The Link Between Political Awareness and Voting Readiness

Among Grade12 Students

Rationale

The right to vote is a fundamental pillar of any democratic society. However, while

this right is available, the level of readiness among first-time voters especially the youth—

remains a concern. Voting readiness among students plays a crucial role in shaping a

responsible electorate, but many are either unaware of the voting process or uncertain of their

role in it. This issue threatens the strength and effectiveness of democratic participation,

particularly for senior high school students who are nearing voting age. Understanding the

level of voting readiness among Grade 12 students is therefore important in ensuring that

these young individuals are well-prepared to make informed decisions in future elections.

Political awareness plays a vital role in forming an individual's readiness to vote. It

involves knowledge about political systems, current issues, government functions, and the

importance of civic duties. When students are politically aware, they are more likely to

understand the impact of their vote and become active participants in shaping their

communities. Therefore, investigating the relationship between political awareness

(independent variable) and voting readiness (dependent variable) may provide insight into

how education and awareness campaigns can be strengthened to prepare young voters more

effectively.

Globally, there is a growing concern about the decline in youth participation in

elections. According to the International Institute for Democracy and Electoral Assistance

(IDEA, 2022), youth voter turnout has been steadily decreasing in many democratic nations,

raising questions about the civic education and engagement of the next generation. This trend

indicates a possible gap in preparing young citizens to participate actively in democratic

processes, particularly through voting.

 In the Philippine context, the Commission on Elections (COMELEC) has recognized

the low voter turnout among young and first-time voters in past elections. Many youth are

either unregistered, uninformed, or uninterested in the electoral process. This lack of

engagement can be attributed to low political awareness, limited access to unbiased political

information, and a weak foundation in civic education. Such a scenario reflects a serious

national challenge that must be addressed through both research and educational reforms.

At the local level, particularly in Compostela National High School, there is no formal

study that examines the political awareness and voting readiness of Grade 12 students. While

social media and current events may influence students' views, it remains unclear whether

these influences translate into actual readiness to vote. Teachers and local stakeholders have

expressed concern over the students’ lack of interest or confidence in political matters,

highlighting a need for deeper investigation and targeted interventions.

This study aims to address the research gap on the correlation between political

awareness and voting readiness among senior high school students. The urgency of this study

lies in the fact that the youth form a significant portion of the voting population, and their

participation is essential to shaping the country’s democratic future. Yet, the factors that

influence their preparedness to vote are not fully understood, particularly at the grassroots

level.

The results of this study will be shared with school administrators, social studies

educators, and local government units. Findings will also be disseminated through school

forums, student assemblies, and possibly through local education newsletters. By doing so,

the study aims to contribute to better civic education programs and encourage student

participation in the democratic process

Statement of the Problem

Despite the significance of youth participation in a democratic society, there remains

a noticeable gap in understanding how politically aware senior high school students are,

particularly in relation to their readiness to vote. In the context of Compostela National High

School, there has been no formal investigation on whether Grade 12 students possess

sufficient political awareness to make informed voting decisions. While the right to vote is

fundamental, its impact depends largely on how prepared and informed the voters are—

especially those who are voting for the first time. This study seeks to determine the link

between political awareness and voting readiness among Grade 12 students to address this

gap and provide evidence-based insights that can help improve civic education efforts in

schools.

There is an urgent need to conduct this research to justify the development of more

targeted civic engagement programs. Understanding the correlation between students’

political awareness and their voting readiness will help guide the formulation of the study’s

research questions, objectives, and hypotheses. By identifying whether a strong relationship

exists between these two variables, the study can support efforts to strengthen political

literacy and voter education among youth. Ultimately, the research intends not only to

contribute to academic knowledge but also to help prepare future voters who are capable of

participating meaningfully in democratic processes.

Adapted Questionnaire

Instructions: This questionnaire is designed to measure your political awareness and voting

readiness. Please read each statement carefully and select the number that best reflects your

level of agreement.

Use the scale below:

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

Section I – Political Awareness

(Based on knowledge of political structures, current events, and civic duties)

No. Statement 1 2 3 4 5

I understand how the government of the Philippines is

structured.

I can identify the roles of elected officials such as senators

and mayors.

I follow political news and current events regularly.

I am aware of the issues that affect my local community and

country.
 I know the importance of participating in democratic

processes like voting.

