Traffic Congestion and Class Participation among Senior High School Students

A Research Study Presented to the Senior High School Department of

Davao Doctors College, Inc.

In Partial Fulfillment of the Requirements in Practical Research 2

Grade 12 Hooke - STEM

Researchers:

Lavisores, Keesha Carmelle

Rabeca, Matt Lawrence H.
Torejas, Patricia Jean E.
Mansa, Gianna Therese
Dumangas, Jodi Laine
Cahucom, Sarah Kaye
Loyola, Angela Joyce
Oliva, Athea Corazon
Gagama, Ian Jonnel
Barcelona, Crystal
Tan, Juliane Clyde

October 2023

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 TABLE OF CONTENTS

INTRODUCTION........................................................................................................................... 3
Background of the Study......................................................................................................... 3
Review of Related Literature................................................................................................... 5
Traffic Congestion.............................................................................................................. 6
Home Address.............................................................................................................. 6
Mode of Transportation................................................................................................. 7
Traffic Flow....................................................................................................................8
Class Participation............................................................................................................. 8
Class Attendance.........................................................................................................9
Engagement of Group Work...................................................................................... 10
Attentiveness..............................................................................................................11
Statement of the Problem...................................................................................................... 11
Hypothesis............................................................................................................................. 13
Significance of the Study....................................................................................................... 13
Theoretical Framework.......................................................................................................... 14
Conceptual Framework..........................................................................................................15
Definition of Terms................................................................................................................. 17
METHODOLOGY........................................................................................................................ 18
Research Design................................................................................................................... 18
Research Respondents......................................................................................................... 18
Research Environment.......................................................................................................... 19
Research Instruments............................................................................................................20
Ethical Considerations........................................................................................................... 22
Data Gathering Procedure.....................................................................................................25
Data Analysis.........................................................................................................................26
APPENDICES............................................................................................................................. 27
Appendix A............................................................................................................................ 27
Map of the Research Locale..................................................................................................27
Appendix B............................................................................................................................ 28
Survey Questionnaire............................................................................................................ 28
REFERENCES............................................................................................................................ 37

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 INTRODUCTION

This chapter presents the Background of the Study, Review of Related

Literature, Statement of the Problem, Significance of the study, Theoretical

Framework and Conceptual Framework discussed in this research paper.

Background of the Study

In order for students to be present in class and participate in school

activities, they have to get there on time before the class starts. Traffic

congestion is a widespread problem that has an extensive effect on various

aspects of daily life, from time management to health and well-being. Given that

traffic has an effect on time management, students will be affected by this aspect

of traffic congestion. Traffic hinders the smooth flow of transportation, leading to

significant economic, environmental, and personal costs. Despite extensive

research to mitigate its effects, there is still a significant lack of understanding

about the mode of transportation, whether public or private, among specific

populations, particularly senior high school students.These young people are

foremost vulnerable to the effects of traffic congestion because of their age and

developmental stage, which can affect their academic performance and overall

well-being. Prior studies have mostly focused on finding solutions to traffic

congestion and its larger impact on society, with little emphasis paid to the

specific effects on individuals, particularly students. According to (Castulo et al.

2019), their study revealed that traffic has an impact on the academic

3
performance of students mostly because of the stress they experienced from the

traffic jam while going to school. These elements can have a substantial

influence on students' capacity to actively participate in class discussions,

interact with learning materials, and perform well academically.

Based on Bahati Mfungo's (2020) research with the purpose to assess the

effect of traffic congestions on education performance of secondary schools in

Ilala, Dar es Salaam Tanzania, results from descriptive analysis showed that

students agreed that their academic performance was declining as an outcome

of traffic congestion. Furthermore, they agree that the traffic-related disruptions

have resulted in diminished listening ability, reduced engagement in the learning

process, a hindrance in completing academic assignments, challenges in

comprehending lessons, and a struggle to adhere to instructions.

According to Alvarez (2017), transportation challenges have become

hurdles that greatly affect students' daily lives and educational experiences.

