identifying factors effecting students’ particiaption in the classroom

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IDENTIFYING FACTORS EFFECTING STUDENTS’

PARTICIAPTION IN THE CLASSROOM

Javaria Rana 05-231

Nazia Malik 05-223

Sadaf Naeem 05-244

M.A Education

Session: 2005-07

Submitted in Partial Fulfillment of Requirementsfor the Degree of M.A Education

DEPARTMENT OF EDUCATION

UNIVERSITY OF SARGODHA

SARGODHA

2008

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IN THE NAME OF ALLAH

THE MOST COMPASSIONATE

THE MOST MERCIFUL

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ACCEPTANCE CERTIFICATE

Master’s Thesis entitled “Identifying Factors Effecting Students’

Participation in the Classroom” is accepted by the Department of Education,

University of Sargodha, Sargodha completed in group in the partial fulfillment for the

award of the degree of M.A Education.

Supervisor

(Tariq Saleem Ghayyur)

External Examiner

`Prof. Dr.

Coordinator

(Dr. Muhammad Sarwar)

Dated :

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ACKNOWLEDGEMENT

All praise to ALLAH ALMIGHTY, the omnipotent and omniscient, the Lord

of Worlds. In the former and the latter, praises be to ALLAH ALMIGHTY, the

Creator of the Heaven and the Earth, who created the man, taught him the utterance,

honored the human being and perfected him above many of creatures with marked

performance. We offer our humblest thanks from the deepest core of our hearts to the

HOLY PROPHET HAZRAT MUHAMMAD (P.B.U.H) who is forever a model of

guidance and knowledge for humanity.

The researchers especially want to offer thanks to Tariq Saleem Ghayyur,

who always welcomed the curiosity of the researchers and provided guidance at each

and every step during research process. We feel it privileged and great pleasure to

place on record our sincere gratitude to our esteemed Dr. Mian Muhammad

Sarwar, Sir Jaffery, Sir Shameem-ur-Rasool.

Our affectionate and loving parents, brothers, sisters and all members of our

family, who are everything for us in this world and whose inspiration, encouragement,

affection, sacrifices, moral and financial support, guidance, experience, wisdom and

knowledge made this study possible and successful. Last but not least we must admit

that we are thankful to all whose names cannot be written individually and pay our

heartiest thanks.

JR

NM

SN

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LIST OF CONTENTS

Page

CHAPTER 1 INTRODUCTION 1

1.1 Statement of the Problem 3

1.2 Objectives of the Study 3

1.3 Significance of the Study 3

1.4 Delimitation of the Study 4

CHAPTER 2 REVIEW OF RELATED LITERATURE 5

2.1 Theories of Participation 5

2.1.1Need Hierarchy Theory 5

2.1.2Life Transitions Theory 6

2.1.3Reference Group Theory 6

2.1.4Social Participation Theory 7

2.2 Classroom Structures that Encourage Student

Participation

7

2.3 Classroom Management 14

2.3.1Creating a Learning Environment 14

2.3.2Setting Expectations 14

2.3.3Motivational Climate 15

2.3.4Maintaining a Learning Environment 15

2.3.5When Problems Occur 16

2.4 Encouraging Student Participation in Discussion 17

2.5 General strategies 17

2.5.1Encourage students to learn each

other's names and interests.

17

7

2.5.2Get to know as many of your

students as class size permits.

17

2.5.3Arrange seating to promote

discussion.

18

2.5.4Allow the class time to warm up

before you launch into the discussion.

18

2.5.5Limit your own comments 18

2.6 Tactics to Increase Student Participation 19

2.6.1Make certain each student has an

opportunity to talk in class during the first two or

three weeks.

19

2.6.2Plan an icebreaker activity early

in the semester.

19

2.6.3Ask students to identify

characteristics of an effective

19

2.6.4Periodically divide students into

small groups.

20

2.6.5Assign roles to students. 20

2.6.6Use poker chips or "comment

cards" to encourage discussion.

21

2.6.7Use electronic mail to start a

discussion.

21

2.7 Tactics to Keep Students Talking 21

2.7.1Build rapport with students. 21

2.7.2Bring students' outside comments 22

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into class.

2.7.3Use nonverbal cues to encourage

participation.

22

2.7.4Draw all students into the

discussion.

22

2.7.5Give quiet students special

encouragement.

23

2.7.6Following strategies: 23

2.7.7Discourage students who

monopolize the discussion.

