Title: Psychological Barriers in Class Participation of Selected Accountancy, Business, and
Management Students in a Diocesan School
barriers in terms of psychology.
Philippine studies are heavily
Global RRL
dominated by investigations that
- The common reasons affecting involve college students as
students' class participation common respondents.
include anxiety, lack of enthusiasm
These findings support the notion that
for communication, low self-
basic psychological needs are crucial
confidence in learning, fear of
for optimal experience and well-being
making mistakes, and the
and encourage participation in school
possibility of being ridiculed by
settings.
their peers (Collante et al., 2020).
Research Locale
- If the environment contains
competitiveness, leading to making - The study will be conducted, to
them feel stressed in the classroom, specify, in the Olongapo City Asinan
which can affect their learning campus of Columban College Inc. in the
process. Philippines. The Institution was first called
as the Naval Reservation Junior College.
Regional RRL
Some remarkable landmarks are the
- local theses tackle more factors of Parish of St. Columban and the Diocesan
class participation, with elements Shrine, located at the same address as the
emphasizing both student and SM Olongapo City Downtown. The
teacher impacts such as institution offers basic education
relationships and behavior. programs from kinder to junior and senior
high school.
Local RRL
Scope and Delimitation
- It has been evident that students
with high self-confidence can easily -The paper focuses on assessing the
complete their performance tasks psychological barriers of the students as
and class activities, whereas the factor that directly affects their class
students with low self-confidence participation.
struggle to participate in their
-The paper limits its variables to the
performance tasks and class
respondents’ characteristics presently:
activities (Moneva, J. & Tribunalo,
ABM, Grade 12, Columban College Inc.,
S., 2020).).
Asinan Campus, and in the school year
Gap: Local studies only looked at 2022– 2023. Due to some restrictions, the
self-confidence as a factor survey questionnaire was administered
influencing student participation. through online using Google Forms. The
Furthermore, local studies focus study will be conducted in the first
more on the distress factor than on semester of the academic year.
Title: Psychological Barriers in Class Participation of Selected Accountancy, Business, and
Management Students in a Diocesan School
Autonomous Motivation
- Intrinsic Motivation – you are doing
something because it is enjoyable
Framework of the Study
and to fill self-fulfillment.
The study employs the Self-
- Extrinsic Motivation – when an
Determination Theory conceived by Deci
individual understands the value of
and Ryan (1985) as the foundation
something, they will be motivated
because it offers a potential explanation.
to do the activity.
According to this theory, three basic
psychological requirements must be met
for an individual to reach their optimal
Theoretical Framework (IPO)
wellness and optimal performance –
namely, autonomy, competence, and - The first variable included in the
relatedness. If these are not met, their input is the demographic profile,
motivation at work will deteriorate and under these are age, gender, and
there will be negative psychological year level. The next variables are
consequences that follows. the psychological barriers that
are being perceived by the selected
students that might influence their
Basic Psychological Needs class participation.
The need for Competence – to feel - We use descriptive research
confident and effective in relation to design because it can describe the
whatever it is you are doing, if you do so population and the phenomenon
then you will likely to perform. better.
The need to feel for Relatedness – feel - It casts lights on the current
cared for by others and to feel that you are problems through a process of data
belong in various groups. This will collection which is the interview
increase the sense of value you have for a that enables us to describe the
certain activity. situation more.
The Autonomy – when people feel - After gathering the information, we
competent, confident, related to others analyze the qualitative data
and they have the feeling of sense of through thematic analysis. It is a
volition. method for describing data and it
involves interpretation in the
process of selecting codes and
constructing themes using our
theory as the basis.
Title: Psychological Barriers in Class Participation of Selected Accountancy, Business, and
Management Students in a Diocesan School
activities involving class participation are
ongoing?
Statement of the Problem
Research Objectives
1. How may the participants be described
according to: 1. To discover the different psychological
barriers, affecting class participation,
1.1 Age
perceived by the students.
1.2 Gender
2. To know the different actions of
1.3 Year Level participants between the presence of
2. What are the different psychological psychological barriers of the respondents
barriers perceived by the students? and their class participation.
3. What are the factors that push 3. To determine the factors that combats
students to participate in class? the students’ psychological barrier when
participating in class.
4. How do students view the academic
incentives of class participation? 4. To provide implications for the specific
findings of the study.
5. How may the students describe the
atmosphere during class participation?
6. What are the outputs that can be Significance of the Study
drawn from the findings?
As we strive to make education more
inclusive, more research is needed to
comprehend the gaps in psychological
Research Questions
barriers and in-class participation.