Traffic congestion is rampant in Metro Manila due to continuing growth of the

transportation system in the region, and is a major issue for many drivers and

students. One of the obstacles is traffic congestion, which has an impact on

students' punctuality, well-being and active participation in classroom activities.

Has brought to light the consequences of traffic congestion on students'

relationships with adults, their ability to be on time for classes and their

motivation to actively participate in learning.

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 Traffic congestion is a prevalent concern in urban areas across the globe,

and Davao City in the Philippines is no exception. According to Anonymous

(2020), Davao City faces the challenge of traffic congestion, primarily due to the

dominance of jeepneys as the preferred mode of transportation for short trips.

These widespread jeepneys are known for their affordability, making them a

popular choice for commuters in comparison to more expensive taxi services.

However, while jeepneys provide an economically viable means of commuting,

their widespread use also significantly contributes to traffic congestion,

particularly in the central downtown areas of Davao City.

This study aims to bridge this existing gap in knowledge by exploring the

correlation between traffic congestion and active participation in class among

high school students. By investigating the challenges faced by students who

commute via public transportation or private vehicles, the research seeks to

uncover trends, coping strategies, and potential remedies. This in-depth analysis

will contribute valuable insights into the development of effective educational

policies and interventions, ensuring that students facing transportation-related

challenges receive the support they need to succeed academically and actively

participate in their classrooms.

Review of Related Literature

This section presents the literature related to the study about traffic

congestion and class participation. This begins with the definition, concept, and

research pointing to the variables of the study and its indicators.

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Traffic Congestion

Traffic congestion is a growing problem in urban areas, with a variety of

negative impacts on people and communities, including student classroom

engagement. A study by Ding and Feng (2022) found that high school students

who spend a long time commuting to and from school are more likely to be tired,

anxious, and less focused on their academics, leading to less participation in

class discussions, assignments, and other activities. The study also used

national survey data from China to examine how children's psychological

well-being (PWB) and academic performance vary across commute duration and

mode in urban, rural, and urban fringe areas. The findings suggest that commute

duration and mode of transportation are important factors that can affect

children's well-being and academic achievement, and that urban context should

be considered when developing policies to improve children's school travel.

Home Address. refers to the specific location where an individual resides.

It typically includes the house number, street name, city, state, and postal code. In

a study conducted by Olmo et al. (2018), discovered that the effect of the

distance from household to school on transport mode choice is well known. This

study aimed to examine which of the distances (Euclidean, Manhattan,

walking-network, and driving-network) is the best predictor of the decision to

walk to school and determine the areas of influence of active commuting to

school for four high schools in Granada, Spain. This study also used Kriging as a

method used for spatial prediction in the field of geostatistics. This study has

6
analyzed the spatial distribution of households with students who travel to four

high schools located in Granada, Spain.

Mode of Transportation refers to the way in which students travel to

school, such as walking, cycling, public transportation, or private vehicles. A

study by Sarkis Balabanian (2020), investigated the connection between

students' transportation, stress levels, and school performance in Abu Dhabi. The

study found that transportation distance and time are correlated with students'

academic performance, but not with their stress levels. The study also found

geographic clusters of students with good academic achievement and short

commute times. Moreover, the Balabanian (2020) study combined standard and

geospatial statistical tools with a quantitative survey of 982 grade 6 to grade 9

students from 40 classrooms of 17 public and private schools in Abu Dhabi

Island. The survey included questions on the students' transportation mode,

school distance, commuting time, stress levels, and school performance. The

study found that the average traveling time as well as commuting distance to

school negatively affects students' school performance. At the same time, no

significant correlation was found between the transportation modes (bus, car,

walking) or stress levels with student's school performance, nor between

transportation time and student stress levels. The study suggests that

transportation distance and time are essential aspects to consider when

choosing a school for a child. Parents should also be mindful of the potential

influence of long commute times on their child's academic achievement. The

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study also emphasizes the need for modifications to Abu Dhabi's school

transportation system in order to reduce travel times for children.

