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The Impact of Introversion on the Scholastic Activities among HUMSS
Strand Students of UM Tagum College
A Research Paper
Presented to
The Senior High School Faculty
UM Tagum College
Tagum City
In Partial Fulfillment
Of the Requirements in Practical Research 2s
Airah Mae Tapangan
Johnica Operiano
Lovely Edulsa
Daud Diba
Jerico Legarda
2019
1
Chapter 1
INTRODUCTION
Rationale
Introversion is a feeling of apprehension and discomfort which is
experienced by everyone to some extent in his/her life. Most of the students want
to improve speaking but they were not brave enough and lacked of confidence to
speak. Introvert generally means tend to avoid human beings. It becomes
problematic when a person is unable to cope and overcome introversion in daily
routine which upsets personal, social and professional life. They are destabilized
by their social anxiety and unable to prompt to convey information (Briggs,
Cheek, & Jones, 2011).
Introversion is a personality trait that lies on a continuum and have a
profound effect on human behaviour. This trait is crucial for acquisition as well.
Many of the teachers will vouch for the fact that one of the major hindrances that
they face during their interactions with students is the shy behaviour or
introverted nature of some students. They can concentrate and exert effort on
their individual studies and strive for academic excellence quoted three related
studies conducted in China (Eysenck, 2010).
Life does not get easier for introverts in school. With oral reports,
speeches and group projects, they find themselves in a state of anxiety and
discomfort, forced to venture way beyond their discomfort zones. It is quickly
2
established that the introvert is at fault for struggling with class recitation because
many teachers fail to understand that not all children are the same and that
learning can take different routes. In Cagayan de Oro City, an introvert student
might gain the skills of an extrovert but he or she will only access these when
needed and will still inherently be reserved (Kiany, 2011).
Introversion may affect the scholastic activities participation of the
students. In Tagum City, Davao del Norte particularly in University of Mindanao
Tagum College, it is observed that there is an increasing rate of students who are
introverts. Many students who are introverts tend to be alone. They are the
students who do not usually socialize with the people around them. Most
introverted students do not participate in class and any activities in school. This
issue caused a problem in which it could decrease in complying their scholastic
activities.
However, the researchers have not come across any study that was
conducted on the relationship of introversion and scholastic activities. Being an
introvert leads to all kinds of poor choices that can affect students to the
scholastic activities and other aspects of their life. With the prevailing problem,
the researchers are motivated to make a study on the current issue on
introverted students
Research Objective
The main objective of this investigation is to determine the impact
introversion that significantly influences or significant determinant of the impact
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on scholastic activities participation among SHS HUMSS students in UMTC.
Furthermore, this study sought answers to the following assertions:

is the impact of introversion among SHS HUMSS Students in terms of:
1.1 loneliness
1.2 anxiety; and
1.3 self-consciousness

What is the impact of scholastic activities participation among SHS
HUMSS Students in terms of:
2.1 classroom participation; and
2.2 co-curricular activities

Is there a significant relationship between introversion to the scholastic
activities of Senior High School HUMSS students of UM Tagum College?.
Hypothesis
This research will be using the following hypothesis that will be
tested at 0.05 level of significance:

There is no significant relationship between introversion and school
activities.