23

2.7.8Tactfully correct wrong answers. 25

2.7.9Reward but do not grade student

participation.

25

2.8 Psychological dimensions of classroom 26

2.8.1Interaction 26

2.8.2Interaction and Motivation 26

2.8.3Interaction and achievement 27

2.8.4Interaction and Memory 27

2.8.5Interaction and creativity 27

2.8.6Interaction and skill 28

2.8.7Interaction and communication 28

2.9 Student impressions of the value of participation 28

2.9.1Hones reasoning skills 29

2.9.2Encouraging critical ability 29

2.9.3Accumulating and remembering 29

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facts and ideas

2.9.4Enjoyment 29

2.9.5Motivation 29

2.9.6Chance for consultation 29

2.9.7Social skill 30

2.9.8Transferable skills 30

2.10 Factors affecting the lack of participation on the

part of students in the Classroom

30

2.10.1Physical problems 30

2.10.2Personal problem 30

2.10.3Environmental problem 31

2.10.4Emotional problems 31

2.10.5Atmosphere and other condition 32

2.10.6Drug alcohol, caffeine, tobacco,

Underage Drinking: A Major Public Health

Challenge

32

2.10.7Injury and Social problem 32

2.10.8Domestic Violence problem 33

2.10.9Cultural Differences problem 34

2.10.10Employment and domestic

situations problem

34

2.10.11Fatigue 36

2.10.12Sex differences in fatigue 37

2.10.13The effect of age on participation 37

2.10.14Parent’s attitude 37

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2.10.15Anxiety 37

2.10.16Learning problems 38

2.10.17Home problems 38

2.10.18Attention seeking 38

2.10.19Lack of motivation 38

2.10.20Lack of clarity of presentation. 38

2.10.21Love mental level of students 39

2.10.22Lack of academic atmosphere 39

2.10.23Defective methods of teaching 39

2.10.24Lack of true reinforcement 40

2.10.25Lack of fresh air and sunlight 40

2.10.26Poor health 40

2.10.27Fears 41

2.10.28Economic condition 41

CHAPTER 3 METHODOLOGY AND PROCEDURE 42

3.1 Objectives of the Study 42

3.2 Nature of Design 42

3.3 Population and Target Population 42

3.4 Sample and Sampling Technique 43

3.5 The Instrument and Validation of the instrument 43

3.6 Data Collection 43

3.7 Analysis of Data 43

CHAPTER 4 DATA ANALYSIS 44

CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS

59

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5.1 Summary 59

5.2 Findings 59

5.3 Conclusions 63

5.4 Recommendations 64

REFERENCES 66

APPENDIX – A 68

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LIST OF TABLES

Page

Table 1 Identifying Factors Effecting Students’ Participation in the Classroom

44

Table 2 Weak eye sight also defects students ability to participate in class.

46

Table 3 Poor hearing skill damages student's capability to participate in class.

46

Table 4 Physical weakness hinders students to participate in class.

47

Table 5 Age difference makes some students less participated in class.

47

Table 6 Mental weakness of the students badly affects in classroom participation.

48

Table 7 Pollution has some damaging effects on student's ability to take part in the class.

48

Table 8 Bad sitting arrangement in the classroom makes students less participant in the class.

49

Table 9 Climatic changes badly affect the participation of students in the class.

49

Table 10 Teachers providing less time for enjoyment make students less participant.

50

Table 11 Parents' illiteracy is the cause of less participation in class.

50

Table 12 Students have less participation in class because they indulge in unhealthy activities.

51

Table 13 Harsh and bad behavior of parents makes students less participant in class.

51

Table 14 Students who do not enjoy love and care of parents participate less in the class.

52

Table 15 Domestic/financial problems are of one of the reasons of student's less participation in

classroom.

52

Table 16 Students who have to face domestic riots of parents become less participated in the class.

53

Table 17 Difference between mother and institutional language also makes students less participant in

class.

53

Table 18 Lack of motivation from both parents and teachers is the cause of less participation of

students in class.

54

Table 19 Lack of confidence also discourages students to participate in class.

54

Table 20 Aggressive attitude of students becomes a cause of less participation in class.

55

Table 21 Students having less interest in their studies participate less in the class.

55

Table 22 Students facing family economic problems 56

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participate less in the class.

Table 23 Inferiority complex also makes students less participant in class.

56

Table 24 Students who watch TV excessively become less participant in class.