Traffic Flow. is the study of interactions between travelers and

infrastructure. According to Pineda (2019), mass transportation is essential to

modern society and should not be taken for granted, as it is not exclusive to a

particular demographic. Filipinos from different walks of life complain about being

late for work and the amount of time wasted in traffic. Research data indicates

that the challenges related to mass transportation affect Filipinos physically,

emotionally, and mentally. This issue leads to situations where students lose

valuable time that could have been spent on studying, projects, or spending

quality time with family and friends. Additionally, some students from the

Katipunan area in Quezon City are compelled to use their allowance, including

lunch money, just to reach school on time.

Class Participation

Class Participation. According to Haahr's (2015) perspective, class

participation is defined as the extent to which students, institutions, or teachers

achieve their educational objectives. This type of engagement is typically

assessed through examinations or ongoing assessments. The key question at

hand is what specific aspects are being evaluated and how this evaluation takes

place. For instance, in California, class participation is gauged using the

Academic Performance Index. However, the present study assumes that

psychological factors such as fatigue, tiredness, stress, lateness, and lack of

8
interest resulting from traffic congestion may impact students' involvement in

class. Consequently, in the context of this study, the definition of class

participation encompasses what students and academic staff members are

capable of and what they struggle with. For example, students' participation is

assessed based on indicators like their level of engagement, the presence of

boredom and stress during learning, decreased listening abilities, reduced

participation, incomplete academic tasks, difficulties in comprehending lessons,

and challenges in following instructions. On the other hand, academic staff

members' participation is defined by their activities during the week, including

tasks such as on-duty responsibilities, scoring and evaluation tasks, providing

feedback to students, conducting remedial classroom activities, and delivering

lessons.

Class Attendance. refers to students being present at a specific place,

usually recorded to keep track of their participation. In a study conducted by

Mugoro, J. (2014), it focused on the transportation challenges faced by students

in Dar es Salaam city. This research explored how far students had to travel from

home to school, the costs associated with transportation, and how these issues

affected their school attendance. The study aimed to identify various factors

related to transportation that contribute to low student attendance in community

secondary schools in Dar es Salaam. A quantitative method was employed to

analyze raw data collected through questionnaires. This data was then subjected

to statistical analysis to provide solid evidence regarding student transportation

problems and their effects on student school attendance in Dar es Salaam City.

9
The findings revealed that some students had difficulty attending both the early

morning classes starting at 08:00 and later sessions due to transportation

problems and other factors. Both school administration and students have

agreed that transportation issues impact student attendance in Dar es Salaam.

The results of this study indicate that the transportation system has a significant

relationship to students’ level of attendance at school.

Engagement of Group Work refers to how actively students participate in

their learning activities. In a study conducted by Cadaoas, M.J., et al. (2019), the

focus was on the traffic problems faced by senior high school students at the

University of Northern Philippines. This study aimed to understand the

experiences of students who deal with daily traffic congestion on their way to

school, which often makes them frustrated and annoyed. The method that

researchers employed involves in-depth interviews used to gather significant

information regarding how traffic congestion impacts the academic performance

of senior high school students at the University of Northern Philippines. The

research specifically looked into how this traffic congestion affects students’

ability to manage their schoolwork, engage in various activities, maintain good

attendance, and perform well academically. According to Andrews, L.W. (2015),

traffic congestion is a common cause of stress, anger, and anxiety. In addition,

the ongoing stress caused by daily traffic issues can lead to tiredness, making it

difficult for students to stay focused in class and actively participate in their

studies. The study’s results indicate that the students experience daily traffic

congestion, which causes them stress and frustration when they become stuck,

10
preventing them from arriving at school on time and causing them to be late for

their classes.

Attentiveness defined as the level of focused engagement and active

participation displayed by students during classroom instruction, significantly

influences the overall effectiveness of the learning environment and academic

achievement. In a study conducted in Barcelona, researchers discovered that

exposure to road traffic noise at school, but not at home, was linked to delayed

development of working memory, complex working memory, and attention in

primary school children. According to the findings, children's development of

working memory and attention is hindered by exposure to road traffic noise at

school and at home. Additionally, they found that being stuck in traffic causes

stress, which may affect task performance and attention. (María Foraster et al.,

2022). While these study do not provide quantitative data on the relationship

between traffic congestion and students' attentiveness in class participation, they

do suggest that traffic congestion can have an indirect effect on students'

academic performance and motivation, which may affect their attentiveness in

class.

