3.14 A 6
Q5. Participatory discussions improve my critical thinking skills. 3.36 A 3
Q6. I develop my abstraction skills. 3.21 A 5
Q7. I develop my socialization skills. 3.29 A 4
Q8. I am able to acquire the important learning competency from other's insights. 3.43 A 2
Q9. I prefer participatory learning techniques over teacher-centered approach. 3.21 A 5
Q10. I recommend participatory learning techniques be utilized inside
2.09 D 7
classrooms.
AWM 3.18 A

A weighted mean of 3.58 and “Strongly Agree” as verbal interpretation lead the

ranking for the perceptions of 11th graders of Claude Shannon with “Q3. I can solve
SENIOR HIGH SCHOOL
common problems better if I will work with others”. On the other hand, indicator

number ten (Q10) ranked lowest with 2.09 as weighted mean, “Disagree”.

Table 11
Impacts on the Level of Acquisition of Competency among Students of 11 – Liskov
W RAN
PERCEPTIONS VI
M K
Q1. I enjoy collaborative discussion. 2.27 D 7
Q2. Participatory learning techniques aid the retention of the lesson. 3.13 A 4
Q3. I can solve common problems better if I will work with others. 3.07 A 5
Q4. I am more engaged during student-centered discussion. 3.07 A 5
Q5. Participatory discussions improve my critical thinking skills. 3.53 SA 2
Q6. I develop my abstraction skills. 3.07 A 5
 BIGNAY NATIONAL HIGH SCHOOL
xl

Q7. I develop my socialization skills. 3.07 A 5

Q8. I am able to acquire the important learning competency from other's insights. 3.13 A 4
Q9. I prefer participatory learning techniques over teacher-centered
2.87 A 6
approach.
Q10. I recommend participatory learning techniques be utilized inside
3.73 SA 1
classrooms.
AWM 3.09 A
Table 11 presents the distribution of perception of the student-respondents from 11 –

Barbara Liskov. As per the table above, the students recommend participatory learning

techniques to be utilized inside classrooms of 3.73 weighted mean, “Strongly Agree”.

However, “Q1. I enjoy collaborative discussion.” ranked lowest with weighted mean of

2.27 and a verbal interpretation of “Disagree”.

Table 12
Impacts on the Level of Acquisition of Competency among Students of 12 – Yogore
W RAN
PERCEPTIONS VI
M K
Q1. I enjoy collaborative discussion. 3.33 A 2
Q2. Participatory learning techniques aid the retention of the lesson. 3.11 A 4
Q3. I can solve common problems better if I will work with others. 3.06 A 5
Q4. I am more engaged during student-centered discussion. 3.28 A 3
Q5. Participatory discussions improve my critical thinking skills. 3 A SENIOR
6 HIGH SCHOOL
Q6. I develop my abstraction skills. 3.28 A 3
Q7. I develop my socialization skills. 3.39 A 1
Q8. I am able to acquire the important learning competency from other's insights. 3.06 A 5
Q9. I prefer participatory learning techniques over teacher-centered
2.89 A 7
approach.
Q10. I recommend participatory learning techniques be utilized inside
3.39 A 1
classrooms.
AWM 3.18 A

This table shows the perceptions of the respondents from 12 – Mariano Yogore.

Both the indicator seven (Q7) and indicator ten (10) ranked first with 3.39 (Agree) as
 BIGNAY NATIONAL HIGH SCHOOL
xli

their weighted mean. In contrast, “Q9. I prefer participatory learning

techniques over teacher-centered approach.” ranked lowest with 2.89 as weighted mean,

a verbal interpretation of “Agree”.