Section II – Voting Readiness

(Based on preparedness to register, vote, and make informed choices)

No. Statement 1 2 3 4 5

I know the requirements for registering as a voter in the

Philippines.

I feel confident that I can make informed decisions

during elections.

I am aware of how and where to cast my vote when I

become eligible.

I plan to vote as soon as I reach the legal voting age.

I understand how my vote can influence the future of

my community and country.

Adapted from:

Zukin, C., Keeter, S., Andolina, M., Jenkins, K., & Delli Carpini, M. X. (2006). A new

engagement? Political participation, civic life, and the changing American citizen.

Oxford University Press.

Siar, S. V. (2011). Citizen participation and empowerment in the Philippines. Philippine

Institute for Development Studies.

Review of Related Literature
The Relationship Between Reading Format Preference and Reading Comprehension

Levels of Grade 10 Students

Rationale

Reading comprehension is a vital academic skill, especially for junior high school

learners like Grade 10 students. It enables them to understand, analyze, and apply information

across subjects such as English, Science, and Araling Panlipunan. However, many students at

this level continue to struggle with comprehending texts, which negatively affects their

academic performance and confidence in learning. In today’s classroom setting where both

printed and digital reading materials are used, it becomes important to examine the factors

that may influence students’ ability to understand what they read.

One major factor to consider is students’ reading format preference. The shift from

printed books to digital formats like e-books and PDFs has changed how students engage

with reading tasks. Some learners find digital formats more accessible and convenient, while

others feel they focus better using printed materials. These preferences may influence how

well students comprehend texts. If a student reads using a format that aligns with their

learning style, it may enhance comprehension; otherwise, it may hinder it. Exploring this

connection among Grade 10 students can provide insights into how reading environments

affect learning outcomes.

 Globally, reading comprehension among adolescents has been a growing concern. A

meta-analysis of 25 studies from 2000 to 2022 involving over 450,000 participants found that

students comprehended better when reading on paper than on screens. Similarly, a 2018 study

of 17 experiments showed that printed reading consistently led to higher comprehension than

digital reading. These global findings highlight a “screen inferiority” effect that affects

younger readers, signaling the importance of understanding how format preferences impact

comprehension.

In the Philippines, several studies have reported reading difficulties among junior high

school students. A study in Misamis Occidental revealed low proficiency in literal and

inferential comprehension among Grade 10 learners. Research from Cebu and Zamboanga

also found that students performed better when reading from printed texts than digital ones,

even when they were familiar with digital formats. These results show the importance of

examining the link between format preference and comprehension in the Philippine context.

At Compostela National High School in Davao de Oro, reading comprehension

continues to be a challenge among Grade 10 students. Although no specific research has been

conducted at this school, nearby studies in Mindanao confirm similar issues. A study in

Davao City showed that students still require guided strategies to overcome reading

difficulties. These challenges suggest that learners at Compostela NHS may face similar

barriers, highlighting the need to understand how their format preferences affect reading

performance.

While many global studies focus on older students, few directly examine how reading

format preference influences comprehension among Grade 10 learners in the Philippines.

This presents a research gap both nationally and locally. Without school-based evidence, it

becomes difficult for teachers to design effective reading interventions. This study is
therefore timely and urgent, as it explores a specific, under-researched issue that could

significantly improve teaching strategies and student outcomes at Compostela NHS.

The results of this study will be presented to the school administration, English

department, and Grade 10 teachers through a formal presentation and printed copies.

Recommendations will be shared during planning meetings to support reading development

strategies. A summary may also be included in school newsletters or local education forums

to raise awareness among parents, students, and other educators in the Davao Region.

Statement of the problem

In recent years, the rapid shift from traditional printed texts to digital reading

materials has significantly influenced how students interact with information. With e-books,

PDFs, and online articles becoming more accessible, students are increasingly exposed to

various reading formats. However, while digital materials offer convenience, it remains

unclear whether they support the same level of comprehension as printed texts, particularly

among junior high school students. This is especially important for Grade 10 learners, who

are expected to demonstrate higher-order thinking skills and comprehension across academic

subjects. Despite growing attention to reading comprehension challenges in the Philippines,

little research has examined how students’ preferred reading formats affect their

understanding of texts. As reading comprehension remains a fundamental skill for academic

success, it is necessary to investigate the influence of reading format preference on student

performance.
 This study addresses the lack of local evidence by exploring the relationship between

reading format preference and reading comprehension levels among Grade 10 students at

Compostela National High School. By identifying whether a student’s preferred format

contributes positively or negatively to their comprehension, the research can provide critical

insights for teachers and curriculum developers. Understanding this relationship will help

inform reading strategies that match learners’ needs and improve overall comprehension

outcomes. Therefore, this study is necessary not only to fill an existing research gap but also

to guide future interventions aimed at enhancing the reading experience and performance of

junior high school students. The findings are expected to support the formulation of relevant

research questions, measurable objectives, and testable hypotheses related to format

preference and reading outcomes.