Statement of the Problem

The purpose of this study is to investigate if there is a significant

relationship between traffic congestion and class participation among senior high

school students’.

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1. At what level does traffic congestion impact the daily commutes of senior high

school students in terms of:

1.1 Home Address

1.2 Mode of Transportation

1.3 Traffic Flow

2. What is the current level of class participation among senior high school

students in terms of:

2.1 Attendance

2.2 Engagement in Group Work

2.3 Attentiveness

3. Is there a significant relationship between traffic congestion and class

participation among senior high school students?

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Hypothesis

H₀: There is no significant relationship between traffic congestion and class

participation among senior high school students.

Significance of the Study

This study aims to investigate the relationship between traffic congestion and

class participation among senior high school students. The findings from this

research will have significant implications for various stakeholders, including

Students,Teachers, and Future researchers.

Students. This study can help students by making them feel supported

and comprehended. They may be more motivated to seek the right assistance

and effectively explain their concerns if they acknowledge their struggles with

class attendance due to traffic. This knowledge may result in a more enjoyable

and stimulating learning environment, enhancing their general wellbeing and

academic success.

Teachers. Teachers are essential in determining how students' educational

experiences are shaped. Understanding how traffic congestion affects students'

engagement in class can help teachers use more flexible and sympathetic

teaching strategies. By putting methods in place, they may give every student an

equal chance to participate in class activities, even those who may have

difficulties owing to tardiness or exhaustion brought on by traffic.

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 Future Researchers. The results of this study can serve as a starting

point for more research in the areas of education, transportation, and urban

planning. Future research can look deeper into certain strategies that mitigate the

negative effects of traffic congestion on students' involvement in class. Scholars

may aid in the creation of holistic solutions that benefit students and society at

large by building on this knowledge.

Theoretical Framework

Traffic Flow Theory

This study will anchor on Traffic flow theory cited by Gerlough and Huber

(1967). Further, Hoogendoorn and Knoop (2023) defines traffic flow theory as the

knowledge of the fundamental characteristics of traffic flows. It is a branch of

transportation engineering that studies the movement of vehicles on road

networks. It provides a framework for understanding and analyzing traffic

congestion, which can be applied to various scenarios, including studying

students' class participation in relation to traffic congestion. By utilizing traffic

flow theory, the researchers can gain insights into the factors that contribute to

congestion and its impact on students' ability to attend classes and actively

participate. The researchers' way to use traffic flow theory is to find insights on

how traffic congestion has an effect on class participation.

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Student Engagement Theory

This study will further anchor on Student Engagement Theory by Kearsley

& Schneiderman (1998) as cited by Cynthia Deale (2023). It postulates that

students need to be highly engaged in worthwhile educational activities,

interactions with others and through the completion of relevant assignments, to

learn effectively. This study observes the behavioral standards connected with

attendance and class participation and collaborative efforts. Class participation

has been viewed as part of student engagement, linked to student performance

and self-efficacy seen as a fundamental component of active learning. This

theory can help the researchers identify the importance of class participation and

how traffic congestion could affect students' attendance, level of engagement,

and attentiveness in class.

Conceptual Framework

In the conceptual framework the researchers have two different variables

which are Traffic Congestion and Class Participation. The first variable is the

"Traffic Congestion," Traffic Congestion is made up of three indicators. The first

indicator is "Home address," which is an important aspect in deciding what

location is most likely to experience traffic in their daily commute. Second, it

includes their chosen "Mode of Transportation," which highlights the numerous

choices of the respondents used to determine traffic, if it is driving, utilizing public

transportation, or cycling. Lastly, "Traffic Flow" is an essential component,

15
indicating real-time road network circumstances such as congestion levels and

traffic disruptions. The second variable is "Class participation," on the other hand,

focuses on assessing the respondents involvement in an educational setting.