57

Table 25 Students having bad company remain less predicated in class.

57

Table 26 Students having less interaction with other classmates have less participation in class.

58

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LIST OF FIGURES

Page

Figure 1 Weak eye sight also defects students ability to participate in class.

46

Figure 2 Poor hearing skill damages student's capability to participate in class.

46

Figure 3 Physical weakness hinders students to participate in class.

47

Figure 4 Age difference makes some students less participated in class.

47

Figure 5 Mental weakness of the students badly affects in classroom participation.

48

Figure 6 Pollution has some damaging effects on student's ability to take part in the class.

48

Figure 7 Bad sitting arrangement in the classroom makes students less participant in the class.

49

Figure 8 Climatic changes badly affect the participation of students in the class.

49

Figure 9 Teachers providing less time for enjoyment make students less participant.

50

Figure 10 Parents' illiteracy is the cause of less participation in class.

50

Figure 11 Students have less participation in class because they indulge in unhealthy activities.

51

Figure 12 Harsh and bad behavior of parents makes students less participant in class.

51

Figure 13 Students who do not enjoy love and care of parents participate less in the class.

52

Figure 14 Domestic/financial problems are of one of the reasons of student's less participation in

classroom.

52

Figure 15 Students who have to face domestic riots of parents become less participated in the class.

53

Figure 16 Difference between mother and institutional language also makes students less participant in

class.

53

Figure 17 Lack of motivation from both parents and teachers is the cause of less participation of

students in class.

54

Figure 18 Lack of confidence also discourages students to participate in class.

54

Figure 19 Aggressive attitude of students becomes a cause of less participation in class.

55

Figure 20 Students having less interest in their studies participate less in the class.

55

Figure 21 Students facing family economic problems participate less in the class.

56

Figure 22 Inferiority complex also makes students less 56

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participant in class.

Figure 23 Students who watch TV excessively become less participant in class.

57

Figure 24 Students having bad company remain less predicated in class.

57

Figure 25 Students having less interaction with other classmates have less participation in class.

58

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ABSTRACT

The purpose of this paper is to identify the factors effecting students’

participation in the classroom. The researchers conducted a survey study be

developing a questionnaire comprising of such factors and administered it to the

students of University of Sargodha, Sargodha. The objectives of this study were: 1(

To give awareness about psychological factors affecting students' participation in the

classroom. 2( To investigate physical factors that affect participation of students in the

class. 3( To identify domestic problems that affect students' participation in the

classroom. 4( To analyze social factors affecting students' participation. 5( To identify

mental factors that affect student’s participation in the class. All students of

University of Sargodha, Sargodha were the population of the study and data were

collected from 200 students from different departments of University of Sargodha,

Sargodha as sample. The data were analyzed and interpreted in terms of percentage.

It was concluded that different factors like domestic, psychological, physical

environmental and social factors affect students’ participation in the classroom. The

researchers also recommended suggestion for the removal of those factors.

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CHAPTER 1

INTRODUCTION

Only that nation can progress among the nation in this world, which has a

clear goal to achieve. Because the national identity, consolidation and harmony

depends upon this purpose .these blessings do not exist without specify objectives.

That is why the achievement of these targets is given priority in all walks of life out of

all spheres of life the most important in education. Because every nation depends

upon education for the transformation, theories, religion, civilization culture and

tradition. With out it, harmony, social values, feelings of love and sincerity for society

and its individuals and social stability in a healthy society in impossible .keeping in

view the significance of education, every nation is paying full attention to it .the

objectives of education are also changing with the changing conditions and demands

of the time, along with the availability of financial and material resources .because the

concept of progress is impossible with out education progress .only social progress

assures the existence and security of a nation .when we looked at the developed

nation, the secret of their progress lies in the education .no country can make progress

unless her inhabitants are educated.

But if we see, our country, in spite of having passed fifty –six years, is called

an under developed country .negligence about the right education is the major cause

of it. Many factors are responsible for this instance, politicians, writers, scholars,

teachers and our government. They did not give proper attention to education. It gives

a conscience of life to an individual . it helps him to understands his problems , solve

them and settle the affairs of life . just as it is important to make education universal

for the progress of a nation , it is also necessary that every man should participate to

make a work of good standard.

