Empowering Classroom Voices: Exploring Under-Confidence

in Grade 10 Science Students

An Undergraduate Action Research

Presented to

The Faculty of College of Education

CARAGA STATE UNIVERSITY

Ampayon, Butuan City

In Partial fulfillment

of the Requirements for the Degree

Bachelor of Secondary Education

Major in Science

Angelo L. Porol

Christina G. Molo

Gifford John D. Villamor

Panfilo B. Carmelotes Jr.

DECEMBER 2024
 TABLE OF CONTENTS

CHAPTERS

Page
I. Abstract---------------------------------------------------------------------------------------------4
II. Context and Rationale--------------------------------------------------------------------------5

III. Action Research Questions-------------------------------------------------------------------7

IV. Proposed Innovation, Intervention & Strategy--------------------------------------------7

V. Action Research Methods

A. Participants / Other sources of data-------------------------------------------------------9

B. Data gathering methods-----------------------------------------------------------------------------------9

C. Data analysis plan------------------------------------------------------------------------------------------10

VI. Action Research Plan and Timelines-----------------------------------------------------10

VII. Cost Estimate-----------------------------------------------------------------------------------11

VIII. Plan for Dissemination and Utilization-----------------------------------------------------------------12

IX. Discussion of Results and Reflection------------------------------------------------------------------13

X. Recommendation------------------------------------------------------------------------------18

XI. References--------------------------------------------------------------------------------------19

XII. Appendices

A. Letter of Approval-----------------------------------------------------------------------------21

B. Research Instrument-------------------------------------------------------------------------22

C. Documentation---------------------------------------------------------------------------------26

D. Curriculum Vitae-------------------------------------------------------------------------------27

2
 ACKNOWLEDGEMENT

The researchers would like to extend their gratitude to the following for their great

contribution towards finishing this research study:

Dr. Julie S. Berame, our research adviser for his outstanding insights, patience, and for

his time and effort in responding to the researchers’ queries.

Ms. Laurence Arabis, our cooperating teacher who contributed her knowledge for the

completion of this study and for allowing us to conduct our study in her class.

Mr. Reylan Alas, the school principal III of Taligaman National high School for his

warmest welcome and approval to conduct the study.

To all students of grade 10 Archimedes for giving their time and for being amicable and

generous to be our research participants.

To our families for their underlying moral, spiritual and financial support.

And above all, To God Almighty who blessed us. Our success is not possible without the

help of the members and the individuals mentioned.

The Researchers

3
 ABSTRACT

Title: Empowering Classroom Voices: Exploring Under-Confidence

in Grade 10 Science Students

Author: Christina Molo, Angelo Porol, Panfilo Carmelotes,

Gifford John Villamor

Degree: Bachelor of Secondary Education Major in Science

Adviser: Dr. Julie S. Berame

School: Caraga State University

This research aims to address the problem of under-confidence among Grade 10

science students at Taligaman National High School, hindering their ability to effectively

communicate and participate in class. The research proposes a semi-workshop intervention to

improve oral presentation skills and confidence. This intervention involves interactive activities,

practical exercises, peer feedback, and collaboration, aiming to equip students with the

necessary skills and knowledge. The findings revealed the effectiveness of the semi-workshop.

Students demonstrated a significant increase in confidence levels and reported feeling more

comfortable participating in discussions. The research identified key barriers to effective

communication, such as fear of public speaking and reliance on technology. The semi-workshop

addressed these barriers by providing practical strategies, promoting collaboration, and offering

ongoing support.

The research concluded that the semi-workshop intervention was successful in

empowering students to become confident and effective communicators, highlighting its potential

for creating more inclusive and engaging learning environments.

4
 I. CONTEXT AND RATIONALE

Taligaman National High School, like many schools in the Philippines, faces a significant

challenge: a lack of confidence among Grade 10 science students in their ability to effectively

communicate scientific concepts. This deficiency hinders their ability to engage in meaningful

classroom discussions, participate in collaborative learning activities, and ultimately, achieve their

full academic potential. Research indicates that confidence plays a crucial role in science students'

academic performance. Under-confident students tend to have lower science interest and

performance making decisions differently compared to over-confident peers (Sheldrake, 2016).

