PROBLEM AND ITS BACKGROUND
Background of the Study
Class recitation is an important aspect on student learning. When students speak up in class, they learn to express their ideas in a way that others can understand. When they ask questions, they learn how to obtain information to enhance their own understanding of a topic. It helps students make deep, meaningful connections in the mind that are important in learning. Class recitation also is a valuable learning tool for the teachers. Through students’ questions, the teachers learn what they don’t understand, and can adjust their instructions accordingly. Class recitation is of great importance to the students. However, speaking up in class is a struggle for many students. There are many possible reasons why a child does not recite in class. It includes a withdrawn personality style, problems in their learning and attention, low motivation, bad experiences from past participation. The struggle of reciting in class might manifest itself in the classroom in a variety of ways namely: a. not volunteering to answer questions
b. not asking for help
c. not speaking up in small-group activities
d. not talking in class at all.
By these facts, the researchers wanted to distinguish the different reasons of the anxiety of the students in recitation. The aforementioned anxieties are some of the common observations of the researchers, thus, the making of this study. This study aimed to determine the recitation anxiety rationale of the selected Secondary Freshmen students of Roosevelt College Rodriguez of the school year 2011-2012. Theoretical/Conceptual Framework
This study aimed to determine the recitation anxiety rationale of the selected Secondary Freshmen students of Roosevelt College Rodriguez of the school year 2011-2012.
This study was anchored from Davis’ (2005) Theory. The results of the research study were as follows: 1. Students become overly dependent on teacher
2. Persistent use of first-language
3. Student is defiant, rowdy, or distracting of others
4. Students “hijack lesson” – The lesson doesn’t go where you want it to 5. Personalities between students clash
6. Students are confused on what to do, or do the wrong thing 7. Students are bored, inattentive, or unmotivated
8. Strong student dominance
9. Students are unprepared
To have a clearer view on this study, the IPO (Input-Process-Output) Chart below would show the flow of the study. Selected Secondary Freshmen Students of Roosevelt College Rodriguez of the School Year 2011-2012
Recitation Anxiety Rationale of the Respondents
Survey- Questionnaires about their Class Recitation Anxiety
Figure 1.CONCEPTUAL MODEL OF THE STUDY
Statement of the Problem
This study aimed to determine the recitation anxiety rationale of the selected Secondary Freshmen students of Roosevelt College Rodriguez of the School Year 2011-2012.
More specifically, the researchers sought to find answers to the following questions: 1. What is the frequency distribution of the recitation anxiety rationale of the selected Secondary Freshmen students of Roosevelt College Rodriguez of the School Year 2011-2012 in terms of the categories of the different recitation anxiety rationale? 2. What is the rank of the categories of the recitation anxiety of the selected Secondary Freshmen students of Roosevelt College Rodriguez of the School Year 2011–2012? Significance of the Study
The results of this research are intended to help the following in the way suited for their specific needs. To the Students - this will help them overcome their anxieties that will lead to the development of their personality as well as their class recitation. To the Parents- this will help them monitor their children’s lessons and make them consistent in following–up their recitation in class.
To the Teachers- this will help the teachers understand the student’s...
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