CHAPTER l

THE PROBLEM AND ITS BACKGROUND

Introduction

Class Recitation is a teaching method in which students can

actively participate in class discussions, respond to inquiries, and

express their perspectives in class. With this strategy, students can

take an active role in their education, improve their knowledge of the

topic, cultivate critical thinking, and talents in communicating. Class

Recitation is essential for advancing information. Recitation in class is

participatory, which enables students to actively interact with the

content, clarify concepts with questions, and ask questions they may

not totally comprehend.

Academic performance is the degree of accomplishment and

success that students show in their academic endeavors. This may

include their test results, grades, information retention, and general

understanding of the subject under discussion. Recitation in class has

been proven to be a successful strategy for improving students' overall

comprehension of the material and their academic achievement.

However, there are various opinions on whether or not class

recitation is successful in fostering academic achievement. According

“Class Recitation: Its Effect to the Academic Performance of Grade 11 Students

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to certain justifications, class recitation is not totally to blame for their

academic success. Instead, other

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elements such as individual study habits, drive, and background

information could potentially influence the students' performance. For

instance, when students actively take part in recitation in class, the

students who are not participating in the class recitation can clarify

any doubts of the subject matter and enhance their comprehension.

Despite the potential benefits of class recitation, there are still

gaps in our understanding of its effectiveness and appropriate

implementation. Exploring the specific teaching tactics within class

recitation may lead to favorable academic outcomes through this

study. The use of recitation as a tool to enhance academic

performance has been studied, and its effectiveness has been

observed in various contexts. For example, research has found that

active student engagement in classroom activities, such as recitation,

can enhance the performance of the students in school and promote

retention and application of knowledge (Caleb, 2022). Furthermore,

class recitation has been shown to improve communication skills,

critical thinking and problem-solving abilities, clinical competencies,

interpersonal skills, teamwork, and leadership skills.

Background of the Study

Class recitation, where students actively participate in classroom

discussions, has become more popular among educators aiming to

improve learning. At Norzagaray National High School, Grade 11

“Class Recitation: Its Effect to the Academic Performance of Grade 11 Students
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students frequently use this strategy. It helps students become more

involved in their learning by encouraging them to share their thoughts

and ask questions, which boosts their

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confidence, critical thinking, and communication skills. It also allows

teachers to see what students understand and what needs more

explanation. Moreover, students learn from each other, creating a

supportive class environment. This approach enhances learning and

makes students more engaged in the classroom.

The use of class recitation, where students actively participate in

classroom discussions, has been shown to have a positive correlation

with academic performance. Students who engage in class recitation

often perform better academically because the active participation

fosters a deeper understanding of the material. When students are

encouraged to voice their thoughts, ask questions, and contribute to

discussions, they become more invested in their learning. This

increased engagement can lead to improved retention of the subject

matter and the development of critical thinking and communication

skills, which are essential for academic success. Furthermore, class

recitation allows teachers to assess students' comprehension and

address any areas of confusion promptly, further supporting enhanced

academic performance.

Amidst the ongoing pandemic, schools have undergone

significant transformations. Such changes have prompted educators to

consider the effectiveness of class recitation in various teaching

methods. Several researchers have explored the role of student

recitation in both face-to-face and online instructional settings,

“Class Recitation: Its Effect to the Academic Performance of Grade 11 Students
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shedding light on its significance. The studies of

Pembelajaran (2018), Bekkering and Ward (2020), and Márquez et al.

(2023)

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share the same ideas about the importance of class recitation. The

study conducted by Wibowo et al. (2018) however, has offered

valuable insights into this topic. Notably, their study advocated for the

incorporation of alternative recitation methods to enhance student

interest and learning outcomes. A conducted study by Ferrer (2017)

also showed that graded recitations help with lessening students'

tardiness and lack of activity. While these studies provide valuable

insights, a significant research gap remains in understanding how the

effectiveness of class recitation may differ in the context of learning,

especially considering the unique challenges and dynamics of online

education.

This study aims to investigate how class recitation impacts the

academic performance of Grade 11 students at Norzagaray National

High School. It will consider factors such as the frequency of class

recitation, student engagement, and its influence on students'

understanding of key academic concepts. The primary objective is to

ascertain whether class recitation positively affects students' grades in

this specific educational context. This research endeavor not only

seeks to contribute to the broader understanding of the impact of class

recitation on academic performance but also offers insights that may

assist teachers and school administrators in optimizing its use to

enhance the learning experience of Grade 11 students at Norzagaray

National High School.

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Conceptual Framework

Figure l. shows the conceptual paradigm of the study indicating

the independent variable and dependent variable.

On the left-hand side of the framework involves the independent

variable of the study, namely class recitation. On the other hand, it

includes the dependent variable which is the academic performance of

the grade 11 students in Norzagaray National High School. This study

will examine how class recitation affects the academic performance of

the grade 11 students in Norzagaray National High School with its 3

aspects namely, Intellectual level, motivation, and self-esteem.