Implementing confidence-based assessment for learning can significantly increase students' self-

confidence in science, particularly benefiting those with initially low confidence levels (Charnley,

2021). The lack of confidence in oral presentation skills is particularly concerning, as it inhibits

students' ability to articulate their understanding, share their ideas, and contribute to the teaching

and learning process.

The K-12 curriculum in the Philippines emphasizes the importance of developing students'

communication skills across disciplines, including science (Gal, 2020; Antipolo & Rogayan, 2021).

However, research indicates that students worldwide struggle with developing science

communication skills, particularly in oral presentations (Mercer-Mapstone & Matthews, 2017). This

challenge is not unique to the Philippines, and it is further worsened by the increasing reliance on

technology and the prevalence of digital communication.

This action research aims to address this specific problem by investigating the effectiveness

of a semi-workshop intervention in improving the oral presentation skills and confidence of Grade

5
10 science students at Taligaman National High School. This research will explore the following

aspects:

(1) Identifying Barriers: the researcher will first identify the specific barriers that Grade 10

science students at Taligaman National High School face in developing effective oral presentation

skills. This will involve examining factors such as fear of public speaking, lack of knowledge in

presenting and understanding of scientific concepts, and reliance on technology for presentation.

(2) Implementation of Strategy: The researcher will then implement a semi-workshop as an

intervention to address the identified barriers. The semi-workshop intervention will involve

interactive activities that directly address presentation skills, including content organization, visual

aid creation, delivery practice, and peer feedback. It will also promote collaboration through group

work and provide ongoing teacher guidance and support (Kandel & Kandel, 2023; Algouzi et al.,

2023). Research suggests that workshops can significantly improve student confidence and skills

across various disciplines. As workshops enhance student confidence levels, promote self-

regulated learning and improve students' technical skills and self-efficacy (Allen et al., 2021). The

focus on specific skills related to content organization, visual aid creation, and delivery techniques

equips students with practical strategies for structuring and delivering presentations effectively.

Additionally, the semi-workshop encourages students to develop their own understanding and

communication skills, rather than relying solely on technology, promoting independence and

confidence in presenting information. This approach promotes critical thinking, collaboration, and

active learning, which are essential for enhancing self-confidence and improving communication

skills.

(3) Evaluating Effectiveness: The researcher will evaluate the effectiveness of the

suggested strategy in improving students' oral presentation skills and confidence. This will involve

6
comparing students' performance and confidence levels before and after the intervention, using

both quantitative and qualitative data.

This action research aims to empower Grade 10 science students at Taligaman National

High School to become confident and effective communicators of scientific knowledge. By

implementing a strategy, we aim to create a more inclusive and engaging learning environment

where students feel comfortable sharing their ideas, receiving constructive feedback, and building

upon each other's knowledge.

II- Research Questions

This study aims to evaluate the effectiveness of the semi-workshop in improving Grade 10

science students' oral presentation skills by answering the following questions.

1. What are the specific barriers that Grade 10 science students at Taligaman National High

School face in developing and enhancing their confidence skills?

2. What learning strategies can be incorporated into a semi-workshop intervention to improve

the confidence and oral presentation skills of Grade 10 science students at Taligaman

National High School?

3. How can the semi-workshop be structured and facilitated to create a positive and

supportive learning environment that encourages active participation empowering students

to develop their confidence and ability to deliver effective oral presentations?

III- Proposal Innovation, Intervention, and Strategy

The goal of the intervention for this study is to increase the confidence of science students

in grade 10 who lack confidence in their ability to participate actively in class discussions. The

7
fundamental strategy is to introduce a semi-workshop intervention designed to improve their

comprehension of scientific topics and build confidence in their ability to respond. The semi-

workshop will focus on providing students with the skills, knowledge, and support they need to

develop their confidence in oral presentations. This will involve a combination of interactive

activities, practical exercises, and opportunities for peer feedback and collaboration. Furthermore,

the semi-workshop will introduce specific learning strategies designed to address the identified

barriers to student confidence and empower them to become more effective communicators.

These strategies will be tailored to the unique needs and challenges of the students, promoting

active learning, critical thinking, and a supportive learning environment.

The following four (4) phases will comprise the intervention strategy:

Pre-Test: To gauge the students' early engagement and confidence in class discussions,

a baseline evaluation will be carried out.