There
is
no
domain
in
the
introversion
influences/determines scholastic activities.
that
significantly
4
Review of Related Literature
This chapter will focus on different factors related to introversion and the
influence it has to scholastic activities. It presents introversion with its indicators
which are loneliness, anxiety and self-consciousness. As well as the variable this
is scholastic activities with its indicators, classroom participation and co-curricular
activities. An overview of introversion will be discussed; this includes what
introversion like for students, an overall make up of introversion. How
introversion affects students and what is generally expected of them in the
classroom will also be discussed. Finally, the causes of introversion will be
investigated.
Introversion
Introversion is the persistent characteristic that occurs when one feels
anxiety when presented in a novel social situation (APA, 2012). Children may
feel they are being evaluated and have fears of being negatively reviewed and
rejected, which may lead to actively avoiding social situations or withdrawal.
There are many construct ideas that make up the characteristics of introversion.
One of which is the preference for solitude. This is defined by an active
purposeful preference or isolation from others. As a result, they will purposefully
withdraw from social situations. Introvert people also have a preference to be
excluded from peers, they will neglect the relationships they do have with peers,
and this can with to rejection from those peers (Volbrecht & Goldsmith, 2010).
According to Rubin and Coplan (2010), Introversion can occur at different
levels and look different between people. There are several categories associated
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with introversion. One category is low approach, which signifies that the person will
make few attempts to immerse him or herself into a social situation. Conflicted
shyness is another category. An individual who falls into this category wants to
engage in social situations but feels anxiety when he or she does. Fearful
introversion, a third category, is described as anxious feelings brought upon from
any social situations for the individual. Someone with self-conscious introversion
has anxious feelings in social situation that are brought on by poor self-concept.
Social fear is the anxious feelings of being in a social situation, as well thinking
about situations. Slow to warm up, the final category, involves anxious feelings that
will subside after being immersed in the social situation.
Children living in chaotic homes are much more likely to experience
internalizing withdrawal behaviours. Using internalizing coping skills often will lead
to a cycle of introversion. Studies have indicated that families with lower socioeconomic status are more likely to experience maternal stress reactions. If young
children experience this constantly, they are far more likely to experience
introversion when they become school aged. Additionally, these children are most
likely to use behavioural inhibition as a maladaptive coping method, which as
explained in detail later, can lead to introversion as well as other behavioural
problems (Volbrecht & Goldsmith, 2010).
Family background is not the only factor related to the development of
introversion. Indeed, gender also appears to play a role in social introversion.
Research has indicated females are more likely to experience introversion,
especially in adulthood, than males. Thus, it may be more socially acceptable for
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females than males to be introvert. That means more consequences that are
negative for introvert males. (Coplan et al, 2011).
Non-shy people will find social situations desirable, and when they take an
action to engage in these they find the situation satisfying. For someone who
experience anxiety in these situations, they experience a flight or fight response.
When they are unable to receive satisfaction from fleeing or fighting, they will engage
in the behavioural inhibition system. All action would be inhibited. That means the
introvert person engage in no action. The lack of action will mean the situation will not
get any worse; however, this can cause a continual cycle of anxiety, which will cause
future social aversion (Rubin & Coplan, 2010).
Studied the relationships among study habits, test anxiety, achievement
motivation, and academic success in Senior High School HUMSS Students of
University of Mindanao. A positive relationship between study habits scores and
achievement motivation level was found. No correlation was observed between
achievement motivation and academic success. Test anxiety and study habits
were associated positively with academic success and there was no association
with achievement motivation (Ergene, 2011).
Loneliness
Loneliness might be an experience we have all been acquainted with at
points within our lives; it is chronic loneliness – when it persists for such a time as
to impact our thoughts, feelings and behaviours – that is particularly problematic.
Loneliness does not discriminate. Although loneliness is more likely in
populations who are at risk for social alienation, isolation, and separation (such
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as older individuals who live alone and are isolated from friends and families,
patients
with
psychiatric
disorders,
patients
with
long-term
health
conditions (Mental Health Foundation, 2010).
The possible cause is the fact that students often have more varying and
superficial relationships. Moreover, studies show that lonely students have less
social skills than students who are not lonely. The loneliness found that
attachment anxiety is a risk factor for loneliness. Furthermore, students who are
lonely often have similar personality traits, such as shyness, low self-esteem,
insecurity and introversion, which contribute to feelings of loneliness (Moroń,
2014).
Anxiety
Students who had lower reading scores at the beginning of the study tended
to decrease their harm avoidance tendencies at the end of the study. A decrease in
harm avoidance tendencies means the students were not as concerned with reading
correctly. Those same students tended to increase their separation anxiety
tendencies at the end of the study. The students did not necessarily worry about their
reading skills, but they were more likely to avoid going to school.
When using anxiety at the beginning of the study as a predictor of fluency at
the end of the study, researchers found that students with higher levels of harm
avoidance at the beginning of the study showed increases in reading skills at the end
of the study. This trend was more evident in girls than boys. Anxiety turned out to be
a motivating influence for some students. Moreover, a recent meta-analysis
demonstrated that private self-consciousness is more strongly related to depression
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whereas public self-consciousness is more strongly related to social anxiety (Mor &
Winquist 2012).
Self- consciousness
Many introverted individuals personally identify with the characteristic of selfconsciousness. In an introverted state, perception, thinking, feeling, and action are
determined more directly by subjective factors (i.e. the individual's own conscious
experience of an event) than by the object (i.e. other people or things) (Coan, 2010).
In other words, when an introvert reflects on interactions with the,
environment, it is continually in relation to the role of self. This self-consciousness
can be defined as the tendency to think about personal aspects of self or self-aspects
that are on public display (Harrington & Loffredo, 2011).
As discussed the introverted individual is more susceptible to selfconsciousness than the extravert due to their reflective, reserved, and sensitive
nature. Self-identified introverts spend a great deal of time and energy reflecting
on how they may be perceived by others within their immediate environment.
Consequently, this reflective aspect of one's position within society has a direct
influence on an Introversion 17 introvert's overall concept of self. Introverts have
a unique predisposition that allows them to maintain a state of consciousness of
self (Roback, 2013).
Scholastic Activities
The participation in voluntary, school-based, scholastic activities increases
school participation and achievement. It then stands to reason that participation
may contribute to an increase of wellness in mental health, improved student’s
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engagement in school and achievement, strengthen their long-term educational
outcomes and find that participation may decrease problem behaviours. One
study in particular discussed how being involved in physical scholastic activities
that may actually improve self-perceptions. It is important to understand that
participation in scholastic physical activities may influence the mental well-being
of young people by reducing stress, keeping fit and feeling overall better about
their appearances (Daley & Leahy, 2013).
Student participation in scholastic activities had better grades, had higher
standardized test scores, high educational attainment, attended school more
regularly, and had higher self-concepts. In addition, young people who participate
also have been found to be less likely to use substances such as drugs and
alcohol, less likely to drop out of school, misbehave at school, and commit
delinquent acts.
The concept of scholastic activities refers to any activity performed inside or
outside school relate to the school educational aims. Scholastic activities have been
given different definitions by different researchers. Defined them as “practice that
affects the students’ mental, kinetic, psychological and social performance. This
practice has various fields and satisfies the students’ physical, psychological and
social needs. It, therefore, helps with the development of the student’s personality”.
(Johnson, 2012)
Scholastic activities help students to enrich their experience and acquire
desired skills and attitudes which develop their personalities and satisfy the growth
requirements and the requirements of the country’s progress. Scholastic activities,
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constitute an element of the school curriculum represented in mental, kinetic and
social aspects, and help with the achievement of the education aims by considering
the learners’ characteristics and their growth requirements and providing them with
opportunities for educational, cultural and social practices (Shahatah, 2013).
Then, scholastic activities remain part of the philosophy of the modern school
since they help with the development of habits, skills, value and thinking techniques
that are necessary for the completion of schooling. Perhaps the lack of consensus on
the concept of scholastic activities is due to the multiplicity of scholastic activities.
The definitions of scholastic activities are as varied as the activities themselves.
There is the activity that accompanies the subject matter in order to deepen scientific
concepts associating behavioural patterns that students are supposed to accomplish
after undergoing specific experience (Adams, 2010).
Many educational aims are achieved as by-products of performing activities
inside and outside schools. Thus, good education requires favorable settings for the
performance of scholastic activities since they are necessary for growth. The
students who participate in scholastic activities positively are characterized with
activity, the spirit of leadership, emotional stability, successful social interaction, the
ability to make informed decision, perseverance, satisfaction with life, the ability to
promote relationship with others, and potential for creativity (Mehrabian, 2015).
Activities strengthen the motive to learn and enhance the student’s
scholastic achievement. They encourage the students’ active role in learning,
allow for personal experience and help the student to learn many skills and
attitudes that cannot be learnt from formal education. Activities strengthen the
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spirit of research and enthusiasm for work. They also help the student to discover
and promote their abilities and inclination. Finally, the activities make possible
self-learning, life-long learning and problem solving (Runco, 2011).
Scholastic activities concern with the educational experiences included in
formal education in order to help the students to develop the different dimensions
of personality. Producing a generation of students who interact with their
environment effectively. Developing the collective spirit and overcoming egoism.
With this change, the concept of school activities has developed and the
activities began to concern for the comprehensive development of the students
(Reshidi, 2014).
The aims of scholastic activities are bringing up learners to believe in religious
values and identify the principles of the details of its comprehensive method.
Deepening belongingness to the country and taking pride of the family, sticking to
religious principles, and respecting the principles of international understanding and
cooperation. Providing the learners with opportunities to practice scientific thinking
and developing their abilities of innovation and creativity (Ahmad, 2015).
Classroom Participation
This study was to integrate student participation in the classroom. Numerous
studies have been completed on engaging students in classroom discussions, but no
study has synthesized this information in the form of an extensive literature review.
Here, pulled together to gain a comprehensive overview of the benefits of
participation, logistical issues in participation, student confidence and personality
traits in participation, the instructor's influence on and suggestions for increasing
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participation, the role of sex in participation, and participation in web-based courses (
Rocca 2010).
Classroom participation has become an increasingly important aspect of
engaging students in higher education. Current students in higher education are of
the millennial generation and are constantly seeking interaction. As educators
struggle to find the appropriate mix of strategies in order to raise participation levels
in the classroom, it is important to look at existing research in order to gain an
understanding of what defines participation as well as factors that affect participation
both directly and indirectly in the classroom (Roehling et al., 2011).
Student participation is not limited to the conventional definition of student
engagement within the classroom through discussion. Students differ in personalities
and the way they choose to participate in the classroom. This can be seen through
other forms of participation that exist and compliment conventional methods of
participation such as raising one’s hand in class (Weaver & Qi, 2015).
Participation is an important piece in a student’s education and the
achievement of positive learning outcomes. The benefits include developing their
communication skills becoming critical thinkers demonstrating that they
understand the curriculum, and can develop valid arguments in dialogue with
their peers (Meyer 2015).
Grading is an effective method that can be used to increase levels of
participation. If participation has a positive impact on a student’s grade, they are
more likely to participate in classroom discussion. In determining how often to
assess a student’s participation, found that a mid-semester grade would be most
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effective in providing students with a concrete performance indicator in terms of
their participation. This would allow them the opportunity to take action and
improve for the rest of the semester. (Fassinger, 2010).
Co-curricular Activities
Co-curricular activities are the activities performed by students that do not
fall in the realm of the ordinary curriculum of educational institution. Whether
these activities have any relation with academic achievement or not, these are
important in their own right due to many reasons. Many educationists believe that
these active increase social interactions, enhance leadership quality, give a
chance of healthy recreation, and make students self-disciplined and confident
(Bashir, 2012).
Participation in co-curricular activities influences academic outcomes even
when the effects of a student’s ability, school, personal and family characteristics,
and numerous other factors are controlled. They find that joining more cocurricular activities and spending more time participating in them is associated 3
with higher grades, more difficult courses selected, more time spent on homework,
more curricular applied to, a higher likelihood of starting and finishing school, and
a higher final degree earned, even when other factors are controlled (Marsh and
Kleitman 2015).
The students who participated in co-curricular and who did not participate in
these activities and commented as, “students who participated in school-based cocurricular activities had higher grades, higher academic aspirations, and better
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academic attitudes than those who were not involved in co-curricular activities at all”
(Broh 2002).
Almost every student in their education has experienced co-curricular activities
either as a spectator or participant. Yet, outside athletic participation, research on the
effects of participation in specific school activities (e.g. music, drama, netball,
basketball, football and volleyball) is scant. History suggests that participation in such
activities as band; choir and orchestra have a positive effect on everything from
academic achievement to self-discipline and from citizenship to personal hygiene
(Okwara & Okello, 2010).
Consequently, it was the intention of this study to find out the perception of
teachers and students on the impact of co-curricular participation on students‟ selfconcept and academic performance in schools on the educational process.
Furthermore, research studies on the influence of co-curricular participation in the
development of students‟ self-concept have not been conclusive. There was need
therefore, to analyze students‟ and teachers‟ perceptions of the impact of cocurricular participation on students’ self-concept and academic performance,
because they are directly involved in the educational process (McInally, 2013).
Although education is divided into two parts; curricular activities and
co-curricular activities and have observed that participation in co-curricular
activities is not fully supported by most schools and the contribution of it to the
students‟ self-concept and academic performance have not been clearly
articulated to the educators, teachers, students and even parents. Yet, the
experiences and opportunities provided by secondary schools through curricular
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and
co-curricular
participation
also
influence
students‟
development.
Furthermore, direct interaction with the school curriculum in schools such 6 as
the degree of success or failure in various subject matters and the degree of
encouragement provided for academic effort influence self-growth, educational
aspirations and values of students (Newman, 2015).
Correlation Between Measures
Humans need to feel connected to on another; they need to feel as though
they belong to a group of people who share their interests and value their
presence. For this reason, people are intrinsically motivated to form close
interpersonal relationships with individual whom they can interact with frequently
and positively. Some individuals and others (introverts) thrive when able to orient
themselves inward and withdraw from social situations. Therefore, though
equally capable of being outgoing, sociable, or unsociable, introverts generally
choose to seek out and participate in social situations congruent with their
personality type (Nicoll, 2010).
Introverted learners learn in different way. An individual’s personality can
have an effect on to what extent he is able to achieve information. An individual’s
personality can therefore have an impact on learning success. Introverted
learners learn more effectively through concrete experience, learners learn more
effectively in individual independent learning situation (Erton, 2010).
Personality is one of the most important factors affecting in learning.
Successes are highly correlated with intelligence, but research suggests that the
importance of intelligence declines after high school age, partly because of the
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stronger effects personality. A lot of research has been conducted in order to
explore and determine the relationship between introversion (Sharp, 2013).
Crucial to any investigation of the possible relationship between introversion
on the one hand and their possible effects on issues like educational achievement, or
communicative behaviour on the other hand is an explicit and valid definition of the
independent variable, that is to say, the construct of introversion (Furnham, 2010).
As the introversion continuum is defined and principles of its measurement
have been discussed in previous sub-sections, this section will review the literature
which deals with their relation to educational success of learners at school. The first
and most important factor which seems to be relation with the educational success of
introvert is age, argues that the influence of introversion on educational success
depends on the age of learners (Wankowski, 2013).
Theoretical and Conceptual Framework
This study is anchored on the proposition of Eysenck (1947) entitled
Personality Trait Theory which refers to biological predispositions towards certain
personality traits combined with conditioning and socialization during childhood in
order to create our personality. On the other hand introversion lies at the other end of
this scale, being quiet and reserved. They tend to be serious, reliable and
pessimistic. It depicts how influential does the person around to someone and the
actions being showed during childhood or in formative stage.
This study is supported by the proposition of Albert Bandura (1986)
entitled The Social Cognitive Theory and is also incorporates the idea of self-
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efficacy. This theory posits that effective learning happens when an individual is
in a social context and able to engage in both dynamic and reciprocal
interactions between the person, the environment, and the behavior. It is the only
theory of its kind with this emphasis on the relevance of the social context and
the importance of maintenance behavior in addition to initiating behavior. The
theory takes into account a person's past experiences, which factor into whether
behavioral action will occur. These past experiences influences reinforcements,
expectations, and expectancies, all of which shape whether a person will engage
in a specific behavior and the reasons why a person engages in that behavior.
Another is based on theory of Allport’s theory of personality emphasizes
the uniqueness of the individual and the internal cognitive and motivational
processes that influence behavior. For example, intelligence, temperament,
habits, skills, attitudes, and traits. Allport (1937) believes that personality is
biologically determined at birth, and shaped by a person’s environmental
experiences and to persist when faced with difficulties.
Conceptual Framework
As presented in Figure 1 is the conceptual framework of the study. The
independent variable of this study is introversion with the following indicators:
loneliness is the unhappiness that is felt by someone because they do not have
any friends or do not have anyone to talk to; anxiety is a state of intense
apprehension or worry often accompanied by physical symptoms such as
shaking, intense feelings in the gut etc., common in mental illness or after a very
distressing experience; self-consciousness having or showing awareness of
18
one's own existence, actions, etc.; conscious of oneself or one's ego (Collins,
2014).
The dependent variable is the scholastic activities with the following
indicators: classroom participation is when students speak up in class, they learn
to express their ideas in a way that others can understand; co-curricular activities
enhance and build on children’s experiences and learning within the school. The
activities will contribute to their intellectual, social, cultural and emotional growth
(Shore, 1996 & Discovery College, 2018).
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Scholastic Activities
Introversion