Table 13
Impacts on the Level of Acquisition of Competency on 12 – Quisumbing
W RAN
PERCEPTIONS VI
M K
Q1. I enjoy collaborative discussion. 3.1 A 2
Q2. Participatory learning techniques aid the retention of the lesson. 3.19 A 1
Q3. I can solve common problems better if I will work with others. 3.19 A 1
Q4. I am more engaged during student-centered discussion. 3 A 4
Q5. Participatory discussions improve my critical thinking skills. 3.05 A 3
Q6. I develop my abstraction skills. 2.76 A 5
Q7. I develop my socialization skills. 3.19 A 1
Q8. I am able to acquire the important learning competency from other's insights. 3.05 A 3
Q9. I prefer participatory learning techniques over teacher-centered
2.71 A 6
approach.
Q10. I recommend participatory learning techniques be utilized inside
3 A 4
classrooms.
AWM 3.02 A
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Indicators number two (2), three (3), and seven (7) ranked highest in terms of

weighted mean, 3.19 (Agree). Followed by indicator one (Q1) with a weighted mean of

3.1 and a verbal interpretation of “Agree”. Contrastingly, indicator nine (Q9) ranked the

lowest with 2.71 as weighted mean and a verbal interpretation of “Agree”.

Table 14
Impacts on the Level of Acquisition of Competency on 12 – Del Mundo
W RAN
PERCEPTIONS VI
M K
 BIGNAY NATIONAL HIGH SCHOOL
xlii

Q1. I enjoy collaborative discussion. 3.35 A 2

Q2. Participatory learning techniques aid the retention of the lesson. 3.15 A 5
Q3. I can solve common problems better if I will work with others. 3.2 A 4
Q4. I am more engaged during student-centered discussion. 3.3 A 3
Q5. Participatory discussions improve my critical thinking skills. 3.1 A 6
Q6. I develop my abstraction skills. 3.3 A 3
Q7. I develop my socialization skills. 2.9 A 7
Q8. I am able to acquire the important learning competency from other's
3.3 A 3
insights.
Q9. I prefer participatory learning techniques over teacher-centered
3.4 A 1
approach.
Q10. I recommend participatory learning techniques be utilized inside
3.3 A 3
classrooms.
AWM 3.23 A
The student-respondents from 12 – Fe del Mundo prefer the participatory learning

techniques over teacher-centered approach, with a weighted mean of 3.4 and a verbal

interpretation of “Agree”. The respondents also enjoy collaborative discussion, 3.35

(Agree) as weighted mean. On the other hand, indicator seven (Q7) ranked lowest with

a weighted mean of 2.9 and a verbal interpretation of “Agree”.

Table 15
Impacts on the Level of Acquisition of Competency among Students of 12 – Fronda
SENIOR HIGH SCHOOL
PERCEPTIONS WM VI RANK
Q1. I enjoy collaborative discussion. 3.19 A 3
Q2. Participatory learning techniques aid the retention of the lesson. 3.25 A 2
Q3. I can solve common problems better if I will work with others. 3.19 A 3
Q4. I am more engaged during student-centered discussion. 3 A 6
Q5. Participatory discussions improve my critical thinking skills. 3.25 A 2
Q6. I develop my abstraction skills. 3.06 A 5
Q7. I develop my socialization skills. 3.06 A 5
Q8. I am able to acquire the important learning competency from other's insights. 3.13 A 4
Q9. I prefer participatory learning techniques over teacher-centered approach. 3.25 A 2
Q10. I recommend participatory learning techniques be utilized inside classrooms. 3.69 SA 1
AWM 3.21 A
 BIGNAY NATIONAL HIGH SCHOOL
xliii

Results from the survey questionnaire, presented through table,

show that “Q10. I recommend participatory learning techniques be utilized inside

classrooms.” lead the ranking with a weighted mean of 3.69 and a verbal interpretation

of “Strongly Agree”. Subsequently, indicators number two (2), five (5), and nine (9)

ranked second. While indicator four (Q4) ranked lowest with 3 and “Agree”.