This includes "Attendance," which measures the presence and punctuality in the

classroom. Next, "Level of Engagement," which assesses the extent to which

they participate in classroom discussions and activities, and "Attentiveness,"

which measures their focus and attentiveness throughout class. These variables

play different roles in different circumstances, but they all highlight the

importance of location-based commuting of traffic congestion and active

engagement in learning environments.

Figure 1. Conceptual Framework of the Study

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Definition of Terms

Traffic Congestion - refers to the situation in which the road is too blocked and

crowded causing the vehicles to have difficulties in maneuvering their way, it is

also the independent variable of the study

Student Achievement - refers to tasks that the students have succeeded in and

is an indicator of academic performance among senior highschool students

(Cambridge Dictionary 2023).

Extracurricular Activities - refers to activities that encourage students in their

development that also contributes to academic performance (Unesco IIEP

Learning Portal n.d.)

Attendance Rates - refers to the percentage in which the students are present in

school (CT Gov n.d.).

Road Construction - is an indicator in traffic congestion that means building,

fixing, or/and constructing roads (Collins Dictionary 2023).

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 METHODOLOGY

This chapter presents the Research Design, Research Respondents,

Research Environment, Research Instruments, Ethical Considerations, Data

Gathering, and Data Analysis.

Research Design

The present study will utilize quantitative descriptive-correlational research

design to determine the relationship between traffic congestion and class

participation among senior high school students. A descriptive research design is

used to describe the characteristics of a population or phenomenon. A

correlational research design is used to identify and measure the strength of

relationships between variables. (McCombes, 2021)

Research Respondents

To identify the participants of the study, the researchers will utilize stratified

sampling methods. According to Thomas (2023), stratified sampling is employed

when a population's characteristics are diverse, and the aim is to ensure that

every characteristic is appropriately represented in the sample. This helps

increase the generalizability and validity of the study, as well as avoiding

research biases, including undercover bias. This technique is the most suitable

18
for our study as it ensures a representative sample by addressing the

population's diversity, enhances precision by focusing on individual strata, and

enables meaningful comparative analysis among subgroups. Using the stratified

sampling method, the researcher knows that the participants are the senior high

school students.

The research participants will be senior high school students in one of the private

schools in Davao City. The total population of this study is 2063 students with a

sample size identified with the use of Slovin's formula, with 0.05 as the margin of

error. The sample size in this study will be 335 students.

Research Environment

The respondents of the study will be senior high school students from one of

the private schools in Davao City Region XI. Davao is a region located on the

southeastern coast of Mindanao and consists of Davao de Oro, Davao del Norte,

Davao del Sur, Davao Oriental, and Davao Occidental. Due to the urbanization of

the city, many road and building constructions are ongoing that disrupt the flow of

traffic. People tend to buy private vehicles for the reason that there is no

available public transportation. The study will be conducted in Davao City as the

city provides an area of interest regarding Senior High School student's

commuting difficulties.

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Research Instruments

In gathering the data of the independent variable, which is traffic congestion,

the researcher will be adapting Mugoro's (2014) research instrument. Survey

questionnaires will be used to collect data on traffic congestion indicators,

including home address, mode of transportation, and traffic flow. The study's

findings could help policymakers and educators understand the relationship of

traffic congestion in students' class participation. The Likert scale below will be

used to analyze the frequency:

Range of Mean Description Interpretation

4.50 - 5.00 Very high This means that students has

very high experiences traffic
when going to school

3.50 - 4.59 High This means that students has

high experiences traffic often
times when going to school

2.50 - 3.59 Moderate This means that students has

moderate experiences traffic
when going to school

1.50 - 2.59 Low This means that students has

low experiences traffic when
going to school

1.00 - 1.49 Very low This means that students has

very low experiences traffic
when going to school

In gathering the data of the dependent variable, which is class participation,

the researchers will adapt the study of Mugoro (2014), the research instrument

will be used as a survey questionnaire. The Likert scale below will be used to

analyze the frequency:

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 Range of Mean Description Interpretation

4.50 - 5.00 Very high The level of class participation

among senior high school
students is far above the
expected level.