Loneliness

Anxiety

Self-consciousness
Classroom
participation

Cu-curricular activities
Figure 1: Conceptual Framework of the Study
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Significance of the Study
This research on teacher’s relationships with the introvert students and the
teacher’s reflections on school adjustment by introvert students are important for
several reasons. The importance of this research is to how the teachers use
effectively to do their jobs on the students very well among the introvert students.
In this study the teachers better understand the nature of introvert student and
inform teachers’ development of intervention strategies to assist the introvert
students in the classroom and the activities. The teachers will be fair to trait their
student even he or she is an introvert (Creswell, 2014).
The beneficiaries of this study are the students because they are the one
who are easily affected by this problem. They are the one of the many persons
who faced shyness and confidence level especially to school activities.
This study is also deemed significant to the following:
Department of Education. This study provides some information on the
situation of some students regarding on some activities and expectation to the
learners for the new curriculum, K to 12 Program. Through this, they would try to
improve or adjust some activities which they already planned for the K to 12.
Schools. This study gives some information that may be used as a reference on
the growing number of introvert students, and a guide to help. So, the school will
be able to improve their capability to give a quality education to students.
Teachers. This study helps them know the understanding and own perception of
the students regarding to the activities that the teachers given to them. The
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information from this study also teaches them to seek further that helps the
students to boost their confidence.
Parents. This study increases their awareness to become more sensible about
the advantageous effects of their children doing well
in scholastic activities.
Through this they can help, support and guide their children so that it could help
them strive more in school.
Students. The study reveals their trait. It helps them to have an idea on what
level they are in doing scholastic activities and to help them improve more to the
areas that needs to be improved.
Definition of Terms
The following terms used in this are defined operationally and conceptually:
Introversion – an attitude in which one directs one’s interest to one’s own
experiences and feelings rather than external objects or other persons (Harper
Collins, 2010). As used in this study, it refers to the students who are shy or
afraid to express their thoughts and ideas.
Scholastic Activities – refers to any activity performed inside school and
relate to the school educational aims (Dr. Al-Ali, 2006). As used in this study, it
refers to the activities which students joined or deal with inside and outside
school.
Delimitations and Limitations
The focus of this phenomenological study is to inform the Impact of
Introversion on the Scholastic Activities among HUMSS Strand Students of UM
Tagum College. According to (Dornyie, 2007). There are (7) participants for an
22
in-depth interview and there is one (1) group that composed of seven (7)
individuals for focus group discussion.
The topics of the study included only the general concept of the students
in the University of Mindanao Tagum College about The Impact of Introversion
on the Scholastic Activities among HUMSS Strand Students of UM Tagum
College. The findings of this study will be limited by the honesty and the
interpretation of the subject in response to the questionnaire. Social desirability
may impact the response of some participants. This study depends on the
capability of the respondents to share their own insights regarding on our topic
and answer the questions that has been prepared of our groups. The data has
been use of our groups may be subjective because our participants have
different experiences of being an introverted.
It was perceived that time and
financial resources would constrain the study since the researcher was a full time
employee with a non-governmental organization while carrying out the study.
Further research is therefore necessary to establish the factors that lead to
introversion consumption in other countries.
However, our group accepts the fact that this study may have some
weaknesses and difficulties that would not allow. We acknowledge the research
to achieve the expected generalizability of this study. Due to the small sample
who participated in the study, results may not be generalized and cannot
adequately support claims of having achieved valid conclusions.
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Organization of the Study
In the presentation of this study, different ideas and concepts are
organized consequently. Discussions of the different chapters are presented in a
detailed and substantial manner in order for the readers to have a clear
understanding of the phenomenon under investigation.
Chapter 1. It describes the phenomenon being studied. The importance of
the study is given emphasis on this chapter. It is followed by the discussion on
the purpose of the study that is to know the impact of introversion among
HUMSS Strand Students. Then, research questions are also presented as
utilized during the interview of the participants and the focus group discussion. It
also includes the review of literature and other related studies about the
phenomenon under investigation. The focuses of the review are the following:
factors that causes the huge numbers of introvert students. It discusses too the
different themes emerged from the findings during in- depth interviews and focus
group discussion captivated from past studies. Next, is the presentation of the
theoretical lens that is linked with the research study. Here after are the
significance of the study and the people who will benefit from this research.
Significant words in the study are clearly defined to have a better grasp of the
terms. Lastly, the delimitation and limitation of the study is presented also
including the participants of the study.
Chapter 2. This explains the design and methodology employed in this
study. These are the research design, role of the researcher, the research
participants, data collection, data collection, data analysis, and trustworthiness
24
that includes the following four criteria: credibility, transferability, dependability,
and confirmability. Ethical considerations of the study are also included in this
chapter.
Chapter 3. It generally presents the results of the study. The results have
four main parts namely: the participants’ data, the data analysis steps and
procedures in coding the evolving themes, the responses to the interview, and
the synopsis of the responses.
Chapter 4. It presents the discussion of the results. It explains further the
most important findings relative to the mentioned literatures. This chapter also
encloses implications of the study, suggestions or implications for future
observations in the field of research and on educational practices, as well as the
concluding remarks.
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Chapter 2
METHODOLOGY
This paper aimed to capture the unheard voices of students of HUMSS
Strand who are engaged in introversion. This study is qualitative in nature.
This chapter presented the research design, role of the researcher,
research participants, and the process of data collection, data analysis, and
trustworthiness that includes the four criteria:
credibility,
confirmability,
dependability, and transferability. All individuals that were concern with this study
was also included as well as the process of ethical considerations.
Research Design
This study uses quantitative non-experimental research design utilizing
correlational techniques. This method was used when the objective is to describe
the status of situation as it exists at the time of the study to explore the causes of
a particular phenomenon. In correlation research, it involves collecting data in
order to determine whether the degree of relationship exist between two or more
quantifiable variables (Gay, 2006).
The survey deals on quantitative data about the said phenomenon. The
quantitative aspect is an appropriate schedule for gathering the data designed for
the target respondents to answer the questions. The process of gathering data
was based through the use of questionnaire. The focus of the study was to
26
determine the impact of introversion on the school activities among the UM
Tagum College SHS HUMSS Students.
This phenomenological study described the lived experiences (Creswell,
2009) of introvert students among HUMSS Strand of UM Tagum College. It
focused into what common experiences the participants had encountered in
participating scholastic activities, the phenomenon under investigation. We used
phenomenology because a group of individuals such as students in UM Tagum
College personally experienced the same phenomenon which is introversion.
They were able to explore such single idea (Creswell, 2012) about introversion
into more composite descriptions based on “what and how” they experienced the
phenomenon (Moustakas, 1994; Creswell, 2012).
This qualitative study involved interviews with introvert students among
HUMSS Strand Students, the observable fact under investigation. Using
descriptive method, the study examined the social meanings that the HUMSS
strand students talked about the impact of introversion on the scholastic activities
and the processes through which those shared knowledge were created. On the
other hand, Burns and Grove (2007) illustrate qualitative research as concerning
more on human experiences conducted in natural settings where information are
processed through observed phenomenon. We used phenomenology of our
study because it is centered on the peoples’ lived experiences (Carpenter, 2007).
The study used a social representations approach, which was
constructivist in nature. As such, it looked into the real life situation of the
participants with the understanding that their stories may be the same from other
27
students who were also exposed to the same experience or phenomenon. Data
were gathered through interview, then, these socially constructed realities were
intertwined through interaction and communication (Kim, 2001).The purpose of
this phenomenological study is to describe the social meaning of the people’s
experiences as they understand them (Ariola, 2006). Significantly, the subject of
this study is the world of teachers teaching non- readers in far-flung schools.
Bracketing is necessary in a phenomenological study, which means the
researcher must identify first what he wants to discover (Ariola, 2006).Bracketing
is the researcher’s awareness on the possibility that their values, beliefs, and
decisions may influence the setting of the research (Porter, 1993; Jootun,
McGhee andMarland, 2009). As part of this study, we are cautious and observant
at all times, being aware on the pre- obtainable beliefs on the study. We sought
to it that we could fully capture the participants’ experiences as they shared it to
me during the interview. We heightened my awareness on the phenomenon that
the participants had given during the interview. However, we made sure to set
aside my own views and personal experiences only of the participants by
identifying its real fundamental nature (Creswell, 2012).
In describing the expressed phenomenon of the participants, we used
analogy as my approach. This would mean making comparisons, finding
similarities and correlations of the different experiences of the teachers so that
common theme about the subject might be extracted. We interpreted then what
constitutes to the essence of the phenomenon to my personal experiences and
to the subject itself (Ariola, 2006).
28
As suggested by Creswell (2012), sources of qualitative data include
profoundly interviews, personal observations, and reliable documents. In this
study, we used specific strategies in obtaining information such as substantial
interviews using video recorder, taking down notes, and focus group discussion.
We gave focus on the emotional details of the participants to create a significant
output and significance of the study.
Themes of the phenomena from the seven participants of the individual
interview and with seven members of the focus group discussion were described
using thematic analysis, which is widely used in qualitative analytic method
(Boyatzis, 1998; Roulston, 2001) because of its flexibility. Participants from five
to 25 individuals who experienced the phenomenon is ideal for in- depth and
multiple interviews. Thematic analysis as a foundational method for qualitative
analysis (Holloway and Todres, 2003) provides a flexible and useful research
tool, which can potentially provide a rich, detailed yet complex account of data
(Roulston, 2001). The sample size of 10-15 is already an ideal number of
participants who will be able to provide rich details of the phenomena.
Role of the Researcher
In this study, we present our self as collector of given data by our
respondents, connected to our research as a big contribution to our study.
The research is considered as an instrument of data collection. This
means that data are mediate through this human instrument, gather through
inventories, questionnaire, or machine. To fulfill this role, consumers of the
research need to know about the human instrument (Denzin & Lincolin, 2003).
29
As an instrument of data collector we present such data to show what
major and minor reasons why students tend to delay their works or making their
work in a rush hour. We also conduct an interview for those students who have
experienced introversion and ask how they feel how this. We also took the role of
a person who is trustworthy and by that, we can share the same experience.
Population and Sample
In this study, all the Senior High School HUMSS students of UM Tagum
College are the chosen respondents for this study with regards to the impact of
introversion on scholastic activities. This research will be conducted at UM
Tagum College for the academic year 2018-2019. The method used by the
researchers for choosing the respondents in the random sampling technique
wherein 150 students were randomly selected out of 240 students in senior high
school HUMSS students in UMTC. The researcher used this technique since all
the senior high school students have a characteristic of being introvert on the
scholastic activities. Only the 150 students will answer with the use of adoptive
and modified questionnaires. The 150 respondents were selected as the least
number of respondents to make our study legit. In this way, the respondents will
be randomly picked.
The subject of this study is the participants themselves wherein in this
case, the students will be able to know if the introversion has an impact on the
scholastic activities. The participants will be able to visualize the questions and
will realize the impact of introversion on scholastic activities in terms of grades
and leadership.
30
The population for the research survey was the senior high school
HUMSS students from UM Tagum College. Modest random sampling method
was applied to select 150 senior high school HUMSS students out of 240 senior
high school HUMSS students to be the participant of this study called The Impact
of Introversion on the Scholastic Activities among HUMSS Strand Students of
UM Tagum College.
Random sampling technique was in the selection of the respondents. The
respondents in the study were the 150 Senior High School HUMSS Students of
UM Tagum College. Shown in the table 1 are the respondents of the study who
came from the HUMSS strand of grade 11 and grade 12 Students of UM Tagum
College for the school year 2018-2019.
Table 1. Distribution of Respondents
Section
No. of Respondents
Percentage
HUMSS-1
30
20%
HUMSS-2
30
20%
HUMSS-3
30
20%
HUMSS-4
25
17%
31
11-HUMSS1
35
23%
Total
150
100%
Research Participants/Informants
The participants of this study were the HUMSS Strand Students of UM
Tagum College. Using purposive sampling, we interviewed seven students for an
in-depth interview and one Focus Group Discussion (FGD) with seven
participants from HUMSS Strand Students of UM Tagum College. This is freely
to be interviewed. There is representation of introversion students who were
between 17 to 19 years old. It was not easy but we was challenged to
accomplish our study. These students were chosen as participants on the
confidence and trust that they can give helpful information that this study required