Table 16
Impacts on the Level of Acquisition of Competency on 12 – Mercedes Concepcion
W RAN
PERCEPTIONS VI
M K
Q1. I enjoy collaborative discussion. 3.17 A 1
Q2. Participatory learning techniques aid the retention of the lesson. 3.11 A 2
Q3. I can solve common problems better if I will work with others. 2.94 A 5
Q4. I am more engaged during student-centered discussion. 3 A 4
Q5. Participatory discussions improve my critical thinking skills. 3.17 A 1
Q6. I develop my abstraction skills. 3.06 A 3
Q7. I develop my socialization skills. 2.83 A 6
Q8. I am able to acquire the important learning competency from other's insights. 3.06 A 3
Q9. I prefer participatory learning techniques over teacher-centered
3.17 A 1
approach.
Q10. I recommend participatory learning techniques be utilized inside SENIOR HIGH SCHOOL
3.11 A 2
classrooms.
AWM 3.06 A
Three indicators ranked first after the data gathering was conducted on the

section of 12 – Mercedes Concepcion, these are indicators number one (1), five (5), and

nine (9), with 3.17 each as their weighted mean and “Agree” as verbal interpretation. In

contrast, “Q6. I develop my socialization skills.” ranked last with 2.3 and “Agree”.

Table 17
Impacts on the Level of Acquisition of Competency on 12 – Diosdado Banatao
W RAN
PERCEPTIONS VI
M K
 BIGNAY NATIONAL HIGH SCHOOL
xliv

Q1. I enjoy collaborative discussion. 3.28 A 1

Q2. Participatory learning techniques aid the retention of the lesson. 3.22 A 2
Q3. I can solve common problems better if I will work with others. 2.94 A 5
Q4. I am more engaged during student-centered discussion. 3.17 A 3
Q5. Participatory discussions improve my critical thinking skills. 2.28 D 6
Q6. I develop my abstraction skills. 3.11 A 4
Q7. I develop my socialization skills. 3.22 A 2
Q8. I am able to acquire the important learning competency from other's insights. 3.17 A 3
Q9. I prefer participatory learning techniques over teacher-centered
3.22 A 2
approach.
Q10. I recommend participatory learning techniques be utilized inside
3.22 A 2
classrooms.
AWM 3.08 A
Table 17 shows the ranking of the indicators, led by indicator number one (1) with a

weighted mean of 3.28 or a verbal interpretation of “Agree”. This was followed by four

(4) other perceptions, namely indicators number two (2), seven (7), nine (9), and ten

(10), 3.22 and “Agree”. On the other hand, “Q5. Participatory discussions improve my

critical thinking skills.” ranked the lowest with a weighted mean of 2.28 and a verbal

interpretation of “Disagree”.

SENIOR HIGH SCHOOL

Table 18
Impacts on the Level of Acquisition of Competency among Senior High Students
W V RAN
PERCEPTIONS
M I K
Q1. I enjoy collaborative discussion. 3.25 A 1
Q2. Participatory learning techniques aid the retention of the lesson. 3.16 A 5
Q3. I can solve common problems better if I will work with others. 3.10 A 7
Q4. I am more engaged during student-centered discussion. 3.10 A 7
Q5. Participatory discussions improve my critical thinking skills. 3.24 A 2
Q6. I develop my abstraction skills. 3.10 A 7
Q7. I develop my socialization skills. 3.19 A 4
Q8. I am able to acquire the important learning competency from other's insights. 3.16 A 5
 BIGNAY NATIONAL HIGH SCHOOL
xlv

Q9. I prefer participatory learning techniques over teacher-centered approach. 3.15 A 6

Q10. I recommend participatory learning techniques be utilized inside
3.23 A 3
classrooms.
AWM 3.17 A
Table 18 shows the distribution of the perceptions of senior high school students

of Bignay National High School on the impacts of utilization of participatory learning

techniques on the level of acquisition of competencies. Most of the senior high school

students perceive that the utilization of participatory learning techniques is beneficial to

them, hence in acquiring the most essential learning competencies.