3.50 - 4.59 High The level of class participation

among senior high school
students is above the expected
level.

2.50 - 3.59 Moderate The level of class participation

among senior high school
students is within the expected
level.

1.50 - 2.59 Low The level of class participation

among senior high school
students is below the expected
level.

1.00 - 1.49 Very low The level of class participation

among senior high school
students is far below the
expected level.

In summary, the research instrument will have 60 items, with 30 items for the

independent variable in Part 1 and 30 items for the dependent variable in Part 2.

The researcher will conduct a pilot test of the instruments with the assistance of

supervisory specialists. The supervisory experts will examine the content validity

of the questionnaire.

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Ethical Considerations

The following considerations will be observed carefully by the researcher in

gathering the data.

Social Value. According to Tomasetti (2023), she defined social values as

a set of moral principles that are accepted by the society, and these values are

created by the dynamics of the community, institutions in the society, traditions,

and cultural beliefs of the people in the society. Society is being considered and

reflected as the research is being conducted. Researchers considered the

respondent’s moral, religious, political values, and freedom for them to be

comfortable and calm throughout the process of the interview.

Informed Consent. Respondents are being interviewed with their consent.

They can use this consent to better understand why they are in need to take part

in the study. Furthermore, they can use the consent to comprehend what the

study is all about, its goals, its participants, and its procedures. Discomforts,

hazards, advantages, duration, and reimbursements are all factors that shall be

considered. The respondents are being informed of what they need to do and

shall provide their legal signature. Following the COVID-19 health guidelines, the

researchers are careful in their interview. Wearing of masks, sanitization, and

physical distancing is being considered as the study is being conducted. The

researchers are also fully vaccinated.

Risks, Benefits, and Safety. Risk Assessment implies the inclusion of

possible physical and mental dangers along with protection insurance. This

22
means the consequences of participating and the insurance of protection will be

strictly taken into account. The researchers and advisers in charge should apply

techniques and methods to lessen and limit any risk that may partake in the

activity and will also actively take note of the possible dangers that may harm

them. The respondents will be given thorough and complete information

regarding the study for them to make their decision whether to participate or not

which is highly respected whatever conclusion they may come to. The

respondents are assured of their privacy and their feedback will be utilized solely

for research purposes. The researchers will guarantee to keep personal and

important data confidential as it is a basic and high level requirement. Although

the respondents participation may not directly benefit them, the study itself will

give necessary and essential information to local areas or everyone. Lastly, the

study does not promote forcing the respondents and responses are guaranteed

to be always voluntary.

Privacy and Confidentiality of Information. The 2012 Data Protection Act is

designed to protect personal data and to keep it safe from malicious activities. To

stand by the right to privacy as a basic right as a human and to incite creativity

within them while still maintaining the necessary distance for flow of information.

Personal background information including classified data regarding the

respondents will be strictly kept private and confidential. The researchers will

handle the respondents personal information with great care assuring them the

safety of their identity.

23
 Transparency. In definition, transparency is the obligation to make data,

analysis, methods, and interpretative choices underlying their claims to be visible

that can be evaluated by others, as a fundamental ethical obligation (Moravcsik,

2019). Upon starting the review, the researchers led a direction that guarantees

the respondents that the study being conducted is unprejudiced, unbiased, and

reasonable for everyone who took an interest in the study. The researchers shall

inform the respondents about the information gathering strategy, what needs to

be done when doing the given activities, what they can acquire in participating in

the study and partaking in the interview, and the significance of the results that

will be shown in this review. Furthermore, the researchers shall inform the

respondents that the results will be delivered openly through articles and

journals.

Adequacy of Facilities. Since the pandemic is still ongoing and regulations

are still being implemented, the researchers will abide by and follow the IATF's

(Inter-Agency Task Force) health and safety guidelines. The interviews will be

done both in the means of face to face and google form survey whichever the

participants prefer. The face-to-face meet will be ensured to abide by the health

regulations and will maintain a safe distance as well as the wearing of masks.