recommended by Creswell (2012).
Before having the actual interviews with the participants, we conducted a
pre-visit with them to have simple conversations for us to become more
comfortable with each other and during the final interview; our participants can
share their experiences in a light and confident mode. This would be our
opportunity to share with them their significance in this study. Through these,
good rapport, hearty conversation, and camaraderie blocked us from any
hindrances that might come along during the final interview. In this study we use
32
participants the HUMSS Strand Students of UM Tagum College to witness how
they are engaged on this said phenomenon and for our study.
Research Instrument
The instruments used in this study are the research made-questionnaire
containing two parts. The part 1 includes the method used in measuring the level
of
independent
variable
which
is
the
introversion.
33
Range of means
Description
Interpretation
4.3-5.0
Always
This
means
introversion
that
is very
much observed.
This
3.5-4.2
Often
means
introversion
extroversion
that
and
is
often
observed
This
2.7-3.4
means
that
Sometimes
introversion
is
sometimes observed.
This
1.9-2.6
Seldom
means
that
introversion is seldom
observed
This
means
introversion
1.0-1.8
Never
observed.
is
that
never
34
In part 2, it includes the method used in measuring the level of dependent
variable which is the scholastic activities of the students. The dependent variable
contains two indicators which are the classroom participation and co-curricular
activities to the scholastic activities. The questionnaire is also an adopted and
modified from the internet.
Range of means
Description
Interpretation
This
4.3-5.0
Always
means
that
scholastic activities is
very much observed.
This
3.5-4.2
Often
means
that
scholastic activities is
often observed.
2.7-3.4
Sometimes
This
means
that
scholastic activities is
sometimes observed.
This
1.9-2.6
Seldom
means
that
scholastic activities is
seldom observed.
35
1.0-1.8
Never
This means that scholastic
activities is never observed.
Data Collection
After the approval of the panel members the research had undergone the
following steps and procedures in gathering data for the study.
The researcher asked permission from the office of the Senior High
School Department of UM Tagum College to conduct study to the students in
Grade 11 & 12 HUMSS strand. Upon the approval, the letter of endorsement was
sought to accommodate the researcher to administer the survey questionnaire to
the respondents of the study. The researcher personally handed in the
questionnaire and explained the research tool and its purpose. Furthermore, the
researcher retrieved the survey questionnaire after the respondents have
answered all the items. Finally, the researcher tailed and tabulated all the data
gathered from the respondents, subject to statistical analysis. With the data,
conclusions were drawn and recommendations were formulated based on the
findings of the study.
We employed in- depth individual interviews with the participants in
collecting data using multilingual in interviewing the participants. Meaning, the
participants had answered in English, Filipino, Bisaya, or a mix of any of these
three languages. Before we conducted the interview to the participants, we
conducted a mock interview with one of our co-students. This was to prepare our
art of questioning and to find out whether the participants answer the questions
36
directly or not. During the mock interview, we see to it if the students could freely
and comfortably share their stories. Interviews were saved in an audio recording
while notes were taken for future reference of the different answers of the
participants.
Unfortunately, we were able to prepare an extra memory card for our
gadgets in recording our data. The seven students are interviewed at one
occasion in locations they choose. Seven students are individually interviewed in
a separate room. The interviews are performed by the member of the research
team. In the initial interviews, the interviewer introduced herself and asked each
students to openly describe their experiences in everyday life during periods of
introversion consumption.
In focus group discussion, we had focused our attention to every detail
that each member of the group had shared in order for me to have a thorough
understanding on their experiences and views about scholastic activities. We
made certain that there were no obstacles while the discussion was going on. A
well- defined FGD depends on the researcher’s focus and the group’s
communication.
Interviews were conducted during free time or after classes in the
afternoon in a quiet and private room to ensure there were no distractions that
might happen. In addition, to have privacy and confidentiality of the experiences
the participants have shared. After all, data were coded, analyzed, and reduce
into the most essential themes.
37
Data Analysis
The answers of the participants were analyzed using thematic analysis.
Thematic analysis is a method of analyzing and reporting pattern or themes with
a data (Boyatzis, 1998;Roulston, 2001). Using thematic analysis on this study is
very helpful because it is flexible and a useful research tool that can probably
grant a substantial, complex, and rich account of the data. As suggested by
Boyatzis (1998), we performed the following steps in analyzing the data as to
mention: familiarize data, generate initial codes, search for themes, review the
themes, define and name themes, and construct the report.
Data reduction was used in analyzing the data, which means deleting
unnecessary data and modifying them into a useful material for the study so that
man y readers can easily understand it (Namey et al, 2007; Atkinsol and
Delamont, 2006; Suter, 2012).In this method, we asked the help of an expert
one, a data analyst particularly in handling, sorting, and organizing voluminous
qualitative data for me to merge, manage, sort, and categorize data in easier
way.
Following the steps suggested by Boyatzis (1998), we listen to our audio
recording and then transcribed the interviews. This is to transform the data into
texts and so that it would be easier for us to code our data after. Then we read
our data many times to get acquainted with them. Then we had looked for
possible themes, coding them along the way. Several themes were found at first,
but we have to narrow them down to just few ones. To show data in an organized
and orderly manner, data display were used (Suter, 2012).
38
The theoretical lens were then interpreted through inventory of related
literature on the theme to explicate, with a theory, the phenomenon being
investigated, which we do with the aid of two independent readers and expert
analysts on qualitative study to figure a team, which performed the triangulation.
Each of them scrutinized the data collected and contrasted individual judgments
to gain a more in- depth and comprehensive understanding of how each
investigator viewed the subject. Triangulation is used which means having more
than one person to collect the data augments reliability (Streubert and Speziale,
2007) and thus producing reliable results of the research study. It is easier for us
to make an interpretation of our research if the findings of the different
investigators turn up at the same conclusion. We considered many different
interpretations before we formed a challenging and readable report, providing a
sufficient description allowing the reader to understand the interpretation (Zhang
and Wildemuth, 2009).
Statistical Tool
The statistical tools that were used for data analysis and interpretations
are the following:
Mean. The statistical tool was used to determine the impact of introversion
to the scholastic activities of HUMSS Strand Students of UMTC.
Pearson (r). This statistical tool was employed to determine the
significance on the relationship between introversion to the scholastic activities of
HUMSS Strand Students of UMTC.
39
Trustworthiness
Parallel to the criteria of quantitative research as suggested by Guba
(1981), such as internal validity, reliability, and objectivity, qualitative research
has also different criteria for its evaluation (Lincoln, 1995). We considered the
trustworthiness criteria as suggested by Guba and Lincoln (1985) such as
credibility,
confirmability or auditability, dependability, and transferability or
fittingness of the study (Cutcliffe & McKenna, 1999; Lincoln & Guba,
1985; Sandelowski, 1986; Streubert-Speziale, 2007). Trustworthiness is the true
value on the findings of the study and the accuracy of data interpretations
collected from the participant’s experiences (Lincoln and Guba, 1985).
To institute credibility of our study, we ensured firmness in our data
collection such as the interviews, which were directly taken from the participants
and not a craft- up stories. We preferred that all-important data were included
and those irrelevant one were deleted. During our interviews, we asked a
colleague to assist us especially on taking down notes and of audio recording. In
addition, we asked a reliable person who could help us analyzed the collected
data. This results to more reliable findings of this study (Suter, 2012).
To ensure more credibility of our study we made sure that we performed
the following as suggested by (Polit, Beck and Hungler, 2006; Sandelowski,
1986; Streubert- Speziale, 2007) such as having multiple sources of data,
debriefing, triangulation, and repeated contacts with my participants. Credibility
concerns with the extent on how the viewpoints of the participants correspond
with the description of the researcher. Ample times to interview the participants
40
were facilitated with the interview questions as guide. We are quite confident to
make good representations of their viewpoints because we also familiar on the
status of being an introvert. To be sure, on the processes and interpretations of
the collected data, we employed peer debriefing to the dissertation adviser and to
someone who is quite familiar on the complexities of qualitative research. As a
researcher, we
really a part of the entire research process, reflecting our
personal experiences about the phenomenon as it were discussed in the role of
the researcher (Marshall and Rossman, 2010). We conceded our personal
biases on the way we communicated our participants and on how the data were
treated. To check the credibility of the findings and interpretations, we have to go
back to the participants to find out what they are trying to convey during the
interview.
Addressing conformability or auditability of our study, we kept the audio
recording interviews, our personal flexibility journal or diary, transcripts, and notetakings. Conformability or auditability (Polit, Beck, and Hungler, 2006; StreubertSpeziale, 2007) refers to the researchers paper- trail, decisions, methods, and
documentations related to the study. We did not include our personal viewpoints,
hypothesis, and conclusions to avoid misrepresentation of data. We refrained
from putting our own biases that is why we used bracketing as one of our
methodologies. We also used triangulation and peer debriefing to guarantee that
the findings of the study have no biases and chauvinism.
However, we preferred a little about what Gephart (1988) viewed about
conformability. According to him, conformability accords with the issue on biases
41
and prejudices of the researcher (Gephart, 1988) aside from the reader’s own
roadway to track the data and interpretations presented (Guba & Lincoln, 1989).
The researcher can give her own biases and viewpoints about introversion.
Nonetheless, it is our full responsibility to be conscious of our own reflections,
reactions, and even a close contact to our participants (Porter, 1993; Jootun et
al., 2009). If these presumptions occur on the conduct of our study, bracketing
and reflexivity are applied. Audio recording, transcripts, and all other documents
available were kept so that it can be presented to an interested party who would
like to look at the original sources or transcripts. On the other hand, after the
transcription of all data, we went back to our participants to confirm with them
that the data transcription is correct.
To establish the dependability of our study, we are consistent in the
collection and analysis of data through audio-recoding system. During data
reduction, we ensured that only relevant information were included. Next, we
applied peer debriefing for the triangulation of the data collected and analyzed.
Suter (2012) stressed out that to improve dependability common qualitative
strategies such as audit trail, peer debriefing, and triangulation are observed.
Dependability was guaranteed by keeping track of the data through
documentation of the research processes or methods undertaken in the data
collection and analysis, the recorded interviews, and the utilization of the exact
transcripts. Copies of all transcripts and drafts were kept intact. This is in
accordance with the belief of Bond and Ramsey (2010) that researchers should
keep track of their data through wide-ranging documentation of the research
42
processes and methodological decision to ensure the dependability of the
research findings.
To deal with transferability, we described the research context and
suppositions of our research in a possible detailed manner. We made sure that
the data are thick and rich in descriptions so that any interested person who will
transfer the results of this study to another context was held liable on the making
of the transfer.
Transferability refers to the extent to which results and findings of the
study can be applied or gained in other contexts or with other participants (Byrne,
2001; Streubert- Speziale, 2007). Parts of the transcripts of the interviews that
are thick and rich in details were quoted and cited. Transferability judgment by a
potential user is facilitated through thick description and purposeful sampling.
This means that participants in future studies like this will be selected reasonably.
These participants can visibly provide affluent information on the research
questions at hand. Transferability or fittingness of research findings means that
findings of the study is fitting outside the particular study and may possibly have
meanings to another group or could be applied in another context (Byrne, 2001;
Streubert- Speziale, 2007).
Ethical Considerations
The main concerns of our study were individuals who are custody on the
code of ethics, they are students from HUMSS Strand in UM Tagum College.
Therefore, we have to ensure their safety, give full protection so that they will not
lose their trust. We followed ethical standards in conducting this study as pointed
43
by (Boyatzis, 1998; Mack et al, 2005), these are the following: respect for
persons, beneficence, justice, consent and confidentiality.
Respect for persons needs an obligation of the researcher not to exploit
the weaknesses of the research participants. Self-sufficiency was avoided in
order to maintain friendship, trust, and confidence among the participants and the
researcher. (Creswell, 2012). This was done to pay respect for the individuals
concerned in the study.
Consent is another most important way of showing respect to persons
during research (Creswell, 2012). This is to let all participants became aware on
the purpose and objectives of the research study that they are going to involve.
Written consent was provided for them to get their approval. After getting their
nod, they have actively participated the in-depth interviews and focus group
discussions. Of course, they were informed on the results and findings of the
study.
Beneficence requires a commitment of minimizing risks to the research
participants rather maximizing the profits that are due to them. Anonymity of the
interviewee was kept in order not to put each participant into risks. At all times,
participants were protected, so every files of information were not left unattended
or unprotected (Brick and Green, 2007).
Confidentiality towards the results and findings including the safeguard
of the participants, coding system were used. Meaning, the participants’ identities
were hidden (Maree and Van Der Westhuizen, 2007). As recommended by
Maree and Van Der Westhuizen (2007), all materials including audio recording,
44
encoded transcripts, notes, and others should be destroyed after the data were
being analyzed.
Some of the informants were hesitant to be interviewed at first because
they were afraid what to say but because of my reassurance to them in regards
to the confidentiality of their responses, they later gave us the chance and
showed comfort in answering the interview questions. We were extra careful with
