Enhancing students’ involvement in classroom activities and academic performance: Basis for an activity plan

Student involvement is a vital factor in enhancing academic performance, as active participation in discussions, group tasks, and hands-on activities fosters confidence, deeper understanding, and stronger social connections. This study, Enhancing Students’ Involvement in Classroom Activities and Academic Performance: Basis for an Activity Plan, examined the engagement of Grade Six pupils at Panghagban Elementary School during the School Year 2024–2025 and its relationship to academic outcomes. Guided by Bandura’s Social Learning Theory, which emphasizes learning through observation and interaction, the research explored how behaviors and attitudes influenced learning results. Employing a descriptive-correlational design with mixed methods and complete enumeration of 31 pupils, data were gathered using an adapted questionnaire developed by Fredricks, Blumenfeld, and Paris (2004). Statistical analysis through Pearson r revealed that while pupils often participated in group and practical activities, their involvement did not significantly predict academic performance (R = 0.163, p = 0.381). Only 2.7% of the variance in performance was explained by participation, indicating that factors such as teaching strategies, emotional support, and home environment exerted greater influence. Informal interviews further revealed barriers to involvement, including shyness, fear of mistakes, and low confidence. Anchored on Bandura’s theory, the study recommends the integration of social-emotional learning (SEL), peer mentoring, and varied teaching strategies to promote inclusion, reduce barriers, and strengthen classroom engagement.