Semi-Workshop: In this session, students will learn about the strengths in being an

effective communicator and a well-rounded student with great familiarization skills.

Guided Peer Discussion: In this stage, the instructor leads conversations, making sure

that every group takes part and that students who are often reluctant are urged to share their

opinions in a friendly environment.

Enrichment Activities: To help students become even more confident and skilled

communicators of scientific concepts, extracurricular activities including group presentations,

debates, and reflection sessions will be used.

8
IV. ACTION RESEARCH METHODS

A. Participants / Other sources of data

For the academic year 2024-2025, Grade 10 students of section Archimedes in Taligaman

National High School will be the participants of this study. The table below shows the number of

participants in the study.

Participants No. of Participants No. of Participants

Pre-test Post-test

Female 16 16

Male 15 15

Total Participants 31 31

Table 1. Number of Participants in Grade 10 Section Archimedes

B. DATA GATHERING METHODS.

The researchers will first seek permission from the principal of Taligaman National High

School to conduct the study. Upon receiving approval, they will proceed to gather data using a

mixed-methods approach that combines both quantitative and qualitative methods. This approach

will allow the researchers to measure improvements objectively while also capturing students'

perspectives and experiences. This will provide a comprehensive understanding of the factors

contributing to under-confidence and evaluate the effectiveness of strategies aimed at

9
empowering student voices. The researchers will use a five-point Likert scale for their survey,

which will be given to the participants after class.

C. DATA ANALYSIS PLAN

The researchers will use descriptive statistics to summarize key aspects of the data, such

as students' oral presentation skills before and after the intervention. A paired sample t-test will

be conducted to determine whether there is a significant difference in students' oral presentation

skills following the semi-workshop intervention. For qualitative analysis, thematic analysis will be

applied to explore students' perceptions and identify barriers related to oral presentations, drawing

insights from focus groups, interviews, and open-ended survey responses.

VI. ACTION RESEARCH WORK PLAN AND TIMELINESS

Table 2. Work Plan of the Research

Research Activities September October November December January

Formulation of Action

Research Title

Action Research

Proposal

Revision of Proposal

Letter Preparation

10
Dissemination of

Letters

Conduct of Pre-test

Conduct of Intervention

Conduct of Post-test

Analysis of Results

Completion of

Research Study

VII. Cost Estimate

Table 3. Total Research Expenses

Particulars Unit Quantity Unit Price Total Cost

Materials Piece 5 each item ₱100.00 ₱ 400.00

(Manila Paper,

Marker,

Cartolina,

scotch tape)

Piece 6 ₱15.00 ₱ 90.00

11
 Travel 3 person 10 (days) ₱120.00 ₱ 1,200.00

Expenses Back and

forth)

Bookbinding 1 ₱300.00 ₱300.00

Snacks for Piece 31 Juice ₱10 ₱310.00

participants

(Juice and 31 Bread ₱7 ₱217.00

Bread)

Total Cost ₱2517.00

VIII. PLAN FOR DISSEMINATION AND UTILIZATION

The following people will receive the findings of this study:

School Division. Findings will be shared with the School Division to aid in developing

strategies and training initiatives that enhance student engagement and classroom participation.

Future Researchers. This study will be available for future researchers as a valuable

reference, helping guide studies focused on student confidence and engagement issues.

Teachers. Results will be provided to teachers, offering practical strategies and

assessments to help them foster a supportive environment that encourages student confidence

and active participation.

Stakeholders. Key stakeholders, such as administrators and community representatives,

will use this information to plan programs and activities that further support student confidence

12
and classroom engagement.

Students. Findings will be shared in a student-friendly format to help students recognize

and overcome challenges in participation, building confidence for both classroom and

extracurricular activities.

IX. DISCUSSION OF RESULTS AND REFLECTION

This chapter presents the results of the analysis of findings with corresponding

explanations on the conduct of the survey of the Grade 10 Archimedes before the conduct of

intervention.

Problem 1: What are the specific barriers that Grade 10 science students at Taligaman National

High School face in developing and enhancing their confidence skills?