our questions and due respect were given importance to this study.
Justice requires a reasonable allocation of the risks and benefits as
results of the research. It is very important to acknowledge the contributions of all
the participants as they generally part of the success of the research. They must
be given due credits in all their endeavours (Bloom and Crabtree, 2006). They
were not able to spend any amount during the interview. Sensible tokens were
given to them as a sign of recognition to their efforts on the study. We are hoping
that through this study, they will be set free into whatever negative experiences
they had as the introvert students maintain a good name into what positive
contributions they could offer in this study.
45
Chapter 3
RESULTS
Presented in this chapter are the data and the results of the study. Tables are
arranged in the following subheadings: Level of Introversion among HUMSS
Strand Students of UM Tagum College, Level of Scholastic Activities among
HUMSS Strand Students of UM Tagum College, Significance on the Relationship
between Levels of Introversion and Scholastic Activities among HUMSS Strand
Students of UM Tagum College with their corresponding indicators. Moreover,
the experiences of the informants of the study both happy and sad, as well as
their social understanding about introversion are presented which was gathered
through in- depth interviews and focus group discussion. With the following
research questions, data production from the participants was directed.
1. What are the experiences of the introverted students among
HUMSS Strand in complying their scholastic needs?
2. How do these students deal with introversion in complying their
scholastic needs?
3. What are the insights of these students on introversion in complying
academic requirements?
This chapter is segregated into five parts. The first part includes all the
results presented in tabular form from the quantitative part of the study. The
second part is all about the data of the participants from which the qualitative
46
data were assembled. The third part discusses the data analysis dealings and
the steps in the classifications of the emergent themes collected from the indepth interviews and focus group discussion of the participants. The fourth part
deals with the answers to the in- depth interviews and the focus group discussion
questions under each research problem. Lastly, part 5 includes the outline of
responses from the different informants.
Level of Organizational Behavior in Public Elementary Schools
Shown in Table 1 are the mean scores for the indicators of introversion
among HUMSS Strand Students of UM Tagum College with an overall mean of
3.105 describe as moderate with a standard deviation of 0.825. The high level
could be attributed to the high rating given by the respondents in all indicators.
This means that the respondents response to introversion among HUMSS Strand
Students of UM Tagum College are positive in majority of the cases in the items
of loneliness, anxiety, and self-consciousness.
The cited overall mean score was the result gathered from the following
computed mean scores from highest to lowest: 3.33 or high for selfconsciousness; 3.18 or moderate for anxiety; and 2.80 or moderate for
loneliness.
Table 1. Level of Introversion among HUMSS Strand Students of UM Tagum
College
Descriptive
Indicator
SD
Mean
Level
47
Loneliness
0.968
2.80
Moderate
Anxiety
0.90
3.18
Moderate
Self-consciousness
0.938
3.33
High
Overall
0.825
3.105
Moderate
The main introversion that was positive among HUMSS Strand Students
in UM Tagum College was on Self-consciousness, being the indicator with the
highest mean, whose principal goal is to undue awareness of oneself or one’s
action because the introverted students tend to be self-conscious because of
their shyness. They cannot open up to others and choose to be more conscious
in terms of having relationship with others. Moreover, this would result to
affecting the student’s scholastic activities.
With regards to Anxiety that is also positive in Introversion among HUMSS
Strand Students of UM Tagum College, the respondents display a favorable
response on their feelings and emotions, thus, encouraging them to do more.
Moreover, this would result to have better plans to overcome this. Consequently,
having this isn’t easy to overcome but need to so that they will not fail on their
studies.
Finally, the loneliness among HUMSS Strand Students of UM Tagum
College, being the indicator with the lowest mean, which goal is to show that
there are students experiencing loneliness and help them to build up intimacy
48
with the people around them because lonely students tend to be alone and not
socializing others. Consequently, for having such feeling it would lead them to
strive hard on their activities.
Level of Scholastic Activities among HUMSS Strand Students of UM Tagum
College
Shown in Table 2 are the mean scores for the indicators of scholastic
activities among HUMSS Strand Students of UM Tagum College with an overall
mean of 3.242 describes as moderate with a standard deviation of 0.973. The
moderate level could be attributed to the moderate rating given by the
respondents in all indicators. This means that the respondents’ response to
scholastic activities are positive in majority of the cases in the items of classroom
participation and co-curricular activities.
The cited overall mean score was the result gathered from the following
computed mean scores from highest to lowest: 3.168 or moderate for classroom
participation; and 3.316 or moderate for co-curricular activities.
Table 2. Level of Scholastic Activities among HUMSS Strand Students of UM
Tagum College
Descriptive
Indicator
SD
Mean
Level
Classroom Participation
0.98
3.168
Moderate
Co-curricular Activities
1.080
3.316
Moderate
49
Overall
0.973
3.242
Moderate
The main scholastic activities that was positive among HUMSS Strand
Students in UM Tagum College was on Co-curricular Activities, being the
indicator with the highest mean, whose principal goal is know how much a
student exert effort or performed on this type of activities and how they show
their skills and capabilities. Moreover, you yourself will have the real
comprehension of what or how much you really do on this particular activity.
This is followed by the last indicator, the Classroom Participation among
HUMSS Strand Students of UM Tagum College with the lowest mean, which
objective is to show of how much a student participate in classroom, how much
they perform their capabilities inside the classroom and what trait or feeling they
show with the people around them as they participate. Moreover, this would
result an assessment of one’s behaviour. Consequently, it can lead to changing
of some behaviour and excel more if needed to do the best on their studies.
Significance on the Relationship between Introversion and Scholastic
Activities among HUMSS Strand Students of UM Tagum College
One important purpose of this study is to determine whether or not the
Introversion have significant relationship on the Scholastic Activities among
HUMSS Strand Students of UM Tagum College. Pearson r was used r to
determine the correlational between the two variables. Results of the
computations are shown in Table 3.
50
The results revealed that organizational behaviour versus workplace
environment yields an R-value of 0.185 which is significant. The result is due to
the p-value of 0.00001 which is higher than 0.05 level of significance. This lead to
the decision that the null hypothesis which stated that there is no significant
relationship between Introversion and Scholastic Activities among HUMSS
Strand Students of UM Tagum College is rejected.
This further means that there is a relationship between two variables
correlated. On the basis of researchers done on the relationship between
Introversion and Scholastic Activities among HUMSS Strand Students of UMTC,
it has been evident that the Introversion has an impact on Scholastic Activities.
Therefore, the result of the correlational exemplifies that when the Introversion as
observed by the students of UM Tagum College is also observed to be high.
Table 3. Significance on the Relationship between Introversion and Scholastic
Activities among HUMSS Strand Students of UM Tagum College
Variables
Mean
SD
R-value
p-value
Introversion
3.105
0.825
0.815
0.00001
Scholastic
3.242
0.973
0.815
0.00001
3.174
0.90
0.815
0.00001
Activities
Overall
*Significant at 0.05 significance level.
51
The overall result of the Introversion significantly has an impact on the
Scholastic Activities among HUMSS Strand Students of UM Tagum College.
Participants
Key informants. There were seven key informants in this study, all of them
were HUMSS Strand Students in UM Tagum College. They were selected based
on the strand they are in and they are experiencing introversion. These students
are said to be introverts. The participants were given pseudonyms in order to
preserve confidentiality and privacy as presented in Table 1.
Focus Group. A focus group discussion was conducted with seven
participants, all of them were HUMSS Strand Students in UM Tagum College.
The discussion was conducted to achieve more insights and to develop social
constructions among the participants on the issue of impact of introversion on the
scholastic activities. The original names of the participants were not mentioned
vividly instead, pseudonyms were used to make their identity obscure. They were
presented on Table 1 according to their number.
The key informants and the participants in the focus group discussion
answered the same set of interview questions. We knew most of them since they
were our schoolmates. Moreover, some of them were our friends while the rest
were unfamiliar person to us. We learned through our interaction their happy and
sad experiences being an introverted one. In addition, we learned from them their
various experiences including struggles on handling this kind of trait and their
defense mechanisms in coping with these problems.
52
We found it not easy during data collection since we were able to adjust
with the schedule of our informants. The only thing that made us courageous was
the individual support coming from our informants that they able to allot time
behind their busy schedules. They were very much willing to answer and share
their experiences. They were also able to give the best answer they can in every
question we asked to them. We felt their enormous experiences being an
introvert.
The same thing happened to our focus group discussion but worst
because we conducted the FGD twice because of many different reasons such
as we cannot hear the recorded interview although the video was very clear. On
the second time, some of the participants were having an important matter to do.
However, with the support of our FGD participants, we were able to finish our
interaction in a very interesting way. Most of my participants have similar
experiences being an introvert student however, all of them had fascinating and
exceptional experiences.
The interviews took place in different classroom where our participants
belong. We used our personal cellphone for voice recording and taking video.
We have employed also personal note taking of the answers that I thought were
very much important, and took down salient observations during the interviews.
Categorization of Data
Upon accomplishing the in- depth interviews and the focus group
discussion, data from the audio- tape recordings were directly transcribed and for
those answers in vernacular were carefully translated into English. Following the
53
steps suggested by Boyatzis (1998), We first watched the videos and listened
cautiously to the sound recordings. This was to transform the data into texts and
so that it would be easier for us to code our data later. Three steps were being
taken during the data analysis that consists of data reduction, data display,
drawing conclusion and verification. These were done in order to identify core
and essential themes about the phenomenon under investigation (Burns and
Grove, 2007).
To delete unnecessary data from the transcription, data reduction was
employed to convert those data into essential and logical material, simply
understood by many (Moustakas, 1994; Creswell, 2012). Thematic analysis was
the approach used in pairing and separating data, a way of sorting and
categorizing. Through data reduction, the lengthy and large volumes of
qualitative data gathered came out consolidated and manageable, easier to
control and understood. I also asked for assistance from a professional who was
expert on analyzing data.
Table 1
Participants’ Information
Assumed
Gender
Name
Chandria
Location/
Age
Level
Study Group
18
SHS
In-depth Interview
19
SHS
In-depth Interview
Division
Female
Tagum
City
Abby
Female
Tagum
City
54
Aria
Female
Tagum
18
SHS
In-depth Interview
18
SHS
In-depth Interview
19
SHS
In-depth Interview
18
SHS
In-depth Interview
17
SHS
In-depth Interview
17
SHS
Focus group
17
SHS
Focus group
18
SHS
Focus group
18
SHS
Focus group
19
SHS
Focus group
18
SHS
Focus group
18
SHS
Focus group
City
Yang
Female
Tagum
City
Lyn
Female
Tagum
City
Cel
Female
Tagum
City
Prin
Female
Tagum
City
Dat
Female
Tagum
City
Moo
Male
Tagum
City
Bert
Male
Tagum
City
Zon
Male
Tagum
City
Mae
Female
Tagum
City
Migz
Male
Tagum
City
Aya
Female
Tagum City
55
The next step was data display that was done through graphic organizers
such as matrix or table for the viewer to draw his conclusion. In this step, we read
our data several times to be acquainted with them and come up with our themes.
Lastly, drawing conclusion and verification were done for qualitative
analysis. This was going back several more times and revisiting the data being
analyzed to completely see to it the validity of the emergent conclusions. The
data conversed through the emergence of conceptual categories and descriptive
themes. These themes were crafted into which all of them were interconnected
and became with sense (Van Manen, 1990). Then, we interpreted the conceptual
framework with reference to the related literature on the phenomenon being
investigated (Burns and Groove, 2007) which was done in an attempt to explain
the subject with a theory.
In making an interpretation of the report, we took into account what data
have to be included and information to be discarded. The interpretation was
written clearly and precisely. Sufficient description was being provided to permit
the reader to comprehend the basis for interpretation so that the sufficient
interpretations allow the reader to understand the description (Polkinghorne,
1989, p. 46).
Different criteria for the evaluation of qualitative research must be
considered (Lincoln, 1995). We considered the trustworthiness criteria as
suggested by Guba and Lincoln (1989), which are credibility, confirmability,
dependability, and transferability. I established extended engagement with my
56
participants so that both of us got a clear understanding on every detail of the
phenomenon being studied. To achieve triangulation, we used multiple sources
of my study; these multiple sources of evidence were interview transcripts from
the key informants and FGD participants, insightful field notes and readings from
related literature (Polit, Beck and Hungler,2006; Sandelowski, 1986; StreubertSpeziale, 2007). This is done to strengthen the study.
In addition to triangulation method, peer debriefing was conducted. We
constructed the essential themes with the help of a peer debriefed. Nevertheless,
before that, we asked some of our friends and classmates to help us inspect and
scrutinize the transcriptions. We considered their comments and suggestions
such as deleting data that are not significant to the study.
Research Question No. 1: What are the experiences of the
introverted students among HUMSS Strand in complying their scholastic
needs?
During the in-depth interviews and focus group discussion, the following
questions were asked in order to generate a wide-ranging discussion for the
above research problem. Do you consider yourself as an introverted person?
Does being an introvert affect your learning process? Do you think introversion
helps you learn better? Do you find it hard complying school activities as an
introverted person? In what way? As an introvert, do you find group activities a
difficult task to do? Why?
There were three major themes emerged from the data collected on the
experiences of the study participants as presented in Table 2 such as Hindrance
57
Towards Learning, Handicap Concerning Participation and Obstacle Regarding
Interaction.
Table 2. Essential Themes and Core Ideas on the Experiences of HUMSS
Strand Students in the Impact of Introversion on the Scholastic Activities
Essential Themes
Core Ideas