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No objectives can be attained with out proper interest. To fulfill one s need

and to satisfy one, s desires one has to work pretty hard. He can achieve all this only if

he shows prefect interest and participation in his work. Students have to show a been

participation in his studies, “classrooms are busy places, every day in every classroom

teachers make decisions about their pupil, s behaviors the success of their instruction

the classroom climate )Airosiam, 1994 p -3(.

In the classroom, participants is necessary for the progress of instruction

participation is not confined only to physical presence but it means their mental

presence In class, their interaction should take interest in the class, work attentively

and listen to the teacher and give a give a good response.

“Interaction is a stimulus response situation with some degree of verbal or

non-verbal exchange that would result in position or negative feeling in the

individuals who functions as the agents of the interaction. Interaction is a creative and

productive factor as even elementary forms of interaction that happen among human

individuals involve intellectual and imaginative organization of elements involved in

the interact ional situation )Mukkalel, 1998 p – 103, 104(.

Students can participate properly if he is free from all confusions and

problems. Some students do not participate properly , they present in the class but do

not pay attention to study . They do not listen to the teacher attentively and feel bored.

Now we have to see the factors, which affect the action of the students in the class.

Why they remain restless? Why they do not pay attention to the study?

Many factors affect their response parents, s attitudes is very significant. A

neglected child feels helpless and lonely similarly unfair security can also make him

irresponsible, selfish and careless. Personal and domestic problems, defective training

of the teachers , their attitude, unsuitable course , way of examination , improper

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environment of school ,mental level , deficiency of educational facilities , conduct of

class fellows , partial treatment , act affect the participation of students.

It is required to make a research whether these affect the response of students.

if yes ,then how can these problems be resolved and how can enable students to

participate actively in the class.

1.1 Statement of the Problem

The purpose of this study was:

"Identifying Factors Affecting Students' Participation in the Classroom".

1.2 Objectives of the Study

Main objectives of the study were:

1. To give awareness about psychological factors affecting students' participation

in the classroom.

2 To investigate physical factors that affect participation of students in the class.

3 To identify domestic problems that affect students' participation in the

classroom.

4 To analyze social factors affecting students' participation.

5 To identify mental factors that affect student’s participation in the class.

1.3 Significance of the Study

It may be helpful for teachers to sort those factors which affecting the lack of

participation on the part of students in the class room. The research will aware the

parents how can they improve their attitude to their children? The research will be

helpful for teachers to amend the students in the light of these factors. The research

will provide information of factors affect the students in the light of these factors. The

research will provide a strong basis to do more research in this field. The research will

provide information for policy makers.

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1.4 Delimitation of the Study

1. The study was delimited to the students of the University of Sargodha,

Sargodha.

2 The study was delimited to the students of University of Sargodha, Sargodha

at Master Level.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

Mark K. Smith )2007( elaborates the concept of Participation in Learning

Projects and Programmes. As will now be apparent, the motives for engagement in

learning projects are often mixed and can operate at a number of levels. McGivney

)1990( has provided a useful summary of some of the better known theories which she

divides into single strand and composite )involve a number of strands(. Later we will

look at an influential 'composite' theory - that of Cross, for now we will look at

McGivney's summary.

2.1 Theories of Participation

2.1.1 Need Hierarchy Theory

The main line of argument here is that participation depends on the extent to

which a person has been able to meet a range of primary and secondary needs )after

Maslow 1954( and the influence of positive and negative forces )see, also, 'force-field

analysis below(. For example, as basic primary needs are met )as one economic and

social position 'improves'(, higher needs are activated, and the balance between

negative and positive forces shifts. As a result people are more prepared to take part in

educational activities. )Miller 1967(.

Congruence model: In this model it is suggested that people are more likely to

participate in educational activities where there is some congruence between their

perception of themselves )their self concept( and the nature of the education

programmed/environment. One of the key findings in the North American literature

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which has driven this is the correlation between the number of years spent at school

and college, and the likelihood of taking part in education programmes after that.

)Boshier 1973(.

Force-field theory: This approach draws heavily on the work of Lewin )1947;

1952(. Miller )1967(, in particular, sought to draw together Maslow's and Lewin's

theories to explain why socio-economic status )class( is linked to participation in adult

education. He charts positive forces and negative forces and their relative strengths.

This is then taken a step further by Rubenson )1977(. He argues that education, like

work, is an achievement-orientated activity, 'meaning that people who want to get

ahead will put effort into personal achievement' )Cross 1981(. Rubenson suggested

that motivation emerges from the interaction of two factors: expectancy and valence.