13
Figure 4. Results of Pre-test Survey in Grade 10 Archimedes (Female)

14
15
 Figure 3. Results of Pre-test Survey in Grade 10 Archimedes (Male)

The data suggests that Grade 10 Science students exhibit under-confidence, which

significantly affects their classroom performance. Many students hesitate to actively participate in

discussions or answer questions, indicating a lack of self-belief in their abilities. Observations

reveal that this under-confidence often stems from gaps in material familiarization skills when they

always rely on reading their gadgets during class presentations, eye contact from the teacher and

audience, media literacy for technical difficulties during presentations. Moreover, their reluctance

to collaborate with peers or share ideas during group activities highlights an emotional barrier that

hampers their learning engagement. This issue underscores the need for targeted interventions

to build their self-esteem and reinforce both their academic and social competencies.

16
 Individuals need to have a variety of media or digital literacy skills in order to both consume

and produce functional media content. Such skills are required to survive in the digital era (Koc,

2016). Rapid technological development at this time has affected students to experience addiction

which causes them to be unable to escape for a long time from the gadgets they have (Djamas,

2019).

Problem 2: What learning strategies can be incorporated into a semi-workshop intervention to

improve the confidence and oral presentation skills of Grade 10 science students at Taligaman

National High School?

The study will use collaborative learning as the main tactic in the semi-workshop

intervention. Collaborative learning is an excellent way to boost confidence and oral presenting

abilities because it encourages active involvement, peer support, and shared accountability. Peer

feedback sessions will promote critical thinking and constructive reflection, role-based group work

will progressively increase students' confidence and familiarity with the topic, and interactive peer

discussions will promote idea sharing in a supportive setting. In order to provide students the

knowledge they need to use digital tools efficiently and handle technical difficulties during talks,

the intervention will also incorporate media literacy training. Debates and group presentations are

examples of enrichment activities that will provide students real-world experience with

communication techniques, boosting their self-efficacy and lowering emotional barriers to

involvement. The goal of the intervention is to promote confidence, engagement, and skill

development while addressing the difficulties experienced by Grade 10 Science students

holistically by including collaborative learning into the semi-workshop.

Cooperative and collaborative learning play a major role in today’s teaching practices in

both school and university. Although it is known from self-regulated learning (SRL) research that
17
regulation of learning is an important factor for learning outcomes (Narciss, 2015). Recent theories

of collaborative learning explain the process of sharing in collaboration and stress the importance

of meta-communicative awareness and successful strategy coordination, aspects of socially

shared regulation of learning (SSRL), that are emerging in collaborative learning research . The

most widely used definition of collaboration describes it as a construction of shared understanding

through interaction with others, where the participants are committed to or engaged in shared

goals and problem solving (Järvelä, 2015).

Problem 3: How can the semi-workshop be structured and facilitated to create a positive and

supportive learning environment that encourages active participation empowering students to

develop their confidence and ability to deliver effective oral presentations?

To provide a constructive and encouraging learning atmosphere that promotes active

engagement and gives students the confidence and oral presenting skills they need to advance,

the semi-workshop will be organized and led in stages. A pre-test to gauge students' starting

confidence levels, skill-building sessions centered on material organization, visual aids, and

delivery strategies, and facilitated peer conversations to create a secure and cooperative

environment for exchanging ideas are all part of this. While media literacy instruction will enable

students to handle digital tools efficiently and lessen their dependence on devices, enrichment

activities like debates and group presentations will offer real-world chances for skill application.

Throughout the intervention, an inclusive and empowered atmosphere will be maintained through

regular feedback and reflection, which will further enhance students' progress.

It is critical that if teachers are to succeed in implementing inclusive education, they should

be trained to do so. To develop inclusive school systems to capacitate, nurture, and teachers to

have the understanding, skills, critical sensibilities, and contextual awareness to provide quality
18
educational access, participation, and outcomes for all students, the training must be effective

(Ndlovu, 2021). It is essential that the teachers should be equipped with professional skills and

competencies as well as possess required qualities and characteristics that are needed in the

learning process. Today, teachers have to develop their skills and broaden their approach for

teaching through a wide range of creative activities and share various innovative ideas that can

be incorporated in teaching to engage students in an effective manner as well as be able to apply

different strategies to keep students motivated during the learning process (Karim, 2023).

