LEADER: MICHAEL ANGELO REYES

ASSISTANT LEADER: RICA SHANE REQUINTA

MEMBERS:
SHAIRA BAILON
DHEMER LAMBINO
ELLA MAE ASILOM
AVELINO MALTO
SOPHIA ASHLEY MAYANO

THE EFFECTS OF INSUFFICIENCY OF THE STUDENTS

INTERACTION IN THEIR ACADEMIC PERFORMANCE TO THE SELECTED
GRADE 10 STUDENTS OF CINHS FOR S.Y. 2020-2021

Introduction:
Social interaction in online learning can lead to increased student
engagement, motivation, and can help improve student performance according
to Ilianna Kwaske and Kay McLennan.Social interaction in online learning
allows students to share their ideas on various subjects with each other,but
most students are not very able to interact with their instructors or teachers as
well as with their classmates in the online class.Instructors often ask students
to share their personal experiences, academic achievements, and perceptions
of the concepts being studied.Perhaps, students have different reasons why
they do not participate in the lessons taught by their teacher.Everyone learns
in different ways, and social interaction maintained through online learning is
just one of many great ways that students can thrive and prepare themselves
for future careers.

Background of the Study:

This study deals with the effect of insufficiency of the student
interaction in their academic performance to the grade 10 students of Cabuyao
Integrated National HighSchool. To begin with, the insufficiency of interaction
of students with instructors/teachers and peers is among the biggest
challenges of studying online and passing their academic task.

Researcher came up with this study as they have been observed that The
interactions students experience in the online environment are much
different than in face-to-face courses. For example, in the traditional classroom
verbal and nonverbal communication can close the psychological distance
between the teacher and student.

Statement of the Problem:

This study will determine the impact of lack of Social
Interaction on academic performance in online learning of grade 10 students in
Cabuyao Integrated National High School S.Y. 2020-2021

This seek to specifically answer the following questions:

1.How frequently does the Interaction between teachers and students affect the
academic performance of respondents?

2. What are the effects of lack of Social Interaction in academic performance of

the students in terms of:
1.1 Participation
1.2 Learning Process
1.3 Communication Skills

3. Is there a significant relationship between the lack of social interaction in the

academic performance of the selected students?

Hypothesis:
This is very important to know and resolve the lack of social
interaction in the classroom performance of students and good
communication with their teacher and their classmates.

Scope and Limitations:

The study will concentrate on the responses of The students in
Cabuyao Integrated National High School.This study intends to determine the
effects of insufficiency of the students/respondents to their academic
performance in School.
The study's scope is based on the students of Cabuyao Integrated National
High School only. The respondents are aware of what is happening, what are
the problems due to this pandemic. Having said that, the purpose of this
research is to tackle, eliminate those problems that the students faced this
time. Furthermore, this research's main objective is to know the cause and
what is the reason for students' lack of social interaction.

Definition of Terms:

•Communication Skills - are the abilities you use when giving and receiving
different kinds of information
•Learning Process - A process that people pass through to acquire new
knowledge and skills and ultimately influence their attitudes, decisions and
actions.
•Social interaction - an exchange between two or more individuals and is a
building block of society.
•Academic performance - is the extent to which a student, teacher or institution
has attained their short or long-term educational goals.
•Student performance - measured using grade point average high school
graduation rate, annual standardized tests and college entrance exams.
•Online Learning - a method of education whereby students learn in a fully
virtual environment
•Participation - taking part, as in some action or attempt: participation in a
celebration. a sharing as in benefits or profits participation in a pension plan.
•Instructors - responsible for teaching students in a particular subject area
•Personal Experiences - Personal experience of a human being is the moment-
to-moment experience and sensory awareness of internal and external events
or a sum of experiences forming an empirical unity such as a period of life.
•Nonverbal communication is - the transfer of information through the use of
body language including eye contact, facial expressions, gestures and more.
•Psychological distance - is a cognitive separation between the self and other
instances such as persons, events, or times.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES:

This chapter reviews the related literature which substantial and

support the detail of this study about The Effects of Insufficiency of the
Students Interaction in their Academic Performance to the Selected Grade 10
students of CINHS for S.Y. 2020-2021.
To offer a complete backdrop of the topic, the researchers provided
both domestic and international literature and studies. To explain the
researchers' motivation for doing this study, concepts, results, theories, and
conceptions from academic publications and papers linked to The Effects of
Insufficiency of Students Interaction in their Academic Performance are
provided. This also offers a summary of relevant literature, which may be later
verified, refuted, or enhanced by the new information provided by this study.

