Classroom Interaction and Academic Performance: A Mixed Method Research
Journal Title: International Journal of Multidisciplinary Research and Analysis - Year 2025, Vol 8, Issue 01
Abstract
This study aimed to determine classroom interaction based on pupils’ behavior and interest, and its relationship to academic performance. It was conducted two hundred thirty-two (232) Grade 5 pupils and ten teachers from Bugo Central School and Puerto Elementary School of East II District in Cagayan de Oro City Division, School Year 2023-2024. Pupils were selected through stratified sampling. The study utilized the Mixed Method research design and used an adapted questionnaire of Balbosa (2015). Mean, Standard Deviation and Pearson Product Moment Correlation Coefficient were the statistical tools used to interpret and analyze the data. Data revealed that pupil’s behavior and interest in class interaction were at High Level. Based on the results of the Focus Group Discussion, teachers demonstrate the value of classroom interaction in discussions because they encourage pupils to participate, boost their enthusiasm to study, create an atmosphere of accomplishment and self-esteem, and encourage successful pupils’ results. Pupils’ academic performance was at a Very Satisfactory Level. Classroom Interaction showed a significant relationship towards academic performance. Thus, it is recommended that teachers incorporate strategies that will continue to uplift pupils’ behavior, interest, and inspiration toward their studies, in attending classes, and in interacting with classmates and teachers during class discussions.
Authors and Affiliations
Roger E. Pagupat, Richard M. Oco
Keywords
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- EP ID EP758406
- DOI 10.47191/ijmra/v8-i01-50
- Views 37
- Downloads 0
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