Adapted Questionnaire

Instructions:

This questionnaire is designed to gather information about your reading format preference

and reading comprehension experience. Please read each statement carefully and select the

number that best reflects your level of agreement.

Use the scale below:

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

Section I – Reading Format Preference

(Based on comfort, focus, frequency, and perceived effectiveness)

No. Statement 1 2 3 4

I prefer reading printed texts over digital ones.

I find it easier to concentrate when reading from

paper.

Reading on screens causes more distractions for

me.

I often use digital formats (e-books, PDFs,

websites) for reading.

I remember information better when I read printed

materials.

Section II – Reading Comprehension

(Based on literal understanding, inferencing, vocabulary, and retention)

No. Statement 1 2 3 4 5

I can identify the main idea of a passage I read.

I understand the meaning of unfamiliar words

through context.
 I can infer the meaning behind what is directly

stated.

I recall important details after reading a text once.

I can explain what I have read to someone else

clearly.

Adapted from:

Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don't throw away your

printed books: A meta-analysis on the effects of reading media on reading

comprehension. Educational Research Review, 25, 23–38.

[Link]

Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta-

analysis. Journal of Research in Reading, 42(2), 288–325.

[Link]

Review of Related Literature

Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta-

analysis. Journal of Research in Reading, 42(2), 288–325.

[Link]

Dacillo, J. D., & Payot, J. M. (2022). Reading comprehension skills among Grade 10 students

in Misamis Occidental. International Journal of Multidisciplinary: Applied Business

and Education Research, 3(6), 1228–1235. [Link]

Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don't throw away your

printed books: A meta-analysis on the effects of reading media on reading

comprehension. Educational Research Review, 25, 23–38.

[Link]

Nuñez, C. J. R., & Castillo, M. B. (2021). Comparative analysis of reading comprehension

between printed and digital text formats among Filipino high school students.

Philippine Social Science Journal, 4(2), 112–120.

[Link]

Tagalogon, A. R., & Hilvano, A. (2023). The impact of directed reading-thinking activity

strategy on reading comprehension in Davao City. EPRA International Journal of

Multidisciplinary Research, 9(1), 55–62. [Link]

Ubaldo, M. C. (2023). Challenges in reading comprehension among junior high school

learners: A case from rural Mindanao. Journal of Teaching and Education in the

Philippines, 1(1), 77–84.

[Link]
Exploring Teacher Humor and Student Engagement Among Grade 10 Students
Rationale

Student engagement plays a vital role in the overall success of the learning process,

especially among junior high school students. When learners are actively engaged, they

demonstrate improved focus, increased participation in classroom activities, and better

information retention. Engagement fosters a sense of responsibility, encourages curiosity, and

drives academic growth. It also contributes to the development of positive attitudes toward

learning, which can extend beyond the classroom and into daily life. As education systems

continue to evolve, understanding the elements that influence engagement remains a top

priority for educators and researchers alike.

Despite its importance, many Grade 10 students face challenges that hinder their

classroom engagement. These challenges include lack of motivation, feelings of boredom,

and difficulty connecting with the lesson content. Disengaged students often show signs of

passive learning, minimal participation, and off-task behaviors. This not only affects their

academic performance but also disrupts the overall learning environment. As a result,

educators continue to seek effective methods to create interactive and meaningful learning

experiences that can address these common issues.

One emerging strategy to enhance student engagement is teacher humor. This

involves using appropriate jokes or playful remarks during lessons. When used effectively, it

helps reduce tension, improves student-teacher rapport, and creates a positive classroom
environment. As a result, students feel more comfortable, become more attentive, and are

more likely to participate in class activities.

Globally, researchers have highlighted the positive impact of humor in education.

