T,.h is research attempted to examine the relationship between class participation and ~cademic achievement. Data pertaining to these variables were collected through questionnaire, documents and observation. The data obtained from these instruments were analyzed quantitatively using percentages, mean scores, standard deviations, frequency distr!butions, T-test, and correlational analysis. Findings of the study revealed that participatory students had collaborative learning preferences which require, and invite the active participation and involvement of them in classroom tasks. Nonparticipatory students, on the other hand, seemed to have individualistic learning preferences. that did not invite their direct involvement in the process. It had been ' manife~ted that participation had a positive strong relationship with academic achievement. The correlation between these two variables was found to be positive and .... ;,_sign(icant (rpb=0.62). Participatory students outperformed the non-participatory ~ . . students in English tests to a great extent. While the mean score of participatory I students' academic achievement was found to be 70.82, the mean score of the nonparticipatory ones became only 53.23. This big mean difference was found to be significant in the t-test analysis, and portrayed the better academic achievement of pdrticipatory students over the non-participatory students. On the bases of these '<findings, a few recommendations that presumed to enhance the students' class participation were forwarded.