Such rules will be necessarily implemented to maintain order in the interview as

well as the well-being of the people involved. The google form survey will be

done through Google Form.

Community Involvement. The respondents involvement is greatly

appreciated to determine the outcome of the study. Their responses will be used

24
as means to support and provide essential data to the purpose of the study. The

researchers ought to create an environment where the respondents are able to

freely express their thoughts regarding the questions asked. They will not

pressure the respondents and will encourage them to take their time to answer

the question for them to provide a response they will be satisfied with. The

respondents involvement will tremendously help the local area and everyone

along the process of finishing the study. The respondents that will take part in

the interview will greatly contribute not only to the students conducting the study

but also to the community.

Data Gathering Procedure

To investigate the relationship between traffic congestion and class

participation, using the stratified sampling method, we will conduct a survey

consisting of senior high school students about how traffic congestion has

affected their daily class participation. We will also collect demographic data such

as age and gender. The survey will contain questions regarding the current level

of class participation among senior high school students in terms of attendance,

engagement in group work, and attentiveness. This survey will also include

questions about to what extent traffic congestion affects their daily commute in

terms of home address, mode of transportation, and traffic flow. This process

involves surveys and data analysis to provide comprehensive insights on the

research topic.

25
Data Analysis

Mean. refers to the average value obtained by summing all data points and

dividing by the total count.The relationship between traffic congestion and class

participation among senior high school students, using the mean would involve

calculating the average class participation scores for students experiencing

varying levels of traffic congestion.

Pearson correlation coefficient. often denoted as “r,” is a statistic used to

measure the strength and direction of a linear relationship between two

continuous variables. To use the Pearson method in the relationship between

traffic congestion and class participation among senior high school students, you

need to follow these steps: Define your research question and hypothesis. For

example, you might want to investigate if traffic congestion affects the class

participation of senior high school students in the Philippines. Collect your data.

You need to have two variables: one for traffic congestion and one for class

participation. Calculate the Pearson correlation coefficient. You can use a

calculator, spreadsheet, or statistical software to compute the Pearson

correlation coefficient for your data.

26
 APPENDICES

Appendix A

Map of the Research Locale

27
 Appendix B

Survey Questionnaire

Name(Optional):

___________________________Gender:_________Age:_______

Club:_____________________________Grade

Level:_____Section:_____________

Instruction: Read carefully the questions given in the table and put a check on

the given box.

5 – Strongly Agree 3 – Moderately Agree 1 – Strongly

Disagree

4 – Agree 2 – Disagree

Traffic Congestion

5 4 3 2 1
Home Address Strongly Agree Neutral Disagree Strongly
Agree Disagree

1. The location of my home

plays a significant role in how
much time I spend traveling to
and from school each day.

2. The distance between my

home and school affects the
time I spend in traffic.

3. I am satisfied with my home

address location in terms of
accessibility to main roads and
highways.

28
4. The location of my home
makes it convenient for me to
access public transportation
options for my school
commute.

5. I experience traffic
congestion frequently when
commuting to school from my
home.

6. I have considered changing

my route to school to avoid
traffic congestion near my
home.

7. I often have to leave home

much earlier due to traffic
congestion to ensure I reach
school on time.

8. I find it challenging to find

alternate routes to avoid traffic
congestion when going to
school.

9. I have missed school or

been late due to traffic
congestion near my home.

10. I feel stressed due to

traffic congestion when
traveling from my home to
school.

5 4 3 2 1
Mode of Transportation Strongly Agree Neutral Disagree Strongly
Agree Disagree

1. I am not able to set money

aside for savings because of
the increasing fare in going to
school.

29
2. My allowance is just enough
to sustain my transportation
cost.

3. The conductor/driver follows

the standard fare price.

4. I can easily access

transportation while going to
school.

5. I don’t have a problem if I

miss the first bus, since I can
take another bus immediately.

6. I have encountered an
accident on my way to school
because of over speeding.

7. Lack of transportation is one

of the reasons for the student
to be absent or miss the first
class.

8. I could take 15-30 minutes

waiting for a bus to pass.