Foreign Studies:

Positive and Negative Effects Moderating Role in the Relationship Between

Perceived Social Support and Stress
As stated by Çivitci, Asim (2015), Students often suffer stress in a
number of areas of life, including personal, social, academic, and economic,
throughout their college years, which are considered as a tough time. Social
support is an important resource that children use to cope with stress. When
students have the support of their friends or family, they may be able to cope
with stress more readily. While social support is seen as a stress-reduction
technique, certain psychological factors may influence how much help is
given. Positive and negative effects, two diametrically opposed markers of
psychological adjustment on an individual level, may work differently in this
setting. The goal of this study was to look at the impact of positive and
negative affect on the relationship between perceived social support and
stress in college students. The sample consisted of 479 undergraduate
students from the department of education at a public institution. Data was
gathered using the Multidimensional Scale of Perceived Social Support, the
Perceived Stress Scale, and the Positive and Negative Affect Scale. To examine
the data, we used hierarchical multiple regression analysis, following the
phases of Baron and Kenny's (1986) moderating model. Negative affect seems
to be a moderator in the relationship between perceived social support and
stress, while positive affect does not. The positive effect of social support on
perceived stress decreases as the negative effect increases.
Classroom Interaction in English Language Class for Students of Economics
Education
According to Ima Isnaini and Taufiqur Rohmah (2017), the findings show
that the instructor produced almost all types of teacher talk. Moreover, they
sparked virtually every kind of student debate during the learning process. The
teaching-learning activities produced patterns such as group work, choral
responses, closed-ended instructor questioning (IRF), solo work, student
initiates-teacher answers, open-ended teacher questioning, and collaboration.
Consider the study's findings. The teacher must offer engaging and
communicative teaching-learning activities that promote student involvement
and participation. Furthermore, the teacher should assess possible effects on
the teaching-learning interaction in the classroom.

Foreign Literature:

Social presence in online discussions as a process predictor of academic

performance
A multiple regression research conducted by Joksimovic et al. (2015)
showed that particular measures of social presence were significant predictors
of final grades in an online master's degree program in computer science.
Furthermore, the study discovered that teaching presence moderated the
relationship between social presence and academic performance, implying that
a course design that increased the level of meaningful interactions between
students had a significant effect on the development of social presence and, as
a result, on students' academic performance. This is especially true when
discussions are included to aid in the development of course learning goals.
Furthermore, our results indicate that social presence indicators may be used
to detect students who are at danger of failing a course early. The results add
to research and practice in the rapidly expanding field of learning analytics by
showing the possibility for giving significant insights into why certain students
are falling behind.

Local Study:

Gender Differences in Motivation, Engagement and Achievement Are Related

To Students' Perceptions of Peer—But Not Of Parent or Teacher—Attitudes
toward School
According to King (2016), the goal of his research was to look at gender
differences in student motivation, engagement, and achievement. This study's
participants (n = 848) were drawn from two public secondary schools in the
Philippines. Boys exhibited a more dysfunctional profile in terms of academic
interest, engagement, and performance. Path investigations showed a link
between these gender variations and peer perceptions of schooling. Boys
perceived their classmates' attitudes about school to be gloomier. Boys'
poorer levels of motivation, engagement, and performance were associated
with negative peer attitudes about school. There were no statistically
significant differences in reported parental and teacher support across
genders. Females outperformed men in school, according to the study. The
findings did not relate to a single variable, but rather to a number of constructs
such as mastery-approach objectives, work avoidance goals, social
responsibility goals, social status goals, behavioral disaffection, emotional
disaffection, and success. These findings contribute to the corpus of research
on gender inequalities in educational attainment (Lam et al., 2012).

Local Literature:
Barkada - Not always a friend

The chapter's goal, according to Alinsug and Dechavez (2019), is to take

a new look at the phenomena of bullying and peer antagonism. The concept of
barkada, which is prominent in Filipino culture, was utilized to contextualize
kids' stories of peer bullying. Bullying is becoming a more severe problem
among Filipino children. The Anti-Bullying Act of 2013 (RA 10627) mandates
public elementary and secondary schools in the Philippines to implement anti-
bullying programs and procedures. The persistence of bullying incidents puts
a responsibility on policymakers, who must investigate how bullying may be
prevented and therapies implemented to minimize bullying's negative effects
on students' mental health and well-being. The legal requirements that schools
record and document bullying incidents restrict schools' capacity to create
programs and efforts to reduce peer antagonism and bullying

CHAPTER 3

RESEARCH METHODOLOGY:

This chapter discusses the research design, sources of data, the

selection of the respondents and participants as well as the instrumentation
and validation, data gathering and procedures, treatment and analysis of the
data and ethical consideration.

Research Design:

This study used a quantitative non-experimental descriptive-

correlational research design, with the primary goal of determining the
relationship or interaction between two variables without having to control or
modify them and describe the uniqueness and behavior of the sample
population. According to the University of Southern California Libraries (2016),
researchers can use a descriptive-correlational research design to see if a
change in one variable substantially impacts the other and gets a picture of
people's present thoughts, feelings, or behavior.
The researchers used a phenomenological research approach to
describe the meaning of people's lived experiences of the concept or
phenomenon, which focuses on discovering and evaluating what all
participants have in common as they encounter a phenomenon. This was
accomplished by distilling individual encounters with a spectacle into a
statement of its universal essence (a "grasp of the very nature of the thing,"
Van Manen, 1990 as cited by Creswell, 2007). The researchers used a method
called Psychological Phenomenon (also called Empirical, Transcendental)
developed by Moustakas (1994) and cited by Creswell (2005), which focused
less on the researchers' interpretations and more on the participants'
experiences.