2.1.2 Life Transitions Theory

The notion of 'transition' has assumed a much larger role in thinking about the

take-up of education. This has been reflected, for example, in shifts in UK research

concerning young people's participation in further education )Banks et al 1992(. In

North America populist accounts of the impact of 'life-changes' )Sheehy 1976( have

had a significant impact. The basic hypothesis involved is that participation in

education projects is frequently linked to changes in life circumstances such as

changes in job, the break-up of relationships, having children, bereavement and

retirement.

2.1.3 Reference Group Theory

This theory is based around the assertion that people identify with the social

and cultural group to which they belong - 'normative reference group )NRG( - or with

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another to which they aspire to belong – 'comparative' reference group )CRG(

)McGivney 1993(. A number of studies point to the extent to which people's total

environment and group membership creates an orientation to involvement in

educational projects and programmes )Darkenwald and Merriam 1982(.

2.1.4 Social Participation Theory

This approach has now been developed at some length by )Courtney 1991(.

He argues that significant learning often takes place in organizational settings

)schools, community groups, work(. Thus to seek motivation for learning, 'we might

seek for those factors which motivate people to join or be part of organizations or for

reasons why organizations compel as well as encourage forms of voluntary

participation' )ibid: 99(.

2.2 Classroom Structures that Encourage Student Participation

Bergquist and Phillips )1975( provided a table form of classroom structures

that encourage student participation as follows:

Table adopted from Bergquist and Phillips (1975)

2.3 Classroom Management

Education Encyclopedia )2008( describes that Classroom management is the

orchestration of the learning environment of a group of individuals within a classroom

setting. In the early 1970s classroom management was seen as separate from

classroom instruction. Teachers' management decisions were viewed as precursors to

instruction, and were treated in the literature as if they were content-free. The image

was of a teacher first attending to classroom management, and then beginning

instruction without further reference to management decisions. Research in the 1980s,

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however, demonstrated that management and instruction are not separate, but are

inextricably interwoven and complex.

2.3.1 Creating a Learning Environment

Creating and implementing a learning environment means careful planning for

the start of the school year. The learning environment must be envisioned in both a

physical space and a cognitive space. The physical space of the classroom is managed

as the teacher prepares the classroom for the students. Is the space warm and inviting?

Does the room arrangement match the teacher's philosophy of learning? Do the

students have access to necessary materials? Are the distracting features of a room

eliminated? Attending to these and similar questions aids a teacher in managing the

physical space of the classroom.

2.3.2 Setting Expectations

In both elementary and secondary classrooms, the start of the school year is

crucial to effective management. A significant aspect of this beginning is the teacher's

establishment of expectations for student behavior, which are expressed through rules

and procedures. Rules indicate the expectations for behavior in the classroom, and for

how one interacts with one's peers and the teacher. Procedures have to do with how

things get done. Rules can be, and frequently are, developed with the students' help,

which increases the likelihood of compliance.

2.3.3 Motivational Climate

An essential part of organizing the classroom involves developing a climate in

which teachers encourage students to do their best and to be excited about what they

http://www.answers.com/topic/likelihood

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are learning. There are two factors that are critical in creating such a motivational

climate: value and effort. To be motivated, students must see the worth of the work

that they are doing and the work others do. A teacher's demonstration of value shows

students how their work is worthwhile and is connected to things that are important

for them, including other learning and interests. Effort ties the time, energy, and

creativity a student uses to develop the "work," to the value that the work holds. One

way that teachers encourage effort is through specific praise, telling students

specifically what it is that they are doing that is worthwhile and good. In combination

an understanding of the value of academic tasks and the effort necessary to complete

these tasks motivate students to learn.

2.3.4 Maintaining a Learning Environment

A teacher's classroom management decisions do not stop after the planning

and establishment that is crucial to beginning the school year. As the school year

progresses, classroom management involve maintaining the learning environment

through conscientious decision-making concerning students and the classroom.

Teachers in a classroom teach groups of children. Maintaining the learning

environment, therefore, requires teachers to focus on group processes. Jacob Kounin's

landmark findings from the late 1960s on the management of classroom groups

identified that the means by which teachers prevent problems from occurring in the

first place differentiated them as more effective managers.