9. Students who are far from

school tend to be late or
absent.

10. Greater distance to school

from home provides fewer
opportunities for participation
in extracurricular activities.

5 4 3 2 1
Traffic Flow Strongly Agree Neutral Disagree Strongly
Agree Disagree

30
1. Satisfied with traffic
congestion during peak
hours?

2. Experience to use
alternate routes during
traffic congestion?

3. Having a traffic update

application to know and
avoid the places that are
congested by traffic to
prevent being late or
absent.

4. Use of alternative roads

to heavy traffic that could
cause stress

5. Walking or using a
bicycle for transportation to
avoid traffic and promote
exercise that relieves
stress

6. Additional enforcers for

assisting in roadways and
implementing traffic rules
and regulations.

7. Road
expansion/widening and
efficient road maintenance
and construction.

8. Having knowledge
about different routes and
using alternative routes to
avoid being late or absent.

9. Color coding scheme to

reduce the volume of
vehicles.

31
10. Truck ban during rush
hours.

Class Participation

5 4 3 2 1
Attendance Strongly Agree Neutral Disagree Strongly
Agree Disagree

1. Frequent difficulties in
attending school are
primarily caused by traffic
congestion

2. Frequently arrive late to

school due to traffic
congestion

3. Missing or arriving late

to school often has a
significant impact on
academic performance

4.Traffic congestion
frequently affects your
motivation to go to
school."

5. Missing important tests

or assignments occurs
frequently due to traffic
congestion

6. Frequent stress or
anxiety about going to
school is caused by traffic
congestion

7. The school's support for

students with attendance
challenges is satisfactory

32
8. Traffic congestion
frequently affects your
ability to focus in class

9. Traffic congestion often

affects your relationships
with your classmates and
teachers?

10. You frequently lose

time on your way to school
due to traffic congestion

5 4 3 2 1
Engagement in Group Work Strongly Agree Neutral Disagree Strongly
Agree Disagree

1. I felt that my teamwork

skills were utilized and
appreciated within the
group.

2. How effectively did you

and the other members of
your group work together?

3. How much did you

actively participate in group
discussions and activities?

4. Throughout the group

work activities, how
effectively did your group
communicate and share
ideas?

5. Did you think the other

members of your group
valued what you had to say
and contributed?

33
6. How often do you feel
distracted or fatigued during
group work sessions due to
the challenges of
commuting through traffic
congestion?

7. Does traffic congestion

impact your group's ability
to collaborate effectively
and achieve shared goals?

8. To what extent does

traffic congestion impact
your group's ability to meet
project deadlines and
complete assignments on
time?

9. How frequently do you

find it challenging to actively
participate in group
discussions or
brainstorming sessions due
to the stress of commuting
through traffic congestion?

10. How motivated is your

group to adapt and maintain
high levels of engagement
in group work activities
despite the hurdles posed
by traffic congestion?

5 4 3 2 1
Attentiveness Strongly Agree Neutral Disagree Strongly
Agree Disagree

1. During periods of traffic

congestion, how often do
you find it difficult to
concentrate on your
studies or class
assignments?

34
2. How often does traffic
congestion cause you to
feel stressed or frustrated
and interfere with your
ability to concentrate on
your academic work?

3. How much do you think

traffic congestion impacts
your overall attentiveness
and alertness during
classroom lectures or
study sessions?

4. How often do you arrive

late to class due to traffic
congestion?

5. To what extent do you

think congestion will
interfere with your ability to
participate fully in class
discussions or group
projects?

6. How often do you feel

fatigued or tired in class as
a result of a stressful
commute through traffic
congestion?

7. Does the time spent in

traffic congestion affect
your overall academic
performance negatively?

8. To what extent do you

believe that finding
solutions to traffic
congestion could improve
your focus and
attentiveness in class?

9. How often do you

engage in academic
activities (such as reading,

35
revising, or completing
assignments) while stuck
in traffic congestion?

10. How motivated are you

to overcome the
challenges posed by traffic
congestion and maintain a
high level of attentiveness
in class?

36
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