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Statement of the Problem

The study generally aims to evaluate and determine the “Class

Recitation: Its effect to the Academic Performance of Grade 11

Students in Norzagaray National High School” Specifically, the study

aimed to answer the following questions:

1. What are the demographic profile of the respondents in their:

1.1Age

1.2Gender; and

1.3Strand

2. How does Class Recitation impact the Academic Performance of

Grade 11 Students in Norzagaray National High School in terms of:

2.1Participation

2.2Understanding

2.3Knowledge retention; and

2.4Overall Academic Achievement?

3. How useful are class recitation in terms of:

3.1Communication Skills

3.2Vocabulary Words

3.3Memory Enhancement; and

3.4Comprehension?

4. Is there any significant relationship between participating in class

recitation to the academic performance?

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Scope and Delimitation

The scope of this study entitled “Class Recitation: Its Effect to the

Academic Performance of Grade 11 Students in Norzagaray National

High School” is focused on measuring the effect of class recitation on

the academic performance of Grade 11 students in Norzagaray

National High School. The study will primarily examine the relationship

between class recitation participation and students' overall academic

performance, considering factors such as grades, test scores, and class

participation rates.

The research will specifically target Grade 11 students in

Norzagaray National High School. Other grade levels will be excluded

from the study to maintain focus and establish the specific impact of

class recitation on this particular group.

Significance of the Study

The researchers believe that this study will not only yield data

that will be helpful to them but also to the following groups of people:

The results of this study will be of great benefit to learners. The

data given will provide the learners with information on how class

recitation affects their academic performance in terms of participation,

understanding, confidence, and academic achievement. The data

gathered will also help the students improve their academic

performance.
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 Also, the results of this study will be beneficial for teachers, as

this study will provide them with information on how class recitation

affects their students’ performance. This study will also develop their

teaching pedagogies.

Lastly, the findings of this study will be a great resource for

future researchers, as this study will guide them on the effects of class

recitation and pave the way for more elaborate studies in a similar

field.

Definition of Terms

To facilitate the understanding of this study, terms are defined

conceptually and operationally.

Fostering - Affording, receiving, or sharing nurture or parental

care though not related by blood or legal relationships. a foster child. a

foster parent. foster.

Interpersonal - Interpersonal refers to something involving or

occurring among several people. Interpersonal skills refer to our ability

to get along with others. The adjective interpersonal really only has

one meaning, so when you hear this word, you know you're hearing

about interactions between people.

Endeavors - To attempt to do something, such as the fulfillment

of an obligation by exertion of effort.

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 Cultivate - To activate something or prepare and use, and to

acquire and develop.

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 Competencies - It is shown as improving

communication skills, corresponding, teamwork, problem

solving, customer service communication, self-motivation

and integrity.

Retention - It is the academic endeavors of students to

try hard, to do harder to achieve something.

Review of Related Literature and Studies

This section contains readings and literature from

different sources like journals, websites, articles and thesis

that are related to the study. In addition, the independent

variable in this study is the Class Recitation, while the

dependent variable is the Academic Performance of Grade

11 Students.

Classroom Recitation

According to (Teves, 2023), Class Recitation is a method that

promotes active thinking and inclusiveness by having a teacher ask

a question and then calling on a student to answer. This effective

tactic develops the expectation that students are prepared to

answer every question. This has been shown to increase focus,

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 engagement, and participation and promotes active learning in the

classroom.

Moreover (Tanya, 2023), also claims that Class Recitation

serves to help students enhance their diction, pronunciation, and

public speaking skills. Further still, recitation is intended to allow

students to learn from one another. In each academic class,

recitation is a vital practice for all students. It enables interaction to

ask questions and receive feedback among the students, their

teacher and the rest of the class. Additionally, it benefits students in

increasing their presentation abilities and learning effective

communication techniques.

In addition (Hanlon, 2017), Class Recitation is an evaluation of

a student's learning comprehension and it is essential to the

educational learning process. Students may reconsider their

cognitive comprehension of the subject matter being discussed in

order to widen their logical thinking with a variety of points of view

by actively listening to their peers. An individual's processing,

mental organization, expressing themselves, and hearing capacity

are stretched and trained during recitation that additionally

improves confidence and self-reliance. The easiest technique to

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 verify that a student actually understands the content is through

recitation.

Furthermore (Adam et al., 2017), explained that Class

Recitation is a direct, teacher-centered method in which the trainer

asks particular, brief questions with a prepared response. Responses

that are incorrect are frequently corrected by the teacher or the class. A

teacher can additionally use challenging questions in order to direct the

class toward the right response. Retaining of information is aided by

question and response repetition. It works amazingly well for

memorizing facts and fundamental information. It can also boost the

confidence of the students standing in front of the class.

As claimed by (Thompson, 2022), Class Recitation works

because it gives students with an easy way to signal that they have a

question or clarification permitting them to take part as actively

engaged in the classroom conversation while adhering to the rules.