It really affects my learning
process.

Hindrance Towards Learning
I cannot focus on listening to my
teacher.

I am afraid to ask question.

It really affects my grades.

I am afraid to raise my hand to
answer.

I am afraid to be judged by my
classmates.
Handicap Concerning Participation

I am shy to share my ideas.

I doubt my ideas and will not tell
it to my group.
58

I am shy to interact with my
classmates.

I feel outcast with others.

I am shy to cooperate with my
Obstacle Regarding Interaction
group mates.

I feel others are not comfortable
with me.
Hindrance Towards Learning
Almost all the key informants and the FGD participants revealed their
experiences upon the impact of introversion that is hindrance towards their
learning. They really felt not easy to handle introversion with regards to their
learning process.
Aya (not her real name), felt introversion as hindrance towards her
learning process.
It really affects my learning process, for instance naay
kanang mga participation sa school, dili ko maka participate
kay maulawon kayko. It really affects and prone to ma fail
akong grades. (MCIIHNPECUVTFS_2-Q1)
59
“It really affects my learning process, for instance, those
school participation activities, I cannot participate because
I’m shy. It really affects and prone to failing grades”.
Aria (pseudonym) share her experience on how introversion affects on her
learning processs as being an introverted student.
Being an introvert kanang maulawon kay ka sa imong self
kulang kag self-confidence mas makaaffect siya sa kuan
learning process kay dili kayo ka magparticipate naay
possibilities na mogamay imong grades then makaffect siya.
(MCIIHNPECUVTFS_10-Q1)
“Being an introvert, I lack self-confidence and more likely my
learning process will be affected because I will not be able to
participate and may lead to a possibility of getting low
grade”.
These description shows that the varying experiences of the students
about the impact of introversion are precise.
Handicap Concerning Participation
Handicap concerning participation means impacted Aggravating circumstances
is projected with more serious or severe problem among the teachers handling
non- readers and being assigned in a far- flung school. These circumstances
create annoyance and displeasure to the daily undertakings of the teachers.
60
Some of my participants responded to the question referring to their sad
experiences handling introversion. Generally, they have almost the same
burdens while this kind of trait.
Bert (not his real name) made mention that because of introversion, his
participation was less observed.
Mabantayan nako sa akong kaugalingon
nga dili kayko nagaparticipate sa mga
buhatonon sa skwelahan kay maulaw, kay
ulaw kayo ko, mahadlok ko ma judge sa
uban
mao
ng
maulaw
ko.
(MCIIHNPECUVTFS_1-Q1)
“I'll keep myself in the middle of not being able to show off
school work because of shame, I'm afraid to be judged by
others”.
Cel (not her real name) mentioned that because of being an introvert, she
has difficulty in participation during activities.
Difficult siya is because kung dili ko magparticipate sa uban
nakong mga kagroups is murag lisod jud siya e overcome
kay naay mga time nga sila ang magdecision kung unsa jud
and then dili mapagawas kong unsa jud imong gusto nga
kaning ipaabot saila kay maulaw ka ingnan ka din basig
ingnan
ka
nila
ug
(MCIIHNPECUVTFS_1-Q1)
kanang
mali
na
siya.
61
“It is difficult to participate especially in group activities
because I cannot tell what I want to tell because of my
shyness and I’m afraid that they will tell me that I am wrong”
Obstacle Regarding Interaction
Despite of having many negative and sad experiences of the participants,
they find ways and means to continue teaching the non- readers through thick
and thin, they devout themselves in teaching the non- readers by providing the
reading programs and interventions. These are called mitigating elements. By
providing the students extra support and early reading intervention program,
large number of non- readers are preventable.
Yang (not her real name) expressed her experience about her difficulty in
interaction because of the trait she has that is being introvert.
I not really good with interacting people because also I have
my own perception every naay mga activity so pag grupo
each of you is murag kanang task to provide a addtitional
contribution sa isa ka activity so murag maglisod ko
magpagawas sa akong gibati kay maulaw man gud ko unya
basin ako pud huna-huna ba na basin nindot pa diay ilang
idea kaysa sa akoa. (MCIIHNPECUVTFS_5-Q1)
“I'm not really good with interacting people because also I
have my own perception every activities, in groupings each
of you is tasked to provide an additional contribution to the
62
activity. It is so hard for me to voice out my ideas because
I’m shy and I thought their ideas are better than mine”.
Chandria (not her real name) expressed her experience in every group
activities that need interaction with others, she find it difficult because of shyness.
Yes I find it ahh difficult to do a group
activities
kanang
kay
group
activities
kailangan man makipag-interact ko sa
akong grupo kanang makatabang ko or
unsa man ilang masugo pero kay or unsa
man imong masuggest pero need og
kanang mga ideas kung unsay buhaton or
kailangang buhaton tungod kay ulawon ko
so dili jud katabang kay magtunga-nga na
lang ko sa kilid kay maulaw ko mag-ask og
question or unsa paman ang akong
kailangang
buhaton
(MCIIHNPECUVTFS_5-Q1)
“Yes I find it difficult to do a group activities because it need
to interact with your group to help them or what they are
needed but I can’t do it because I’m ashamed to ask a
question or what should need to do”.
63
Research Question No. 2: How do these students deal with introversion in
complying their scholastic needs?
The following questions were asked during the in- depth interview and focus
group discussion to find out the ways on how introverted students deal
introversion in complying their scholastic needs: As an introvert student do
people around you important in your studies? Do people around you show you
support in school? Can you say that your parents are supporting your studies? In
what way? Did you find classroom activities as a challenge as an introvert
person? Is it hard for you to do oral participation? Why?
From the data collected using the above questions, three essential themes
came out from the responses as shown in Table 3. These are Family Support,
Friends Encouragement, and Peers Influence.
Table 3. Essential Themes and Core Ideas of HUMSS Strand Students in dealing
the Impact of Introversion on the Scholastic Activities
Essential Themes
Thematic Statements