According to Banas et al. (2011), humor helps foster a supportive learning environment and

increases student satisfaction. Similarly, Wanzer and Frymier (1999) found that students were

more motivated and reported greater learning when teachers used appropriate humor during

instruction. These findings suggest that humor is more than just entertainment—it is a

pedagogical tool that can improve cognitive, emotional, and behavioral aspects of

engagement.

In the Philippine context, student engagement remains a challenge, especially in

public schools with large class sizes and limited resources. A study by Gonzales (2021)

revealed that Filipino students responded more positively to teachers who incorporated

humor into their teaching. Likewise, Salazar and Reyes (2020) emphasized that teacher

humor enhanced classroom rapport and reduced anxiety among junior high school students.

These studies demonstrate that humor is a culturally relevant and low-cost strategy that can

support engagement in Filipino classrooms.

At Compostela National High School in Compostela, Davao de Oro, teachers

continue to search for effective ways to improve participation and reduce off-task behavior

among Grade 10 students. While many rely on traditional teaching methods, informal

observations suggest that the use of humor leads to more enthusiastic and attentive learners.

However, there is a lack of formal research within the school to examine this claim. Without

concrete data, the effectiveness of humor as a teaching strategy remains uncertain, making it

essential to conduct a focused investigation.

 This study aims to explore the relationship between teacher humor and student

engagement—specifically behavioral, emotional, and cognitive engagement—among Grade

10 students at Compostela National High School. By understanding how humor influences

student involvement in a rural public school setting, this research hopes to provide evidence-

based recommendations for teaching practices. The findings will be shared with school

leaders, subject teachers, and local education stakeholders to support the integration of humor

in classroom instruction as a practical and impactful tool for improving educational

outcomes.

Statement of the Problem

Student engagement is a key element of effective teaching and learning, especially

among junior high school learners such as Grade 10 students. However, many students

continue to show signs of disengagement such as inattentiveness, low participation, and lack

of interest in classroom activities. These issues negatively impact their academic performance

and overall learning experience. While various strategies have been used to increase

engagement, teacher humor is a relatively underexplored yet promising approach. When used

appropriately, humor has the potential to reduce classroom tension, capture attention, and

foster a more enjoyable learning environment. Despite its potential, little is known about how

teacher humor influences different aspects of engagement—behavioral, emotional, and

cognitive—especially within a public school setting like Compostela National High School.

This study seeks to address the lack of local and school-based evidence on the role of

teacher humor in improving student engagement. Although some research has documented

the benefits of humor in classrooms, most are qualitative, focused on older students, or based

in foreign contexts. There is a clear gap in quantitative research involving junior high school

students in rural Philippine schools. Understanding how humor affects student engagement
can help teachers adjust their instructional practices to meet the needs of today’s learners. The

findings of this research aim to support educators in using humor not just for entertainment

but as a teaching tool that improves learning outcomes. Therefore, the study is both timely

and necessary to guide the development of research questions, objectives, and hypotheses

relevant to student engagement strategies.

Adapted Questionnaire

Instructions:

This questionnaire aims to assess your experiences with teacher humor and your level of

engagement in class. Please read each item carefully and select the number that best

represents your agreement with each statement.

Use the scale below:

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

Section I – Teacher Humor

(Based on the frequency, type, and impact of humor used by the teacher)

No. Statement 1 2 3 4 5

My teacher uses humor to make lessons more

interesting.
 The jokes or funny comments made by my teacher

help me remember the lesson better.

Humor in class helps reduce my stress or anxiety.

I feel more comfortable participating in class when

the teacher uses humor.

My teacher uses appropriate humor that is

respectful and inclusive.

Section II – Student Engagement

(Based on attention, participation, motivation, and emotional connection to the class)

No. Statement 1 2 3 4 5

I enjoy attending this class and look forward to it.

I actively participate in class discussions and

activities.

I stay focused and pay attention during the

lesson.

I feel motivated to learn more because of the way

my teacher teaches.

I feel emotionally connected and comfortable in

the classroom environment.

Adapted from:
Banas, J. A., Dunbar, N., Rodriguez, D., & Liu, S.-J. (2011). A review of humor in

educational settings: Four decades of research. Communication Education, 60(1),

115–144. [Link]

Wanzer, M. B., & Frymier, A. B. (1999). The relationship between student perceptions of

instructor humor and students’ reports of learning. Communication Education, 48(1),

48–62.