When the preference of students regarding the usage of participatory learning

techniques in Table 18 is evaluated, it has been determined that “Q1. I enjoy

collaborative discussion.” has the highest weighted mean of 3.25 with a verbal

interpretation of “Agree”. This was followed by “Q5. Participatory discussions improve

my critical thinking skills.” with a weighted mean of 3.24 and a verbal interpretation of

“Agree”. Contrary to this, “Q3. I can solve common problems better if I will work with
SENIOR HIGH SCHOOL
others.”, “Q4. I am more engaged during student-centered discussion.”, and “Q6. I

develop my abstraction skills.” got the lowest rank with a weighted mean of 3.10 and a

verbal interpretation of “Agree” each.

Participatory learning techniques were widely used in different sides of not only

in Bignay National High School but also in different corners of the world. The

researchers were able to note data and information in relation with the study conducted.

As what was perceived by most, students, particularly the senior high school students

will prefer the utilization of participatory learning techniques in order to acquire the
 BIGNAY NATIONAL HIGH SCHOOL
xlvi

learning competencies. The tables above show various perceptions,

specifically the learning technique the students prefer (see Table 5). The researchers

found that most of the senior high school students prefer brainstorming (17 percent),

focus group discussion (15 percent), participatory discussion (student-centered) (13

percent), and project-based learning (13 percent), to name a few. The results negate the

hypothesis that students prefer collaborative learning the most since it always include

interaction, collaboration, and utilization of the members’ competences (Bennet and

Dunne, 1992).

Table 19
Pearson-product moment coefficient of correlation
r- p-
REMARKS DECISION
VALUE VALUE
Impacts on the
Level of high positive Reject the null
0.7091 0.0001
Acquisition of correlation hypothesis
Competency

SENIOR HIGH SCHOOL

In order to test the correlation between variables, the researchers applied

Pearson-product moment correlation of coefficient formula. In table 19, using the

formula r=√NΣxy-ΣxΣy/[NΣy²-(Σx)²][NΣy²-(Σy)²] (Pearson, 1896), it has been

determined that the r-value for the preferences of the senior high school students, is -

0.42 and a p-value of 0.0001. Statistically speaking, the computed r value is -0.42. It

shows low negative correlation. The researchers are confident to say that when the

participatory learning techniques were utilized inside classrooms, students tend to learn

more compared when it’s non-PLT/s. Also, students who prefer PLTs tend to not learn
 BIGNAY NATIONAL HIGH SCHOOL
xlvii

that much on non-PLTs. It means that when student is satisfied with

PLTs, they tend to be dissatisfied with non-PLTs. On the other hand, with the formula

given above, the r-value is 0.7091 and the p-value is 0.0001, hence participatory

learning techniques and the level of acquisition of competency was determined to be

highly correlated with each other. Through this, the researchers were able to note that

the utilization of participatory learning techniques had contributed on the level of

acquisition of competency among senior high school students.

According to Johnson and Johnson (2004), ninety-seven (97) percent of the

students, majority of them learn more when working in collaborative activities. The

students were able to discover new knowledge and learning through group works, thus

will be able to achieve the expected learning outcomes. Kutnick and Beredondini (2009)

affirm that collaboration, from a learning perspective serves a special function for

students’ learning.

In order to test the hypothesis, whether it will be rejected or accepted, the

SENIOR
researchers used Neyman and Pearson (1920s) theory of hypothesis testing. When the p- HIGH SCHOOL

value is less than or equal to the significance level or the alpha, reject the null

hypothesis, but if the p-value is greater than the alpha, accept the null hypothesis. On

the first row, the alpha is 0.05 (α=0.05) and the p-value is 0.0001, hence the researchers

will reject the null hypothesis. On the other hand, on the second row, the null hypothesis

will be accepted since the p-value (0.99776) is greater than the alpha or significance

level (α=0.05).

