Enhancing Verbal Engagement in Diverse Classrooms: The Peer-Supported Verbal Engagement Model (PSVEM)

Ronald Quileste; Djevonah Ogoy; Christhie Jean Roble; Alexandria Yzzabelle Gonzalez; Michaela Grace Golez; Wayne Mark Caberoy

doi:10.33578/pjr.v9i6.332

Authors

Ronald Quileste Xavier University-Ateneo de Cagayan, Philippines Author
Djevonah Ogoy Xavier University - Ateneo de Cagayan, Philippines Author
Christhie Jean Roble Xavier University - Ateneo de Cagayan, Philippines Author
Alexandria Yzzabelle Gonzalez Xavier University - Ateneo de Cagayan, Philippines Author
Michaela Grace Golez Xavier University - Ateneo de Cagayan, Philippines Author
Wayne Mark Caberoy Xavier University - Ateneo de Cagayan, Philippines Author

DOI:

https://doi.org/10.33578/pjr.v9i6.332

Keywords:

verbal participation, peer support, hybrid learning, student autonomy, PSVEM

Abstract

Low verbal participation remains a barrier to active learning, particularly in hybrid classrooms. This mixed-methods action research evaluated the Student-Selected Buddy System (SSBS), a peer-support intervention promoting verbal engagement through student autonomy and collaboration. Implemented in a Grade 12 STEM hybrid class, the SSBS significantly increased verbal participation (pre-test M = 2.92 to post-test M = 3.10, p < .05), with 63% of students improving. Qualitative data revealed enhanced confidence, collaboration, and the critical role of relatable topics and teacher facilitation. Addressing a gap in student-centered verbal engagement strategies, this study introduces the Peer-Supported Verbal Engagement Model (PSVEM)-a novel, theory-grounded framework integrating autonomy, peer scaffolding, and teacher support. Designed for replicability across K-12, higher education, and online/in-person modalities, PSVEM provides educators with practical, adaptable guidelines to promote inclusive dialogue. Scalable and context-flexible, PSVEM empowers teachers worldwide to boost student voice and transform classroom dynamics through peer-driven interaction.

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