X. RECOMMENDATION

For Future Teachers. Integrate collaborative learning strategies like group projects, peer

teaching, and think-pair-share activities into your lessons. This encourages active participation,

builds confidence, and fosters a positive learning environment. Equip students with the skills to

critically evaluate information, navigate digital platforms effectively, and use technology

responsibly. This can help address the reliance on technology and improve their confidence in

presenting information. Create a Supportive Classroom Culture that foster an environment where

students feel safe to take risks, make mistakes, and share their ideas without fear of judgment.

Encourage open discussions, provide constructive feedback, and celebrate individual progress.

For Researchers. Conduct research to understand how technology influences student

confidence and identify strategies to mitigate negative impacts and explore new and innovative

approaches to address under-confidence in science education, such as gamification, virtual reality

simulations, or personalized learning platforms.

19
 For Students. Engage in group activities, share your ideas, and provide constructive feedback

to your peers. This will help you build confidence and develop your communication

skills. Regularly practice presenting information in front of others, seek feedback from teachers

and peers, and use online resources to improve your skills

For Future Researcher. Investigate under-confidence in different science subjects, grade

levels, and cultural contexts. Track the long-term impact of interventions on student confidence

and academic performance.

VII. REFERENCESS

Allen, B., Heels, L., & Devlin, M. (2021). Measuring the Difference Between Student and Staff

Perception of Self-Efficacy and Confidence Using Online Tools. Measuring the Difference

Between Student and Staff Perception of Self-Efficacy and Confidence Using Online Tools

Antipolo, A. M. R., & Danilo Jr, V. (2021). Filipino prospective teachers’ experiences in

teaching in K12 science curriculum: A cross-sectional research. JPBI (Jurnal Pendidikan Biologi

Indonesia), 7(1), 1-10. Filipino prospective teachers’ experiences in teaching in K12 science

curriculum: A cross-sectional research | JPBI (Jurnal Pendidikan Biologi Indonesia)

Charnley, K. (2021). Confidence vs correctness: A study of how assessment for learning (AFL)

impacts confidence and attainment in a Year 10 chemistry class studying Collision Theory.

Confidence vs Correctness: a study of how assessment for learning (AFL) impacts confidence

and attainment in a Year 10 chemistry class studying Collision Theory

20
Kandel, R. K., & Kandel, G. K. (2023). Collaboration, Discussion, and Feedback for Improving

Students’(Report) Writing and Presentation: A Participatory Action Research. Journal of NELTA

Gandaki, 6(1-2), 26-38.177314-libre.pdf

Mercer-Mapstone, L. D., & Matthews, K. E. (2017). Student perceptions of communication skills

in undergraduate science at an Australian research-intensive university. Assessment & Evaluation

in Higher Education, 42(1), 98-114. Student perceptions of communication skills in undergraduate

science at an Australian research-intensive university: Assessment & Evaluation in Higher

Education: Vol 42, No 1 (tandfonline.com)

Sheldrake, R. (2016). Students’ intentions towards studying science at upper-secondary school:

the differential effects of under-confidence and over-confidence. International Journal of Science

Education, 38(8), 1256-1277. Full article: Students’ intentions towards studying science at upper-

secondary school: the differential effects of under-confidence and over-confidence

21
VIII. APPENDICES

APPENDIX A

LETTER OF APPROVAL

22
 APPENDIX B

Action Research Questionnaire

SURVEY TOOL

Science Presentation Confidence Survey

This short survey will help us understand your experiences and create a learning environment that supports
your confidence in communicating science.
Instructions:
• Please read each statement carefully.

• For each statement, check the number that best reflects your level of agreement.

• There are no right or wrong answers. Be honest and share your true feelings.

• Your responses will be kept confidential.

Scale:
• 1 - Strongly Disagree

• 2 - Disagree

• 3 - Neutral

• 4 - Agree

• 5 - Strongly Agree

1. Speaking Up: Confidence and Anxiety

Statement 1 2 3 4 5
1. I feel nervous or anxious when I speak in front of the class.

23
 2. I worry about what my classmates will think of my
presentation.

3. I am afraid of making mistakes during a presentation.

4. I have a hard time making eye contact with my classmates

during presentations.

5. I find it difficult to speak clearly and confidently in front of

the class.

6. I worry about forgetting what I want to say during a

presentation.

7. I have a hard time controlling my voice when I'm

presenting.

8. I get flustered easily if someone asks me a question during

my presentation.