Kounin, whose work was reaffirmed by Paul Gump, a noted ecological

psychologist in Kansas in the 1980s, identified several strategies that teachers use

to elicit high levels of work involvement and low levels of misbehavior. These

strategies are: )1( with-it-ness )communicating awareness of student behavior(, )2(

http://www.answers.com/topic/elicit

http://www.answers.com/topic/psychologist

http://www.answers.com/topic/conscientious

http://www.answers.com/topic/worthwhile

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overlapping )doing more than one thing at once(,)3( smoothness and momentum

)moving in and out of activities smoothly, with appropriately paced and sequenced

instruction(, and )4( group alerting )keeping all students attentive in a whole-group

focus(. These tools help teachers to maintain the flow of instruction. A significant

stumbling block to the flow of instruction is in attention to transitions between

activities, lessons, subjects, or class periods. It is here that teacher are likely to feel

that they are less effective in maintaining the flow of instruction.

2.3.5 When Problems Occur

Though effective managers anticipate and monitor student behavior and

learning, misbehavior and misunderstanding do occur. When inappropriate

behavior occurs, effective managers handle it promptly to keep it from continuing and

spreading. Though teachers can handle most misbehavior unobtrusively with

techniques such as physical proximity or eye contact, more serious misbehavior

requires more direct intervention. The success of intervention depends on orderly

structures having been created and implemented at the beginning of the school year.

2.4 Encouraging Student Participation in Discussion

Students' enthusiasm, involvement, and willingness to participate affect the

quality of class discussion as an opportunity for learning. Your challenge is to engage

all students, keep them talking to each other about the same topic, and help them

develop insights into the material.

2.5 General strategies

http://www.answers.com/topic/orderly

http://www.answers.com/topic/misunderstanding

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2.5.1 Encourage students to learn each other's names and

interests.

Students are more likely to participate in class if they feel they are among

friends rather than strangers; so at the beginning of the term, ask students to introduce

themselves and describe their primary interests or background in the subject )Tiberius,

1990(. These introductions may also give you some clues about framing discussion

questions that address students' interests. See "The First Day of Class" for ideas on

helping students get to know one another.

2.5.2 Get to know as many of your students as class size

permits.

In classes of thirty or less, learn all your students' names. )"The First Day of

Class" lists several ways to do this.( If you require students to come to your office

once during the first few weeks of class, you can also learn about their interests. Class

participation often improves after students have had an opportunity to talk informally

with their instructor.

2.5.3 Arrange seating to promote discussion.

If your room has movable chairs, ask students to sit in a semicircle so that they

can see one another. At a long seminar table, seat yourself along the side rather than at

the head. If appropriate, ask students to print their names on name cards and display

them on their desk or the table. Research reported by Beard and Hartley )1984( shows

that people tend to talk to the person sitting opposite them, that people sitting next to

each other tend not to talk to one another, that the most centrally placed member of a

28

group tends to emerge as leader, and that leaders tend to sit in the least crowded parts

of a room.

2.5.4 Allow the class time to warm up before you launch into

the discussion.

Consider arriving two to three minutes early to talk informally with students.

Or open class with a few minutes of conversation about relevant current events,

campus activities, or administrative matters. )Sources: Billson, 1986; Welty, 1989(

2.5.5 Limit your own comments

Some teachers talk too much and turn a discussion into a lecture or a series of

instructor-student dialogues. Brown and Atkins )1988( report a series of studies by

various researchers that found that most discussion classes are dominated by

instructors. In one study )p. 53( faculty talked 86 percent of the time. Avoid the

temptation to respond to every student's contribution. Instead, allow students to

develop their ideas and respond to one another.

2.6 Tactics to Increase Student Participation

2.6.1 Make certain each student has an opportunity to talk in

class during the first two or three weeks.

Barbara Gross Davis )1993( describes that the longer a student goes without

speaking in class, the more difficult it will be for him or her to contribute. Devise

small group or pair work early in the term so that all students can participate and hear

their own voices in nonthreatening circumstances.

29

2.6.2 Plan an icebreaker activity early in the semester.

For example, a professor teaching plant domestication in cultural geography

asks students to bring to class a fruit or vegetable from another culture or region. The

discussion focuses on the countries of origin and the relationship between food and

culture. At the end of class students eat what they brought. See "The First Day of

Class" for other suggestions.

2.6.3 Ask students to identify characteristics of an effective

Discussion. Ask students individually or in small groups to recall discussions

and seminars in which they have participated and to list the characteristics of those

that were worthwhile. Then ask students to list the characteristics of poor discussions.

