BRIDGING THE GAP BETWEEN CLASSROOM PARTICIPATION AND QUIZ PERFORMANCE IN GRADE 10 MATHEMATICS: A STUDY IN THE DIVISION OF OROQUIETA CITY

Mathematics is often regarded as one of the most challenging subjects in secondary education, yet it is also one of the most essential. The study aimed to examine the correlation between participation and quiz scores. It also seeks to provide localized insights that can inform teaching strategies, professional development, and curriculum implementation in the Division of Oroquieta City. The study employed a correlational research design to investigate the relationship between classroom participation and mathematics quiz performance among 100 Grade 10 learners, which was identified through stratified random sampling. The results revealed a nearly perfect positive correlation. For the regression results, the equation derived from the model is: Quiz Score = 39.637 + 11.540 Participation. This equation indicates that for every one-unit increase in participation score, the predicted quiz score increases by approximately 11.54 points. The unstandardized coefficient for participation (Y = 11.540) is notably high, suggesting a substantial effect size. The associated standard error (SE B = 0.167) is minimal, and the t-value (t = 69.14) is exceptionally large, further confirming the strength of the relationship. The p-value (p = 0.001) is well below the conventional threshold of 0.05, indicating that the effect of participation on quiz scores is statistically significant. The constant (X = 39.637) represents the expected quiz score when participation is zero, although in practice, participation scores in the dataset range from 3.0 to 4.4. The high t-value for the constant (t = 62.58) and its low p-value (p = 0.001) suggest that the intercept is also statistically meaningful. Classroom participation plays a significant role in supporting mathematics quiz performance among Grade 10 learners in the Division of Oroquieta City. While participation enhances comprehension and retention, it is not the sole determinant of academic success. Bridging the gap requires a holistic approach that combines active engagement with structured learning strategies, feedback, and inclusive pedagogy. Teachers are encouraged to create mathematics classroom environments that promote participation while addressing diverse learning needs. By situating the study within the Division of Oroquieta City, the findings provide localized insights that can inform DepEd initiatives and teacher training programs. Ultimately, fostering both participation and achievement contributes to the broader goal of improving mathematics education quality in the Division and in the province as a whole.