Table 20
 BIGNAY NATIONAL HIGH SCHOOL
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Chi-square Test Statistics

TOTA
OBSERVED Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
L
11-Bandura 3.3 3.17 2.96 3.04 3.35 3.26 3.13 3.04 3.57 3.09 31.91
11-Vygotsky 3.21 3.11 3.11 3.16 3.42 3.26 3.26 3.11 3.16 3.68 32.48
11-Gardner 3.33 3.33 3.14 3.19 3.81 3.19 3.81 3.33 3.05 3.29 33.47
11-Locke 3.26 3.08 3.48 3.09 3.26 3.34 3.35 3.26 3.17 3.3 32.59
11-Liskov 2.27 3.13 3.07 3.07 3.53 3.07 3.07 3.13 2.87 3.73 30.94
11-Shannon 3.14 3.36 3.58 3.14 3.36 3.21 3.29 3.43 3.21 2.09 31.81
12-Yogore 3.33 3.11 3.06 3.28 3 3.28 3.39 3.06 2.89 3.39 31.79
12-
3.1 3.19 3.19 3 3.05 2.76 3.19 3.05 2.71 3 30.24
Quisumbing
12-Del Mundo 3.35 3.15 3.2 3.3 3.1 3.3 2.9 3.3 3.4 3.3 32.3
12-Fronda 3.19 3.25 3.19 3 3.25 3.06 3.06 3.13 3.25 3.69 32.07
12-Concepcion 3.17 3.11 2.94 3 3.17 3.06 2.83 3.06 3.17 3.11 30.62
12-Banatao 3.28 3.22 2.94 3.17 2.28 3.11 3.22 3.17 3.22 3.22 30.83
37.9 38.2 37.8 37.4 38.5 38.0 37.6 38.8
TOTAL 381.05
3 1 6 4 8 37.9 38.5 7 7 9

TOTA
EXPECTED Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
L
11-Bandura 3.18 3.20 3.17 3.14 3.23 3.17 3.22 3.19 3.15 3.26 31.91
11-Vygotsky 3.23 3.26 3.23 3.19 3.29 3.23 3.28 3.25 3.21 3.31 32.48
11-Gardner 3.33 3.36 3.33 3.29 3.39 3.33 3.38 3.34 3.31 3.42 33.47
11-Locke 3.24 3.27 3.24 3.20 3.30 3.24 3.29 3.26 3.22 3.33 32.59
11-Liskov 3.08 3.10 3.07 3.04 3.13 3.08 3.13 3.09 3.06 3.16 30.94
11-Shannon 3.17 3.19 3.16 3.13 3.22 3.16 3.21 3.18 3.14 3.25 31.81
12-Yogore 3.16 3.19 3.16 3.12 3.22 3.16 3.21 3.18 3.14 3.24 SENIOR
31.79 HIGH SCHOOL
12-
3.01 3.03 3.00 2.97 3.06 3.01 3.06 3.02 2.99 3.09 30.24
Quisumbing
12-Del Mundo 3.22 3.24 3.21 3.17 3.27 3.21 3.26 3.23 3.19 3.30 32.30
12-Fronda 3.19 3.22 3.19 3.15 3.25 3.19 3.24 3.20 3.17 3.27 32.07
12-Concepcion 3.05 3.07 3.04 3.01 3.10 3.05 3.09 3.06 3.03 3.13 30.62
12-Banatao 3.07 3.09 3.06 3.03 3.12 3.07 3.11 3.08 3.05 3.15 30.83
37.9 38.2 37.8 37.4 38.5 37.9 38.5 38.0 37.6 38.8
TOTAL 381.05
3 1 6 4 8 0 0 7 7 9

TOTA
SECTIONS Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
L
0.004 0.014 0.002 0.004 0.002 0.002 0.006 0.054 0.008
11-Bandura 0.0003 0.1016
8 0 9 4 3 7 9 7 5
0.000 0.004 0.000 0.005 0.000 0.000 0.005 0.000 0.040
11-Vygotsky 0.0066 0.0637
2 3 3 3 3 1 6 8 2
0.000 0.010 0.003 0.052 0.005 0.054 0.000 0.020 0.004
11-Gardner 0.0002 0.1509
0 3 0 4 8 2 1 2 6
 BIGNAY NATIONAL HIGH SCHOOL
xlix