1. What makes students
School Administrator. The study could
participate/interested in the class?
serve as baseline data to improve
2. What are the factors that discourage programs for school advancement. This
students from participating? will aid in determining the strengths and
weaknesses in a specific area of education,
3. What do students find to be the benefits
where they can focus and further enhance
of participating in class?
based on the responses of students.
4. How do students feel about their class
Parents. The study can provide
participation being graded?
information about the psychological
5. How would students describe the patterns of the students that can help
atmosphere of the classroom when parents understand how to best
communicate and connect with their child
Title: Psychological Barriers in Class Participation of Selected Accountancy, Business, and
Management Students in a Diocesan School
and thus help them to provide wholesome - Especially effective at bringing to
environment. light individuals' experiences and
thus challenging conceptual or
Teachers. Through this research, teachers
normative assumptions.
may innovate and revamp instructional
materials and to utilize varied and appropriate Participants
teaching strategies for every student. The
- We the researchers purposely
result may help them appraise the existing
selected five (5) students in
problems and issues in terms of the student’s
Accountancy, Business, and
needs and abilities and make changes as
required. Management that are currently
enrolled in the school year 2022-
Students. This study will enable them to 2023 at Columban College. They
share and store information for their were chosen using the purposive
academic life as well as personal life. They sampling.
are considered the main concern in the - Purposive sampling is a non-
educational system, and the findings of this probability sample wherein
study will inspire, enlighten, and become participants are selected based on
aware of their strengths and weaknesses their characteristics and chosen
during learning. based on the objectives of the
research.
Methodology - The participants were selected
Research Design based on the following criteria: (1)
male or female ABM students at
Qualitative-phenomenological research Columban College and (2)
design experienced psychological barriers
- Phenomenological research design in in-class participation.
is used to identify the psychological Research Instrument
barriers to class participation by
exploring the views of those who - Since we are using descriptive
have experienced them, which are research, interview questionnaire
the students. Its aim is to find out was used as the tool for gathering
the experiences of its participants data from the five (5) participants.
in regard to their psychological Questions were based on the Self-
barriers. determination theory by Deci and
Ryan (1985). A survey
- Identifying phenomena by focusing questionnaire is apt for the study
on how they are perceived by the because it will help to better
individuals in a situation. understand the phenomenon.
Using this makes the participants
Title: Psychological Barriers in Class Participation of Selected Accountancy, Business, and
Management Students in a Diocesan School
answer in a way that best aligns
with their experience through
Data Analysis/ Treatment of Data
open-needed questions,
consequently, helping the Thematic Analysis
researcher understand their
Thematic analysis was used to find
attitudes.
themes and codes by analyzing the
- The first part includes the qualitative data.
participant’s demographic profiles
- The transcript was read
wherein age, gender, and year level
thoroughly, and we familiarized
were asked.
ourselves with the data.
- The second part consists of the
- After that, the researchers labeled
interview questions related to
the key and important words that
psychological barriers and in-class
describes the action, activities, and
participation. These items were
opinions answered by the
discussed in the literature review
participants.
section of the study.
- Next is, we start to organize our
data.
Data Gathering
- Codes were used for the groupings
- The researchers undergone the of the similarities and differences of
validation of the instruments to be the answers of the respondents.
used
- Themes and patterns were drawn
- Upon approval, the researchers out form the assigned codes and
identified the participants by defined them descriptively.
purposive selection.
- The informed consent was sent to
Findings and Conclusions
inform the participant’s
parent/guardian
- After being signed, the researcher Statement of the Problem 1
administered the survey
How may the respondents be described
questionnaire through Google
in terms of age, gender, and year level.
Forms.
Among the 5 participants, majority is
female which is three (3). The
participants' ages range from 16 to 18,
with two (2) being sixteen (16) years
old, another two (2) being seventeen
Title: Psychological Barriers in Class Participation of Selected Accountancy, Business, and
Management Students in a Diocesan School
(17) years old, and only one (1) of them and the connection between peers
being 18 years old. Two (2) inside the classroom.
participants are in Grade 11, and the
- Self-convenience - class
year level of the remaining three (2) is
participation is met by students
Grade 12.
because of the attainment of their
Statement of the Problem 2 comfortability, preference, and
own convenience.
What are the different psychological
barriers perceived by the students? - Intrinsic Rewards - students prefer
seeking personal rewards and their
The perceived factors, namely, Fear of
motivation are more intrinsically-
Negative Evaluation, Ineffective
inclined when it comes to class
Teaching, Comprehensibility, Negative
participation.