Raising one's hand in class shows that they are concerned about their

performance in class.

Academic Performance

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 A study by Bison (2018), stated that Academic Performance is

the outcome of students’ effort. It means that when a student studies

hard, actively participates, and excels at paper work, It results in

excellent academic performance. Academic performance can be

classified into different tasks like recitation, reporting, activities,

quizzes, and tests. In addition, when a student excels at different

performance tasks, their academic performance will have an effect on

their overall academic achievement.

As stated by (Eurokids, 2023), Academic Performance can

determine whether the students learned or understood something. In

addition, it can also determine whether a student participates and

excels on different papers. Moreover, there are many factors that

contribute to enhancing the academic performance of students; these

include regular studying, active class participation, doing the task

diligently and on time, and self-motivation that result in academic

success.

Another study by (Johanson, 2021), stated that Academic

Performance has two sides: natural intellect, mental ability, and

academic excellence, but it could also involve good levels of hard work

and perseverance. It means that there are students that still excel

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without trying hard, and there are students that gain excellent

academic performance because of their perseverance. It means that

there are students that are naturally smart, fast learners, and have

good memory skills, while there are also some learners that depend on

hard work and perseverance. Because they are slow learners and have

short-term memory but still excel in academic performance and gain

academic achievements.

Additionally (Nazir, 2023), explained that while academic

achievement and exam scores can be the standard of the word

intelligence, they should not be used as the sole measure of one's

cognitive abilities . Because Intelligence is a multifaceted and evolving

idea that encompasses a range of skills and abilities.

In a research conducted by (Magulod, 2018), stated that Academic

Performance was measured or can be assessed by the scores of

activities, quizzes, exams, and the grade of class participation. While

academic achievement is usually measured in the form of students'

remarkable scores across subject courses. Overall, this study states

that academic achievement can be gained through academic

performance.

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 In a study of (Kumar et al., 2021), Academic performance can be

viewed as a student's measurable and observable behavior during a

particular point in time, and is a compilation of a student's results in all

their performance evaluations, including their class tests, midterm tests,

and final examinations.

Class Recitation its effect to the Academic Performance

In the study of (Wibowo, 2018), focuses on how recitation

influences both academic performance and student involvement when

applied as a teaching technique. The statistics demonstrate that the

recitation approach works effectively for boosting students' interest in

learning as well as their engagement and academic goals on the

subject matter.

Similarly (Ferrer, 2017), stated that a student may gain more by

taking part in class. Given that student involvement promotes the

development of one's personal and intellectual skills. Additionally, it

has been demonstrated that students perform better in class when

they involve themselves actively, which enhances their subject- and

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objective-related performance.

Another study by (Bahmanbijar, 2019), the use of class recitation

to its effect to academic performance is to assist the students in

applying what they have learned, and it also gives them a chance to

review the material. These elements have an impact on how well a

student does in school, and further showed that active learners

perform better than passive learners in the classroom.

In the research study of (Kumaraswamy, 2019) the results of the

observation indicated that the greater involvement of students

affected their academic performance since they found it helpful and

interesting, and it influenced the way they learned about the topic.

Basically said, it has been demonstrated to be successful and effective

in fostering student engagement and academic achievement.

Synthesis of Review of Related Literature and Studies

According to the study of (Hanlon, 2017) Class Recitation is the practice of

having the entire classification type recite important definitions, facts, theorems,

and methods within education. Recitation also allows an individual to exercise

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and stretch thought, organising, speaking, and listening skills while boosting

confidence and self-reliance. In short, recitation helps students memorise

information (Studocu, 2018).

Both (Magulod, 2018) and (Eurokids, 2023) study in stated that, Academic

performance was usually measured by students participation and scores on

paper works like seatwork, quizzes, and exams. Therefore, it can be determined

by a student's academic performance if they've truly learned something.

(Magulod, 2018; Eurokids, 2023) In this study, class recitation has been identified

as having an impact on students' academic performance.

Moreover (Grade Power Learning, 2018) and (Wibowo, 2018) study also

concluded that recitation helps the students be more invested in class discussion

and also boosts their interest in learning. That leads the students to think critically

about the materials, which results in enhancing their comprehension.

In addition (Precourt et al,. 2018) and Grade Power Learning (2018) said

that recitation affects and improves students scores on exams. In a separate

study, (Thompson, 2022) and (Ohio State University. 2023) stated that in

recitation, students have the opportunity to inquire and get clarification about the

materials that they do not understand. This method of class recitation results in

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class participation, which helps enhance students academic performance.

Based on these findings, studies and literature showed a connection between

students' involvement in the class and their overall academic performance. Our

hypothesis is that reciting and engaging with your peers and teachers is

significantly influenced through one’s overall academic performance . As a

whole, the results show that being active in class is associated with higher levels

of academic achievement and improved academic performance.

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“Class Recitation: Its Effect to the Academic Performance of Grade 11 Students
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