9. I avoid volunteering to present in class because I'm afraid

of speaking in front of others.

10. I feel like I need to practice my presentation a lot before

I feel comfortable giving it.

2. Science Know-How: Understanding and Presenting

Statement 1 2 3 4 5
1. I know what kind of learning materials are most effective
for my science presentations.

24
 2. I am confident in my ability to create learning materials
that are clear and easy to understand.
3. I know how to choose visuals that are relevant to my topic.
4. I struggle to organize the information logically.
5. I find it hard to find the right words to explain things clearly.
6. I am comfortable using my voice and body language to
communicate effectively.
7. I know how to answer questions from my class in a clear
and concise way.
8. I feel prepared to give a science presentation in front of
the class.
9. I am confident in my ability to deliver a clear and
informative presentation.
10. I have the necessary skills and knowledge to succeed in
my science presentations.

3. Using Technology for Science

Statement 1 2 3 4 5
1. I rely heavily on technology to find information for my
presentations.

2. I feel like I need to use technology to present my

information effectively.
3. I am not comfortable presenting information without using
technology.
4. I am confident in my ability to use technology to present
information in a clear and organized way.

5. I am confident in my ability to use technology to create

engaging visuals for my presentations.
6. I am comfortable using technology to answer questions
from my audience during a presentation.

7. I feel confident in my ability to troubleshoot any technical

difficulties that may arise during a presentation.

25
 8. I am more comfortable presenting information using
technology than speaking directly to my audience.

9. I believe that technology can enhance my ability to

communicate scientific concepts effectively.

10. I am confident in my ability to use technology to create a

presentation that is both informative and engaging.

Thank you for your participation! Your feedback will help us make science presentations a more
positive and empowering experience for everyone.

26
 APPENDIX C

DOCUMENTATION

DOCUMENTATIONS

27
 CURRICULUM VITAE
____________________________________________________________________________

Name: Panfilo B. Carmelotes Jr.

Address: Purok 3 Berseba, Bayugan City Agusan del Sur

Gender: Male

Age: 24

Date of birth: August 14, 2000

Place of birth: Purok 3 Berseba, Bayugan City Agusan del Sur

Religion: Seventh Day Adventist

Citizenship: Filipino

Mother's Name: Regiliosa B. Carmelotes

Father's Name: Panfilo O. Carmelotes Sr.

Educational background

Elementary: Berseba Elementary School

Junior high School: Berseba National High School

Senior high School: Berseba National High School

College: Caraga State University

28
 CURRICULUM VITAE
____________________________________________________________________________

Name: Christina G. Molo

Address: Poblacion, Bayugan City, Agusan del Sur

Gender: Female

Age: 21

Date of birth: February 15, 2003

Place of birth: Tag-anahaw, Esperanza Agusan del Sur

Religion : Roman Catholic

Citizenship: Filipino

Mother's name: Gloria Galaring

Father's name: Dominador Molo

Educational background

Elementary: Bentahon Elementary School

Junior high School: Bentahon Integrated high School

Senior high School: Esperanza National high School - 11

Stand Alone National high School - 12

College: Caraga State University

29
 CURRICULUM VITAE
____________________________________________________________________________

Name: Gifford John D. Villamor

Address: B25 L27 Purok 1-A Ora Bashai Baan KM3, Butuan City

Gender: Male

Age: 21

Date of birth: January 9, 2003

Place of birth: Butuan City

Religion: Roman Catholic

Citizenship: Filipino

Mother's Name: Monaliza D. Villamor

Father's Name: Welmer U. Villamor

Educational background

Elementary: Butuan Central Elementary School

Junior high School: Agusan National High School

Senior high School: Saint Joseph Institute of Technology Annex Campus

College: Caraga State University

30
 CURRICULUM VITAE
____________________________________________________________________________

Name: Angelo M Porol

Address: P-4 Mahayahay, Lingig Surigao del Sur

Gender: Male

Age: 23

Date of birth: September 03, 2024

Place of birth: Ula, Tugbok District, Davao City

Religion: Roman Catholic

Citizenship: Filipino

Mother's Name: Bernandita M. Porol

Father's Name: Copertino O. Porol

Educational background

Elementary: Lingig Central Elementary School

Junior high School: Lingig National High School

Senior high School: Lingig National High School

College: Caraga State University

31