Write the items on the board, tallying those items mentioned by more than one student

or group. With the entire class, explore ways in which class members can maximize

those aspects that make for a good discussion and minimize those aspects that make

for a poor discussion.

2.6.4 Periodically divide students into small groups.

Students find it easier to speak to groups of three or four than to an entire

class. Divide students into small groups, have them discuss a question or issue for five

or ten minutes, and then return to a plenary format. Choose topics that are focused and

straightforward: "What are the two most important characteristics of goal-free

evaluation?" or "Why did the experiment fail?" Have each group report orally and

record the results on the board. Once students have spoken in small groups, they may

be less reluctant to speak to the class as a whole.

30

2.6.5 Assign roles to students.

Ask two or three students to lead a discussion session sometime during the

term. Meet with the student discussion leaders beforehand to go over their questions

and proposed format. Have the leaders distribute three to six discussion questions to

the class a week before the discussion. During class the leaders assume responsibility

for generating and facilitating the discussion. For discussions you lead, assign one or

two students per session to be observers responsible for commenting on the

discussion. Other student roles include periodic summarizer )to summarize the main

substantive points two or three times during the session(, recorder )to serve as the

group's memory(, timekeeper )to keep the class on schedule(, and designated first

speaker. )Source: Hyman, 1980(

2.6.6 Use poker chips or "comment cards" to encourage

discussion.

One faculty member distributes three poker chips to each student in her class.

Each time a student speaks, a chip is turned over to the instructor. Students must

spend all their chips by the end of the period. The professor reports that this strategy

limits students who dominate the discussion and encourages quiet students to speak

up. Another professor hands out a "comment card" each time a student provides a

strong response or insightful comment. Students turn back the cards at the end of the

period, and the professor notes on the course roster the number of cards each student

received. )Source: Sadker and Sadker, 1992(

2.6.7 Use electronic mail to start a discussion.

31

One faculty member in the biological sciences poses a question through

electronic mail and asks the students to write in their responses and comments. He

then hands out copies of all the responses to initiate the class discussion.

2.7 Tactics to Keep Students Talking

2.7.1 Build rapport with students.

Simply saying that you are interested in what your students think and that you

value their opinions may not be enough. In addition, comment positively about a

student's contribution and reinforce good points by paraphrasing or summarizing

them. If a student makes a good observation that is ignored by the class, point this out:

"Thank you, Steve. Karen also raised that issue earlier, but we didn't pick up on it.

Perhaps now is the time to address it. Thank you for your patience, Karen" )Tiberius,

1990(. Clarke )1988( suggests tagging important assertions or questions with the

student's name: the Amy argument or the Haruko hypothesis. Tiberius )1990( warns

against overdoing this, however, because a class may get tired of being reminded that

they are discussing so-and-so's point.

2.7.2 Bring students' outside comments into class.

Talk to students during office hours, in hallways, and around campus. If they

make a good comment, check with them first to see whether they are willing to raise

the idea in class, then say: "Jana, you were saying something about that in the hall

yesterday Would you repeat it for the rest of the class."

2.7.3 Use nonverbal cues to encourage participation.

32

For example, smile expectantly and nod as students talk. Maintain eye contact

with students. Look relaxed and interested.

2.7.4 Draw all students into the discussion.

You can involve more students by asking whether they agree with what has

just been said or whether someone can provide another example to support or

contradict a point: "How do the rest of you feel about that?" or "Does anyone who

hasn't spoken care to comment on the plans for People's Park?" Moreover, if you

move away from – rather than toward – a student who makes a comment, the student

will speak up and outward, drawing everyone into the conversation. The comment

will be "on the floor," open for students to respond to.

2.7.5 Give quiet students special encouragement.

Quiet students are not necessarily uninvolved, so avoid excessive efforts to

draw them out. Some quiet students, though, are just waiting for a no threatening

opportunity to speak. To help these students, consider the

2.7.6 Following strategies:

Arrange small group )two to four students( discussions.

Pose casual questions that don't call for a detailed correct response:

"What are some reasons why people may not vote?" or "What do you

remember most from the reading?" or "Which of the articles did you

find most difficult?" )McKeachie, 1986(.

Assign a small specific task to a quiet student: "Carrie, would you find

out for next class session what Chile's GNP was last year?"

33

Reward infrequent contributors with a smile.

Bolster students' self-confidence by writing their comments on the

board )Welty, 1989(.