Instrument of the Study:

The researchers used a questionnaire to collect data. It was

prepared by the researchers in line with their statement of the

problem, which was presented in Chapter 1. The survey questionnaire

includes ten questions about how insufficiency affects students'

interaction in their academic performance.

Respondents of the Study:

The study's respondents are the four sections of Grade 10

students at Cabuyao National High School for the academic year 2020-

2021. The researchers were able to recruit 25 students for each section,

totaling 100 respondents.

Table 1.
Number of Students for Every Section in Grade 10

Registered Learner (June - July)

Section
Male Female Total

S-tep 12 13 25

Einstein 14 11 25

Archimedes 12 13 25

Bell 8 17 25
 Data Gathering Procedure:

Following the validation of the data collection tools, the researchers

obtained authorization from the Cabuyao Integrated National High School of
the Administration Director to collect the relevant data. The researchers then
explained the study's goal and received consent from the responders and
participants. Due to the epidemic, communication was conducted via e-mails,
messengers, Facebook, and Zoom meetings, and directions from the survey
were clearly addressed and the technique for filling out the scale. The data was
then analyzed and interpreted using statistical procedures once the
researchers collected the completed surveys. In addition, the participants were
asked if they were available for an in-depth interview to obtain their lived
experiences for the study's phenomenon. Finally, the researchers used
Moustakas (1994) methodology, as re-detailed by Creswell (2007), to process
and evaluate the data acquired from the interviews.

Description of the Respondents:

The respondents of the study are 100 grade 10 students enrolled

at Cabuyao Integrated National High School. The participants were

chosen using a random sampling technique. Random sampling, as

defined by Etikan (2017), is a technique for selecting individuals from a

population. The sample unit is chosen at random, and each member of

the population has a known, non-zero probability of being chosen.

Registered Learners
(Month of June-July) Percentage
Section Total
(%)
Male Female

S-tep 12 13 25 25%

Einstein 14 11 25 25%

Archimedes 12 13 25 25%

Bell 8 17 25 25%

46 54 100 100%
Statistical Treatment of Data:
The following statistical tools and technique were utilized for the

quantitative analysis in this study:

Percentage is used to compare the proportion of the frequencies of the

response of the total number of responses.

Formula:

F
%= × 100
n

Where:

F = Frequency

n = Total number of respondents

100 = Constant

Likert Scale:
-It is used to assess the effects of insufficiency of the students'

interaction in their academic performance; a five-point Likert Scale was

used for interpretation purposes.

SCALE INTERPRETATION

4.20 - 5.00 Strongly Agree

3.40 - 4.19 Agree
2.60 - 3.39 Moderately Agree
1.80 - 2.59 Disagree
1.00 - 1.79 Strongly Disagree
 CHAPTER 4

This Chapter presents the presentation,analysis and interpretation of

data gathered through the survey questionnaire which the researchers
prepared.

TABLE 3.
Effects of Social Interaction in academic performance of the students in terms
of:

PARTICIPATION

ALWAYS OFTEN SOMETIMES RARELY NEVER

-I do the task that 44% 26% 25% 4% 1%

teachers gave to me
and pass it before
the deadline.

-Does participating 33% 34% 28% 5% 0%

make you feel
comfortable with the
topic you have
tackled.

-I do the task that our 60% 22% 11% 5% 2%

teachers assign to
us.

-I participate in the 26% 36% 33% 3% 2%

discussions.

-I participate in every 53% 19% 19% 6% 3%

recitation in kahoot
or quizizz.

TABLE 4.
Effects of Social Interaction in academic performance of the students in terms
of:
LEARNING PROCESS

ALWAYS OFTEN SOMETIMES RARELY NEVER

-I do understand the 38% 41% 14% 7% 0%

lesson by listening to
the teachers.

-I never attended any 11% 11% 28% 16% 34%

virtual meeting that I
don't learn anything.

-Sometime, I got 7% 9% 34% 37% 13%

bored on what is the
topic so I don't learn
anything.

-I understand our 18% 35% 35% 7% 5%

lesson by group
discussion.

-If there's a new 24% 37% 34% 4% 1%

lesson I am thrilled to
study and learn.

TABLE 5.
Effects of Social Interaction in academic performance of the students in terms
of:
COMMUNICATION SKILLS

ALWAYS OFTEN SOMETIMES RARELY NEVER

-How often do you 17% 29% 32% 18% 4%

communicate with
your teacher when
you have an undone
task.

-I can easily ask my 25% 24% 36% 10% 5%

teacher about the
lesson we discuss.

-I communicate to 35% 30% 27% 6% 2%

my classmate about
group discussion.

-I can answer fluent 16% 30% 43% 9% 2%

and calm when our
teacher asks
questions about the
topic.

-I can manage to 19% 32% 38% 7% 4%

answer the recitation
without struggling
with the gadgets that
I'm using.

CHAPTER 5