My parents are always at my side to
support me.

My siblings always comfort me.

My family help me in all aspect.
Family Support
64

My family motivate me in my studies.

My friends help me when I am in
need.

My friends encouraged me to do well
in class.
Friends Encouragement

My friends always told me that I can
do it.

My friends encouraged me not to be
shy.

My classmates influence me to do well
as they are.

My classmates help me boost my
Peers Influence
confidence.

My classmates motivate me in my
65
studies.

My classmates help me when it’s hard
for me to understand a certain topic.
Family Support
Family support is essential to every student. They encouraged to do their
best because they know that their family is always supporting them. They work
jointly especially for every need and wants of each other. They also influence
each other to do persevere whatever happens.
Here are the general responses of the participants in relation to Family
Support.
Yang (not her real name) made mentioned that because of the support of
her family she was motivated to do well.
My family mostly maghatag sila og support sa akoang studies kay
kanang ginamotivate ko nila through out the day na whatever, na
whatever unsa akong maachieve if it is failure or dili they will still
motivate me kay kabalo man sila ang, ang pagtuon it’s a lifelong
process so pasabot ana, dili pasabot ana nga mafail ka you won’t
able to succeed na next na again pa. (MCIIHNPECUVTFS_9-Q2)
“My family mostly gives their support for my studies because they
have been my best all the day even in times of failure or not they
will still motivate me because they knew it's a lifelong process so if
I fail today does not mean I will not succeed in next time around”.
66
Lyn (not her real name) shared how vital does her family’s support on her
studies.
Nagasuporta akong parent in a way na kuan pareha karun diri ko
nagskwela financial ug syempre emotional pud na kuan tambag
tambag. (MCIIHNPECUVTFS_6-Q2)
“My parent supports my financial assistance and of course in
emotional problem they give me advises”.
Friends Encouragement
Here are the different responses of the participants in terms of their
Friends Encouragement.
Aria (not her real name) mentioned that because of her friends, she was
encouraged to do her best.
Kanang wala jud koy wala man pud ko nakita nga
mas makapagpa negative sa akoa permente sila
gasupport as always especially those my friends.
(MCIIHNPECUVTFS_2-Q2)
“I did not see any negatives within me because my friends always
supported me”.
Moo (not his real name) shared how his friends gave great impact as he
experience introversion.
Ohh makasuporta kay paryas sa ginaingon sa
akong mga amigo nga kanang dili, ayaw lang
padala sa imong kaulaw kay kuan man naa man
67
jud
kay
kanang
hawod
ana
nga
butang.
(MCIIHNPECUVTFS_2-Q2)
“Yes, just like what my friends told me not be ashamed because
there is something I am good at”.
Peers Influence
Despite of the difficulties, the teachers continued their efforts with
persistence and perseverance in achieving their goal which is to rehabilitate their
non- readers. The following are the general responses of the informants.
Chandria (not her real name) expressed her experience in every group
activities that need interaction with others, she find it difficult because of shyness.
Yes ginaingnan ko nila na kaya nako buhaton ang isa ka bagay og
ginaboost nila akong confidence sa tanan tanan nako buhaton na
dili ko magsige og kanang ulaw ulaw. (MCIIHNPECUVTFS_2-Q3)
“Yes, they told me that I can do such things, they help me to boost
my confidence and not be ashamed to do it”.
Lyn (not her real name) mentioned how other people influenced her to do
her best in every activities.
Kuan yes nagaserve pud sila na important sa akoa
kay kuan ginamotivate ko nila sa unsa akong
pangbuhaton ug kuan murag tungod sa ilaha gina
kanang
ginaboost
nila
akong
confidence.
(MCIIHNPECUVTFS_2-Q3)
“They are important to me because they are the one
68
who motivated me and help me to boost my
confidence”.
Research Question No. 3: What are the insights of these students on
introversion in complying academic requirements?
In order to grasp fully the impact of introversion among HUMSS Strand
Students of UM Tagum College, there were four specific questions being asked
during the in- depth interviews and focus group discussion, namely: Do you
consider introversion as a factor on why you get low scores/remarks? As an
introvert are you motivated in complying your academic needs? Do you struggle
in dealing oral participation at school? Does introvert student better than
extrovert student in scholastic activities?
From the responses of the participants as presented on Table 4, only
three major themes emerged, to mention; Struggle in Participation, Obstacle in
Getting High Score, and Less Motivated in Compliance.
Table 4. Essential Themes and Core Ideas on the Insights of HUMSS Strand
Students in the Impact of Introversion on the Scholastic Activities
Essential Themes
Core Ideas

It is hard for me to participate
especially oral participation
Struggle in Participation

I struggled participating with my
classmates.

It is difficult for me to socialize
69
with my group mates.

I am afraid to be judged.

Introversion makes my score
low.

Obstacle in Getting High Score
I cannot interact well so I leave
confused about the topic.

I lack confidence to approach my
teacher about my lacking.