0.000 0.018 0.003 0.000 0.003 0.001 0.000 0.000 0.000

11-Locke 0.0108 0.0384
1 1 9 5 0 0 0 8 2
0.212 0.000 0.000 0.050 0.000 0.001 0.000 0.011 0.103
11-Liskov 0.0002 0.3807
9 0 3 4 0 0 5 6 7
0.000 0.055 0.000 0.006 0.000 0.001 0.020 0.001 0.412
11-Shannon 0.0091 0.5069
2 7 1 0 7 8 0 4 0
0.008 0.003 0.007 0.014 0.004 0.009 0.004 0.020 0.006
12-Yogore 0.0019 0.0817
7 1 8 9 4 9 2 3 5
12Quisumbin 0.002 0.011 0.000 0.000 0.020 0.005 0.000 0.026 0.002
0.0082 0.0780
g 7 4 3 0 4 9 3 1 6
12-Del 0.005 0.000 0.005 0.008 0.002 0.040 0.001 0.013 0.000
0.0024 0.0799
Mundo 7 0 0 9 4 5 6 4 0
0.000 0.000 0.007 0.000 0.005 0.010 0.001 0.002 0.053
12-Fronda 0.0004 0.0797
0 0 2 0 3 0 7 0 1
0.004 0.003 0.000 0.001 0.000 0.022 0.000 0.006 0.000
12Concepcion 0.0005 0.0398
9 4 0 6 1 5 0 8 1
0.014 0.005 0.006 0.226 0.000 0.003 0.002 0.009 0.001
12-Banatao 0.0053 0.2764
5 0 5 8 6 5 6 7 7
0.254 0.125 0.037 0.371 0.045 0.153 0.043 0.167 0.633
TOTAL 0.0460 1.8777
6 3 4 1 3 3 5 9 4

Since the computed p-value of 0.99766 is less than the critical value of 19.6751,

the researchers are confident to say that the learning techniques have significant

differences on the profile of senior high school students' acquisition of learning

competencies. Hence, the learning techniques and approaches does matter or these play

a huge role in the learning process of students specifically senior high school students.

In addition to that, since the result is significant, these learning techniques, particularly

the participatory learning techniques, differ from each other and it might be in the most HIGH SCHOOL
SENIOR

preference of the respondents.

Table 21

T-test Results Showing the Findings on how Participatory Learning Techniques

Impact the Level of Acquisition of Competency among Senior High Students

TV Decisio
Participatory Learning Techniques WM df CV
(0.05) n
Perceptions on Impacts 3.17 11 19.675 2.201 Reject
 BIGNAY NATIONAL HIGH SCHOOL
l

Weighted Mean (WM) 3.17

Variance 0.8811
Observations 12
Pearson-r Correlation 0.9976
Hypothesized Mean Difference 0
Degrees of Freedom (df) 11
t-stat 0.4976
Computed Value (CV) 19.6751
P(T<=t) one-tail 0.164275
t Critical one-tail 1.796
P(T<=t) two-tail 0.9988
t Critical two-tail 2.201

The impacts of the utilization of participatory learning techniques on the level of

acquisition of competency among senior high school students have computed t-test

value of 19.6751 which is higher than the tabulated value (TV) 2.201 at degrees of

freedom, 11. Hence the null hypothesis must be rejected. Additionally, since the

computed t-value of 0.4976 is less than the critical value of 1.796, the researcher is

confident to say that the participatory learning techniques impacts the level of
SENIOR HIGH SCHOOL
acquisition of competency among senior high school students of Bignay National High

School. Furthermore, the learning mode or approach will affect the capacity of students

to acquire learning competencies. Moreover, the mean of 3.17 have obtained the same

descriptive interpretation of "Agree", it is further recommended to use participatory

learning techniques inside classrooms.

