Awkwardly Awkward
CHAPTER I
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 It includes a withdrawn personality style, problems in their learning and attention, low motivation, bad experiences from past participation.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
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
References: Davis, J. Teaching English As A Foreign Language. retrieved from http://jdaviswrites.hubpages.com/hub/Teaching-ESL-10- Common-Classroom-Problems-and-Solutions Lee, P. (2005). Students’ Personality Type And Attitudes Toward Classroom Participation. retrieved fromhttp://www.catesol. org/Lee1.pdf Rana, J. et. al.(2007). Identifying Factors Effecting Students’ Participation In The Classroom. retrieved from http://www. scribd.com/doc/3032827/IDENTIFYING-FACTORS- EFFECTING-STUDENTS-PARTICIAPTION-IN-THE-CLASSROOM