I am less motivated to comply
my academic needs.
Less Motivated in Compliance

I am less motivated to comply
because I am afraid to be
judged.
Struggle in Participation
The following responses of the key informants and the focus group
discussion displayed their struggles in participation as one of their scholastic
activities. Here are some of the responses from the informants.
70
Prin (not her real name) mentioned how she struggle during oral
participation.
Oo mastruggle jud ko pag muingon ang maestro nga mag oral my
God mura jud kog mabuang dzae kanang ambot maulaw jud ko
maulaw pud ko majudge.
“Yes, I’m struggling if the teacher said that have an oral, I felt like a
crazy because I’m ashamed to be judged.”
Lyn (not her real name) mentioned how other people influenced her to do
her best in every activities.
Yes, kanang mastruggle jud ko lisod man gud e
judge pareha sa akong giingon ganina maglisod
ko og kuan kanang mag express sakong sarili kay
diko
gusto
majudge
sa
lain
tao.
(MCIIHNPECUVTFS_2-Q2)
“Yes, it is a struggle because I could hardly
express my ideas and I am afraid to be judged.”.
Obstacle in Getting High Score
The following responses of the key informants and the focus group
discussion displayed their obstacle in getting high score. Here are some of the
responses from the informants.
Chandria (not her real name) express her experiences why she get low
score.
71
Uhmm… isa siya ohh yes isa siya sa dahilan nganong kanang
makakuha ko og low grades kay dili lang man tanan panahon, dili
man tanan sa papel ka mag-answer kailangan man jud kayo siya
ang kanang magparticipate kay mas dako man siya og grades na
imong makuha sa participation kanang dako jud siya dako og
bawas sa imong grado og kung sa participation wala kaayo ka
gaparticipate tungod kay ulawon ka. (MCIIHNPECUVTFS_2-Q2)
“It is one of the reason why I get low grades because written
activities is not always, it also has oral participation which give
higher grade, I could not participate because I am shy.”
Yang (not her real name) mentioned that due to introversion she gets low
score or remarks..
Yes kay syempre magkaroon ka og low scores or remarks due to
lack of knowledge nga imong nahibal-an because of you are
introverted na tao syempre maulawon ka you don’t be able to ask
some question or clarification from your teacher nga maoy
maglesson instead nga naa kay matubag na tama unta kung
nangutana ka so namali na noon ka. (MCIIHNPECUVTFS_3-Q2)
“Yes, because I am an introvert, I am shy to ask question and it
leads to low score because of lack of knowledge.”
72
Less Motivated in Compliance
The following responses of the key informants and the focus group
discussion displayed their insight about introvert that is less motivated in
complying. Here are some of the responses from the informants.
Migz (not his real name) mentioned that because of introversion, he is less
motivated in compliance.
Yes, kay tungod sa akong pagka introvert, maulaw ko mo
approach sa akong teacher or classmate. Maulaw ko mangutana sa mga
kailangan ipang comply so muabot sa point na dili nalang nako jud nako
ecomply kay nawalaan nako ug gana.
“Yes, because being an introvert, I am shy to approach my teacher
and classmate on what I need to comply until I am not going to comply it
because I am not motivated to do it.”
Aya (not her real name) made mention her experience on why she was
less motivated to comply academic needs.
Uhmm…No because kung ulawon ka unsaon nimo pagmotivate sa
imong self dili murag dili man jud.
“No, because if you are introvert how will you motivate yourself, not at all.”
73
Chapter 4
DISCUSSION
The data on impact of introversion on the scholastic activities among
HUMSS Strand Students of UM Tagum College are presented in this chapter and
said discussions are based on the findings appeared in the previous section.
Level of Introversion among HUMSS Strand Students of UM Tagum College
The respondents’ level of introversion among HUMSS Strand Students of
UM Tagum College is moderate. This means that the introversion were positive
among HUMSS Strand Students in UM Tagum College. This further means that
the HUMSS Strand Students in UM Tagum College oftentimes manifest the
character of an introvert person as to being self-conscious which means they are
having or showing awareness of one's own existence, actions, or they are
conscious of oneself; anxiety that is a state of intense apprehension or worry
often accompanied by physical symptoms and mental illness or after a very
distressing experience; and loneliness or they feel alone and there’s no one they
can talk to.
This result is in relation to the theory of Volbrecht & Goldsmith, (2010)
who viewed that introversion in many students was observed. This is due to their
feeling that is they are being evaluated and have fears of being negatively
reviewed and rejected, which may lead to actively avoiding social situations or
withdrawal and it is positively observed among HUMSS Strand Students of
UMTC. This conforms the theory of Roback (2013) that introverted individual is
74
more susceptible to self-consciousness than the extravert due to their reflective,
reserved, and sensitive nature.
In terms of Self-consciousness in HUMSS Strand Students of UM Tagum
College it is often observed. This indicates that self-consciousness among
HUMSS Strand Students of UM Tagum College was positive. This means being
self-conscious of HUMSS Strand Students of UMTC has a great impact on their
studies because it affects much on every activity they make. The viewpoint of
Roback (2013) is seemingly congruent to thus study. He said that introverts
spend a great deal of time and energy reflecting on how they may be perceived
by others within their immediate environment. To the point that they think much
of how others look at them than showing what they can able to do.
With regards to Anxiety among HUMSS Strand Students of UM Tagum
College it is sometimes observed. This signifies that anxiety among HUMSS
Strand Students of UM Tagum College was positive. This means that HUMSS
Strand Students of UM Tagum College was experiencing anxiety that gives great
impact on their studies. They experience it because of pressure from the family
and school activities itself. This in line with the concept of Mor and Winquist,
(2012) that once a student
This was followed by Loneliness among HUMSS Strand Student of UM
Tagum College is sometimes observed. This indicates that loneliness among
HUMSS Strand Students of UM Tagum College was positive. This means that
loneliness has an impact on HUMSS Strand Student of UMTC. It has a great
impact because they tend to be alone than socializing others and build up
75
intimacy with their classmates and teachers that can cause confidence to do
more of their activities. As mentioned by Moroń, (2014) students who are lonely
often have similar personality traits, such as shyness, low self-esteem, insecurity
and introversion, which contribute to feelings of loneliness. It means that being
lonely, a student cannot express more of their ideas because they prefer to be
alone and stay in the corner than participating so it really affect his/her studies.
Mental Health Foundation, (2010) also cited that loneliness is more likely in
populations who are at risk for social alienation, isolation, and separation.
Level of Scholastic Activities among HUMSS Strand Students of UM Tagum
College
The respondents’ responses on their level of Scholastic Activities among HUMSS
Strand Students of UM Tagum College appears on a moderate level. This means
that all measures described in scholastic activities items were positive. This
results is associated with the work of Daley and Leahy, (2013) it is important to
understand that participation in scholastic physical activities may influence the
mental well-being of young people by reducing stress, keeping fit and feeling
overall better about their appearances.
The high level for the co-curricular activities indicated that the level in
scholastic activities among HUMSS Strand Students of UM Tagum College was
positive. This means that students hardly express themselves on co-curricular
activities and get introverted on this kind of activities and they need to enhance
and do more on this area because this activity itself can help them. The is
congruent with the concept of Bashir (2012) who explained that many
76
educationists believe that these active increase social interactions, enhance
leadership quality, give a chance of healthy recreation, and make students selfdisciplined and confident.
Classroom Participation among HUMSS Strand Students of UM Tagum
College. This implies that the classroom participation indicator
in scholastic
activities variable is positively observed. This means that some of the HUMSS
Strand Students got introverted on classroom participation. They tend to be silent
and didn’t participate because of some reasons which indicated on the
independent variable. The above findings collaborated with the idea of Weaver &
Qi (2015) who stated that student participation is not limited to the conventional
definition of student engagement within the classroom through discussion.
Students differ in personalities and the way they choose to participate in the
classroom. This can be seen through other forms of participation that exist and
compliment conventional methods of participation such as raising one’s hand in
class.
Correlation Between Measures
This present study reveals a significant relationship between introversion
and scholastic activities among HUMSS Strand Students of UM Tagum College.
This implies that the introversion does influence the scholastic activities
participation of HUMSS Strand Students which can be seen on the data. This
confirms with the study of Bandura (2010) which emphasized that introversion
has a great impact on thoughts, feelings, and actions of the students in every
scholastic activities. This result also is in relation to the proposition of (Coan,
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2010). Who viewed in an introverted state, perception, thinking, feeling, and
action are determined more directly by subjective factors.
The correlation between the overall introversion and scholastic activities
among HUMSS Strand Students of UM Tagum College is significant. This implies
that the scholastic activities are dependent on the introversion. These findings
affirmed the study on (Furnham, 2010) the introversion the area on possible
effects issues in
educational achievement or communicative
behavior.
Summary of Qualitative and Quantitative Results
The following conclusions are drawn based on the findings of this
investigation.
1.
The level of the Self-consciousness is high, which means
introversion occurred because introverts tend to be consciousness about their
selves and it is proved among HUMSS Strand Students of UM Tagum College
2.
The level of the Loneliness is moderate among HUMSS Strand
Students of UM Tagum College, which means introverted students are able to
identify why they have this kind of trait and it is because they experienced
loneliness.
3.
The level of the Anxiety is moderate among HUMSS Strand
Students of UM Tagum College, which means being anxious is one of the factors
why there are introverted person or introversion occurred.
4.
The level of the Co-curricular Activities is moderate among HUMSS
Strand Students of UM Tagum College, which means how they willingly
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participate to this kind of activities and is observed introverted students hardly
perform the activities because of the trait they have.
5.
The level of the Classroom Participation is moderate, it means the
performances happened inside the classroom on how introverted students
perform and being struggle complying it was observed among HUMSS Strand
Students of UM Tagum College.
6.
The hypothesis of the study was tasted less than 0.05 level of
significance stating that there is a significant relationship between Introversion
and Scholastic Activities among HUMSS Strand Students of UM Tagum College.
Research Question No. 1: What are the experiences of the introverted
students among HUMSS Strand in complying their scholastic needs?
Majority of HUMSS strand students of UM Tagum College revealed their
own experiences regarding the impact of introversion on scholastic activities.
Most of them answered that it is a hindrance towards their learning process as
they will not be able to participate well in class because it is hard for them to
interact with others. As supported by Monahan (2013), defined introvert student
as those who do not speak in class or who speak seldom and, when they do,
they do so with great difficulty due to anxiety and lack of confidence. Base on the
gathered answers by our respondents, it really proved that introvert most likely
have their ideas yet they cannot voice it out because of the trait they have. They
also mentioned that they keep on being silent because they are afraid to be
judged by other people. In result to their performance, it has an effect to their
scholastic activities and give much impact upon complying their academic or
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scholastic needs to the point that they get low scores due to the grading system
which is active participation in the class gives higher grade.
Research Question No. 2: How do these students deal with introversion in
complying their scholastic needs?
Most of the respondent able to cope with the impact of introversion on the
scholastic activities. Majority of them shared on how they are able to deal with it
and it is because of their family, friends and people around them who always
support them. As supported by Erik Erikson’s theory which is the psychosocial
theory described the impact of social experience across the whole lifespan.
Erikson was interested in how social interaction and relationships played a role in
the development and growth of human beings. It implies how essential does a
person could do especially one’s family and friends. According to the
respondents, their family and friends as well as their classmates or peers play a
great impact as they handle introversion. They are the one who influence or
motivate them to do their best and do not let the trait they have will dominate. It is
also supported by Hing et. al (2012), one of the stronger motivators identified in
this study was from family or friends.
Research Question No. 3: What are the insights of these students on
introversion in complying academic requirements?
Respondents have its collaborated perspective regarding on the impact of
introversion on scholastic activities. The HUMSS strand students of UM Tagum
College struggled in their studies because of the trait they have that is why they
80
get low scores/remarks. As supported by Bennet (2013), elaborates on the two
aspects of Tinto’s model. The first aspect is the academic integration, includes
factors such as academic performance of students, intellectual development and
whether the students believes that lecturers are personally committed to teaching
and helping students. Social integration in turn, includes factors such as the
student’s self-esteem and the quality of his/her relationship with fellow students
and lecturers. It explains how importance having self-esteem to every person
especially students so the opposite result was experienced by the introverted
person. The respondents also stated how they struggle complying their academic
needs or their scholastic activities because they are shy to show it because they
are afraid to be judged by other people.
Conclusion
Based from findings of the study, conclusions are drawn in this section.
The level of introversion among HUMSS Strand Students of UM Tagum College
is high observed for self-consciousness, moderate observed for anxiety, and
moderate observed for loneliness and the overall mean of moderate observed
level of introversion among HUMSS Strand Students of UM Tagum College. This
means that the indicators of introversion were positive in HUMSS Strand
Students of UMTC. The level of scholastic activities among HUMSS Strand
Students of UM Tagum College is moderate observed for co-curricular activities
and also moderate observed for classroom participation and the overall mean of
moderate observed for scholastic activities among HUMSS Strand Students of
UM Tagum College. This means that the different scholastic activities were
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positive. There is a significant relationship between introversion and scholastic
activities among HUMSS Strand Students of UM Tagum College. The
introversion significantly influences scholastic activities. This is in line with the
study of (Erton, 2010) which stated that introverted students learn more
effectively through concrete experience, learners learn more effectively in
individual independent learning situation.
Recommendations
In the light of the foregoing findings and conclusion, the following
recommendations are offered; Teachers better understand the nature of introvert
student and inform teachers’ development of intervention strategies to assist the
introvert students in the classroom and the activities. The teachers will be fair to
trait their student even he or she is an introvert. Moreover, the school heads may
give some information that may be used as a reference on the growing number
of introvert students, and a guide to help. So the school will be able to improve
their capability to give a quality education to students. The introversion and
scholastic activities may be raised to the higher level by providing more
motivation to the students. Likewise, school heads may give motivation to the
teachers, that they may continue participating and working their daily tasks. It will
inform the teachers regarding in how they will act with dignity and work effectively
in school at all time. It may help the teacher in coping with the changes of the
atmosphere in school. Furthermore, it would be beneficial to the students if they
may continue their interest in the learning process and show good performance.
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Lastly, it may provide the future researchers a starting point on how to expand
the coverage of the research in terms of the variables covered in the study.
83
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