In line with the hypothesis of the study, “H₀: There is no significant relationship

between the participatory learning techniques (PLTs) and the level of acquisition of

competency.” Based on the findings of the study, the researchers rejected the null
 BIGNAY NATIONAL HIGH SCHOOL
li

hypothesis, thus asserted that there is a significant relationship between

the participatory learning techniques and the level of acquisition of competency among

senior high school students of Bignay National High School.

SENIOR HIGH SCHOOL

 BIGNAY NATIONAL HIGH SCHOOL
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Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

This study aims to determine the impacts of participatory learning techniques on

the level of acquisition of competency of senior high school students of Bignay National

High School. The results were used to assess the overall effect of these learning

techniques as an aid to the problem that the researchers focused at.

In line with the statement of the problem, the paradigm of the study, and the

hypothesis that was contradicted by the findings of the study, the researchers were able

to note points and particulars essential for the research.

In order to determine the impacts of the participatory learning techniques, the

researchers focused at the senior high school students and chose them to serve as the
SENIOR HIGH SCHOOL
respondents for the study. These senior high school students, who are currently enrolled

for academic year 2022-2023, with a total population of 541, are randomly selected

through random sampling, noted that the numbers of the student-respondents are in line

with the sample size calculated through Cochran’s formula. Moreover, the respondents

of the research are 226 senior high school student-respondents, from grade 11 and grade

12 of different twelve (12) sections.

 BIGNAY NATIONAL HIGH SCHOOL
liii

The demographic profile of the respondents was considered,

particularly their sex, grade level, and age. The names of the respondents are not

included on this section, hence will only be filled up when they wanted to, to protect the

respondents’ identity and to retain confidentiality.

Participatory learning techniques are one of the ideal methods for acquiring the

lessons. It does not only improve knowledge but these also focus on different aspects,

such as on the field of abstraction and socialization (Philominraj et al., 2020).

Furthermore, as these learning techniques help students develop their interpersonal and

intrapersonal skills, it will be easier for them to acquire the essential learning

competencies.

Lastly, the variable, impacts on the level of acquisition of competency, was

measured by the perceptions, insights, and responses from the student-respondents – to

ensure that the data used was validated and inclined with study.

In relation with the data gathering tool, the instrument used was survey
SENIOR HIGH SCHOOL
questionnaire. The instrument used was validated using Cronbach’s alpha to ensure

internal consistency. The survey questionnaire was composed of three parts; the

demographic profile of the respondents, the preferred learning techniques, and the

perceptions on the impacts of the participatory learning techniques on the level of

acquisition of competency among the student-respondents.

Correlational research consists of frequency distribution, variance, percentage,

and weighted mean. Statistical treatments were also applied in order to tabulate,

interpret, and analyze the data gathered. These are Chi-square, t-test, and Pearson-
 BIGNAY NATIONAL HIGH SCHOOL
liv

product moment correlational coefficient. Bivariate correlation was also

subjected to explain the relationship of the variables.

Based on the results of the statistical analysis, the findings are as follows:

1. Demographic Profile of the Senior High School Students

Sex. Out of two hundred twenty-six (226) as sample size, majority of the

student-respondents are male students, total of one hundred fifteen (115) or

50.88 percent of male students. On the other hand, there are one hundred eleven

(111) or 49.12 percent female senior high school students.

Grade level. There are twelve (12) sections from senior high school, and most of

the respondents are from grade 11, one hundred fifteen (115) or 50.88 percent,

out of 226 respondents. The left 49.12 percent of students are from grade 12.

Age. Majority of the senior high school students who participated on the study

are seventeen (17) years old, with a total of eighty-two (82) or 36.28 percent.

This was followed by eighteen (18) years old which totalled to sixty-five (65) or
SENIOR
28.76 percent. The age bracket consists of sixteen (16) to twenty-four (24) years HIGH SCHOOL

old.