Emotions, Heavy Classroom Climate, of
students cause them to retreat, feel - Extrinsic Rewards - academic
restless and anxious. Moreover, the rewards, which are extrinsic
stated factors are the psychological motivators, are the least sought out
barriers of students that hinder them factor that the participants use as a
before they can even participate in source of motivation to perform in
class, in which this is a case of failure in class-participation activities.
attaining Autonomy, a psychological
- Conducive Classroom - the students
need. Additionally, Relatedness, also a
experience the optimistic side of
psychological need, is observed to be
the classroom in class participation
lacking.
activities when they actively
Statement of the Problem 3 engage in them.
What are the factors that push students
to participate in class?
Statement of the Problem 4
- Social Influence - if there is a
How do students view the academic
positive social impact present,
incentives of class participation?
participation in class is easier to
achieve. Beneficial - students view graded class
participation as an intrinsic reward
- Academic Environment- class
and a necessary measure or effective
participation is abundant when the
strategy in order to maintain the
academic aspects in the classroom
learning of students because of its
are met, namely: learning and
academic-incentives. A student who
understanding of the lesson/topic,
doesn't have to deal with any health
teaching strategy of the educator,
difficulties learns more effectively.
Title: Psychological Barriers in Class Participation of Selected Accountancy, Business, and
Management Students in a Diocesan School
Pressuring - students negatively view
the academic rewards that class
Recommendations
participation provides. One of the
known factors affecting a student's life • Researchers seek to bring attention
is pressure. The repercussions of to the quality of aspects of training
pressure on pupils to achieve high with regards to the importance of
scores include intense stress, fear of class management. Researchers
judgment, and a change in attitude suggest that schools should offer
(Graduate Way, 2018). appropriate and sensitive
programs that will deal with the
Statement of the Problem 5
mental health of the students.
What are the outputs that can be drawn
• Teachers need to create strategies
from the findings?
and employ proper techniques to
create a responsive classroom.
Stimulating the students to be
- The researchers strongly
actively involved in the class
encourage the school to create a
depends on how the teacher
manual that focuses on tactics to
handles the class. School staff must
battle psychological barriers
work to address the broad range of
among ABM students and their
needs and sustain involvement of
engagement in class based on the
students in decision-making.
feedback from the participants. It
should be concluded that the • It is recommended to employ
mentioned specific variables that creative pedagogy strategies,
encourage student participation in interest-based text, and a variety of
class are the best method for quality resources that can grab the
overcoming psychological barriers. attention of the students. It is
For ABM students at Columban prerequisite to conceive ways that
College, Inc.—Asinan Campus, the can intrinsically and extrinsically
study's discovered psychological motivate the students to be
barriers and participant-proposed participative. Teachers should pay
variables that assist them to special attention to students'
overcome it are important in positive attitude development
building a professional space for toward courses.
freedom of speech of students.
• Teachers are advised to be friendly
and approachable so that students
won't be afraid to speak up. Being
affirmative and valuing their
participation can also encourage
Title: Psychological Barriers in Class Participation of Selected Accountancy, Business, and
Management Students in a Diocesan School
students to be participative. How to address the gap
Reinforce that there is nothing
- Previous study only covers a
wrong with speaking up regardless
specific psychological barrier such
of what is said to be true or not.
as lack of self-esteem and anxiety.
• It is also suggested that other In this research, various
techniques, such as giving psychological barriers were
unannounced quizzes, be tried to covered and how they affect the
supplement the giving of graded students during class participation.
recitations in order to keep Furthermore, we utilized open-
students' interest and encourage ended questions in retrieving
them to speak up and ask questions answers, which were treated using
when they have any doubts about thematic analysis instead of
the topic being discussed. statistical analysis sinch there are
things that cannot be answered by
numbers alone.
Research Gap need to be filled
- It is recommended for the teachers,
- Even though the literature studies school administrator, and the
about psychological barriers is parents to focus on improving and
expanding, findings related to class supporting the psychological needs
participation are limited. Only a of the students for them to have an
few have tackled students, optimal motivation at school.
particularly the senior high school
students from a catholic school.
Studies only focus on the factors
that might affect class participation
but not solely on the psychological
barriers. Hence, a need for this
study.
- Studies relating to psychological
barriers used self-reported surveys
that can potentially hinder the
participants from freely conveying
their experiences and biases may
arise. The influence of individual
user perceptions is an issue that
merits further investigation.
