NCRJ VOLUME 2 (eISSN 2984-8520) THE RELATIONSHIP OF COLD-CALLING TECHNIQUE AND ACADEMIC PERFORMANCE IN SCIENCE AMONG GRADE 12 STUDENTS

THE RELATIONSHIP OF COLD-CALLING TECHNIQUE AND ACADEMIC

PERFORMANCE IN SCIENCE AMONG GRADE 12 STUDENTS

Teniente, Mary Anne Mora.

Bernabe, Carla Viel Gumafelix.

Libo-On, Fatima Cruz

Manuel, Mel Laverne Ambunan

Daragay, Lyb Bon Geey Ocampo

Norzagaray College

2023

ABSTRACT

Cold-Calling Technique is a teaching method that has been a subject of continual disagreement about its efficacy. This study examined the relationship between the Cold-Calling Technique in the classroom and its impact on the academic performance of the students. A 2-day teaching session, survey questionnaires, and assessments were administered to a group of 52 Grade 12 students. Academic performance was evaluated through an assessment conducted after the Cold-Calling Technique was utilized in classroom discussions. This study also sought to gather the students' perceptions of this teaching technique, focusing on two key indicators: Motivation and Self-Efficacy. Two of the indicators, showed a very high positive influence on the students' perceptions of the teaching method. The result revealed that there was no significant relationship between the students' perceptions and their academic performance. Further, it also revealed that the students achieved a very outstanding performance rating in the assessment. The study concluded that despite the students had positive perceptions of the Cold-Calling Technique, these were not correlated to their actual academic performance. Furthermore, the researchers recommended to explore this teaching approach in diverse educational settings, incorporating various technologies and different indicators to evaluate its multifaceted impact on students' learning processes, potentially establishing it as an effective strategy.

Keywords: Cold-Calling Technique, academic performance, perceptions, activities, technologies

Full Paper ➤ THE RELATIONSHIP OF COLD-CALLING TECHNIQUE AND ACADEMIC

PERFORMANCE IN SCIENCE AMONG GRADE 12 STUDENTS