Energizers and Classroom Engagement: Grade 9

• The study aims to determine if energizer activities boost classroom engagement among Grade 9 students at Fiat Lux Academe during the 2024-2025 school year.
• The study will also look at the demographics of the students such as age, gender and section and how energizers impact student engagement in the classroom.

Introduction

• Motivated students are more engaged in class discussions, improving their language skills, while unmotivated students are rarely involved (Depositario & Innotech, 2019).
• Integrating energizers is an effective way to increase student motivation, enjoyment, and fluency skills.
• Educators should prioritize engaging, relevant, and individualized learning experiences to address student disinterest.
• Energizers help students focus, improve cognitive function, and promote engagement by providing a break from academics.
• Short sessions of physical activity can significantly boost cognitive function (Dr. Chuck Hillman, University of Illinois).

Background of the Study

• Schools provide cognitive, emotional, behavioral, and social growth opportunities for students (Aypay, 2017; Yıldız & Kılıç, 2020).
• The learning environment impacts student motivation and achievement (Rusticus et al., 2022).
• There is a positive relationship between well-being and student academic achievement (Klapp et al., 2024).
• Energizers offer mental and physical breaks, help students refocus, and create opportunities for interaction.
• Movement-oriented activities enhance cognitive performance, boost blood flow to the brain, and assist with information recall (Dandashi et al., 2015).
• Energizers foster teamwork, communication, and a sense of belonging, making students more comfortable sharing ideas.
• There is a lack of studies on the influence of energizer activities on student engagement in Philippine settings.

Statement of the Problem

• The study will look at the influence of energizer activities on the classroom engagement of Grade 9 students at Fiat Lux Academe during the 2024-2025 school year.
• What is the demographic profile of the respondents in terms of: Sex, Age and Section?
• What are the effects of energizer activities to the respondents in terms of cognitive, behavioral and emotional engagement?
• What are the factors of energizer activities in terms of duration and intensity?
• Is there a significant relationship between energizer activities and student engagement during classroom discussions?

Hypothesis

• Null Hypothesis (H0): Energizer activities have no influence on boosting students' engagement in the classroom among grade 9 students during the school year 2024-2025.
• Alternative Hypothesis (Ha): Energizer activities have an influence on boosting students' engagement in the classroom among grade 9 students during the school year 2024-2025.

Significance of the Study

• The study examines the influence of energizer activities on the engagement of Grade 9 students at Fiat Lux Academe.
• For the Students: Energizers may help to improve cognitive, behavioral, and emotional engagements and promote collaboration.
• For the Teachers and Aspiring Teachers: Help current and future teachers learn what students need to learn effectively and enhance focus and participation, creating a more interactive learning environment.
• For the Schools and Colleges: Energizers can serve as a foundation for improving student engagement, enhancing the quality of education.
• For the Future Researchers: Inspiration for conducting new studies and helps to develop effective energizer activities that improve student engagement.

Theoretical Framework

• Self-Determination Theory (SDT) – Deci & Ryan (1985):
  • Individuals are inherently motivated to grow when their needs for autonomy, competence, and relatedness are met.
    • Autonomy: The need for personal control and self-direction.
    • Competence: Feeling effective and capable in tasks.
    • Relatedness: Connecting with others and belonging.
  • Energizer activities support autonomy, competence, and relatedness, fostering intrinsic motivation and enhancing student engagement.
• Arousal Theory – Yerkes & Dodson (1908):
  • There is an optimal level of arousal that enhances performance.
  • Too little arousal leads to boredom, while too much leads to anxiety.
  • Energizers regulate arousal levels, stimulating energy or providing calming activities to maintain optimal arousal.
• Cognitive Load Theory – Sweller (1988):
  • Working memory has limitations in processing new information.
  • Cognitive load includes intrinsic load (complexity), extraneous load (presentation), and germane load (processing effort).
  • Energizers provide mental breaks, reducing extraneous cognitive load and refreshing working memory.
• Vygotsky’s Theory of Cognitive Development – Vygotsky (1978):
  • Social interaction and collaboration are important in the learning process.
  • The Zone of Proximal Development (ZPD) is the range of tasks a learner can complete with assistance.
  • Energizers facilitate cognitive development through peer interaction and social learning within the ZPD.

Conceptual Framework

• The input consists of the demographic profile of the respondents and the problem being addressed.
• The process stage addresses these problems in a structured manner.
• The output is the "Influence of Energizer Activities in Boosting Students' Engagement in the Classroom."

Scope and Limitation

• Research will assess how energizer activities influence Grade 9 student engagement at Fiat Lux Academe during the 2024-2025 academic year across cognitive, behavioral, and emotional aspects.
• This study will analyze the duration and intensity of energizer activities and their effects on student participation.
• The study is limited to Grade 9 students at Fiat Lux Academe (219 students from six sections).
• Data will be collected through survey questionnaires only, which limits the applicability to other grades or institutions.
• The study does not assess the impact on academic performance or long-term educational results.
• External factors and individual student circumstances are not the main focus.
• Self-reported data might be influenced by biases.

Definition of Terms

• Energizers: Short activities to increase student participation.
• Student Engagement: Overall student participation in class.
• Cognitive Engagement: Willingness to think deeply and apply knowledge.
• Behavioral Engagement: Active participation in class activities.
• Emotional Engagement: Positive or negative feelings toward learning.
• Influence: How energizer activities impact student engagement.
• Boosting: Elevating student participation and engagement.
• Duration: Time spent on energizer activities.
• Intensity: Level of effort required during an energizer activity.
• Significant Relationship: Energizer activities play a role in influencing student engagement.

Research Design

• A descriptive-correlational method will be employed.
• The descriptive component will analyze student demographics and assess the effects of energizer activities on engagement.
• The correlational aspect will examine the relationship between energizer activities and student engagement in classroom discussions.

Participants of the Study

• The participants include all 219 Grade 9 students.
• Slovin’s formula will be used to determine the sample size which will be 142.
• Simple Random Sampling(lottery method) will be used to select the participants.

Research Instrument

• A structured survey questionnaire will be used, divided into three sections:
  • Multiple-choice questions for initial responses.
  • Comparison of engagement before and after energizer activities.
  • Likert scale to assess the duration and intensity of activities.

Data Gathering Procedure

• Surveys will be distributed to the Grade 9 students.
• The questions will focus on cognitive, behavioral, and emotional engagement before and after energizer activities.
• Surveys will be submitted to the school faculty for approval.

Statistical Treatment

• Descriptive Statistics:
  • Grand Mean: Average of all data points across groups.
  • Standard Deviation: Spread of data values from the average mean.
  • Percentage: Number of occurrences expressed as a percentage of the total sample.
• Inferential Statistics:
  • Chi-Square Test: Compares observed results with expected results.
  • Pearson-R Correlation Coefficient: Examines the linear connection between two variables.