2. Preferences of Senior High School Students on Learning Techniques

Learning techniques. The respondents were able to pick at least one learning

technique they prefer as utilized inside classrooms. Out of 602 responses from

ten (10) options, about ninety-eight (98) or sixteen (16) percent of student-

respondents prefer brainstorming, focus group discussion with a frequency of

eighty-nine (89) or fifteen (15) percent, problem-solving with seventy-eight (78)

 BIGNAY NATIONAL HIGH SCHOOL
lv

and participatory discussion (student-centered) with seventy-

seven (77) or thirteen (13) percent each, individual activities with sixty-seven

(67) or eleven (11) percent, fifty-four (54) or nine (9) percent of gamified

teaching, forty-five (45) or seven (7) percent of senior high school students

prefer traditional method (teacher-centered) and personalized education, and

lastly, the remaining two (2) percent or nine (9) student-respondents prefer

flipped classroom.

3. Perceptions on the Impacts Of Participatory Learning Techniques on the

Level of Acquisition of Competency among Senior High School Students

Participatory learning techniques. The participatory learning techniques,

generally, were viewed as learning styles that by most of the senior high school

respondents. The respondents enjoyed the collaborative discussion with a

weighted mean of 3.25, “Agree”, as per indicator number four (4), “I am more

engaged during student-centered discussion.” 3.10, “Agree”, “I prefer

participatory learning techniques over teacher-centered approach” with a

SENIOR HIGH SCHOOL
weighted mean of 3.15, “Agree”, and the respondents recommend participatory

learning techniques be utilized inside classrooms, of 3.23 as weighted mean, and

a verbal interpretation of “Agree”.

Level of Acquisition of Competency. In accord with the utilization of

participatory learning techniques in the level of acquisition of competency, the

researchers were able to note the responses from the respondents. Indicators

number two (2), “Participatory learning techniques aid the retention of the

lesson.” 3.16, Agree, three (3), “I can solve common problems better if I will
 BIGNAY NATIONAL HIGH SCHOOL
lvi

work with others.” 3.10, “Agree”, five (5) “Participatory

discussions improve my critical thinking skills.” 3.24, “Agree”, six (6), “I

develop my abstraction skills.” 3.10, “Agree”, seven (7), “I develop my

socialization skills.” 3.19, “Agree”, and eight (8) “I am able to acquire the

important learning competency from other’s approach.” 3.16, “Agree”.

The researchers found that the participatory learning techniques are

related to the level of acquisition of competency among senior high school

students. The Pearson-product moment coefficient of correlation is 0.7091 with

a verbal interpretation of “High positive correlation”, and Chi-square’s formula,

the computed p-value of 0.99766 is less than the critical value of 19.6751.

Conclusion

The study’s finding led the researches to the following conclusions; participatory

learning techniques impact the level of acquisition of competency among senior high HIGH SCHOOL
SENIOR
school students of Bignay National High School. Additionally, in relation with the

results from the survey questionnaire from the data collection, it shows the participatory

learning techniques aid in the retaining of the lesson, these improved the students’

critical thinking skills, developed one’s abstraction and socialization skills, and

contributed in the process of acquiring the learning competencies. Majority of senior

high school students prefer active learning methods, where students were able to share

their knowledge and insights with others in relation with the discussion, such as
 BIGNAY NATIONAL HIGH SCHOOL
lvii

brainstorming, focus group discussion, participatory discussion (student-

centered), and problem solving.

Recommendation

As the study’s conclusions were laid out, the researchers were able to note points

in relation with the techniques, strategies, and approaches in learning that can be used

and adapted by various organizations and institutions. The findings of this study

necessitate a more accurate, measured, and effective application towards utilization of

participatory learning techniques.

Under the light of this study, it is of great significance for every individual of

higher organization to study and create an environment where students’ participations

are placed in front. The collaboration of different sectors shall also be effective in terms

of providing the space for students – by looking into a broader point of view.

SENIOR HIGH SCHOOL

It is crucial to implement and understand the system that will fit the capabilities,

capacity, and abilities of students. As McLaughin and Metz (2016) maintain, the

success and longevity of any curriculum reform movement will only be attained if

there’s a shared vision.

 BIGNAY NATIONAL HIGH SCHOOL
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