The Relationship of Reflective Learning to Students’ Academic Performance in a Filipino Course

This quasi-experimental study explored the link between reflective learning and students’ academic performance in a Filipino course at a private university in Central Philippines. It used two intact sections of third-year college students enrolled in a Filipino class during the First Semester of AY 2023-2024. A total of 76 students participated, with 38 students in each group. The study employed a 45-item multiple-choice test, complemented by a 10-point essay exam, which was validated and tested for reliability before the study began. The data were analyzed using descriptive and inferential statistics at a .05 level of significance. Results showed that students exposed to the reflective learning approach performed better academically in the Filipino course than those taught via the lecture-discussion method. The study also indicated that the reflective learning method has a strong potential to enhance the quality of instruction in the Filipino course through improved student performance.

Reflective Learning; Academic Performance; Filipino Course

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