Stand or sit next to someone who has not contributed; your proximity

may draw a hesitant student into the discussion.

2.7.7 Discourage students who monopolize the discussion.

As reported in "The One or Two Who Talk Too Much" )1988(, researchers

Karp and Yoels found that in classes with fewer than forty students, four or five

students accounted for 75 percent of the total interactions per session. In classes with

more than forty students, two or three students accounted for 51 percent of the

exchanges. Here are some ways to handle dominating students:

Break the class into small groups or assign tasks to pairs of students.

Ask everyone to jot down a response to your question and then choose

someone to speak.

If only the dominant students raise their hand, restate your desire for

greater student participation: "I'd like to hear from others in the class."

Avoid making eye contact with the talkative.

If one student has been dominating the discussion, ask other students

whether they agree or disagree with that student.

Explain that the discussion has become too one-sided and ask the

monopolizer to help by remaining silent: "Larry, since we must move

on, would you briefly summarize your remarks, and then we'll hear the

reactions of other group members."

34

Assign a specific role to the dominant student that limits participation

)for example, periodic summarizer(.

Acknowledge the time constraints: "Jon, I notice that our time is

running out. Let's set a thirty-second limit on everybody's comments

from now on."

If the monopolizer is a serious problem, speak to him or her after class

or during office hours. Tell the student that you value his or her

participation and wish more students contributed. If this student's

comments are good, say so; but point out that learning results from

give-and-take and that everyone benefits from hearing a range of

opinions and views.

2.7.8 Tactfully correct wrong answers.

Any type of put-down or disapproval will inhibit students from speaking up

and from learning. Say something positive about those aspects of the response that are

insightful or creative and point out those aspects that is off base. Provide hints,

suggestions, or follow-up questions that will enable students to understand and correct

their own errors. Billson )1986( suggests prompts such as "Good–now let's take. it a

step further"; "Keep going"; "Not quite, but keep thinking about it."

2.7.9 Reward but do not grade student participation.

Some faculty members assign grades based on participation or reward student

participation with bonus points when assigning final grades. Melvin )1988( describes

a grading scheme based on peer and professor evaluation: Students are asked to rate

the class participation of each of their classmates as high, medium, or low If the

35

median peer rating is higher than the instructor's rating of that student, the two ratings

are averaged. If the peer rating is lower, the student receives the instructor's rating.

Other faculty members believe that grading based on participation is inappropriate,

that is, subjective and not defensible if challenged. They also note that such a policy

may discourage free and open discussion, making students hesitant to talk for fear of

revealing their ignorance or being perceived as trying to gain grade points. In

addition, faculty argues, thoughtful silence is not unproductive, and shy students

should not be placed at a disadvantage simply because they are shy. There are means

other than grades to encourage and reward participation: verbal praise of good points,

acknowledgment of valued contributions, or even written notes to students who have

added significantly to the discussion. One faculty member uses lottery tickets to

recognize excellent student responses or questions when they occur. He doesn't

announce this in advance but distributes the first ticket as a surprise. Tickets can be

given to individuals or to small groups. Over the term, he may hand out fifteen to

twenty lottery tickets. In a small class, you maybe able to keep notes on students'

participation and devote some office hours to helping students develop their skills in

presenting their points of view and listening to their classmates )Hertenstein, 1991(.

2.8 Psychological dimensions of classroom

2.8.1 Interaction

Sampath )1998( describes that classroom interaction to be understood as a

psychological factoring in order tohave the right perspective of its role in the

development of the classroom in general and in the learning of a second language in

particular. Interaction is basically a psychological factor and needs to view with

36

reference to other factor and needs to be viewed with reference to other factors in

psychology that determine classroom learning. Interaction is a process individuals,

situation and other factor co-ordinate together to produce an even with its purpose its

nucleus.

2.8.2 Interaction and Motivation

There is a definite relationship between classroom interaction and motivation.

Motivation is one of the fundamental psychological factors at work behind learning.

The teacher by creating interaction atmosphere can enhance the motivation of the

bright learner, the overage learner and the slow learner in various degrees. Interaction

thus function as a principal device in providing added motivation to all function of the

class.

2.8.3 Interaction and achievement

Classroom interaction is the environment in which student achievement is

realized and enhanced. Interaction and achievement are closely linked in the learner.

A class that is activity centered and interaction-oriented has great scope for the

learning, practice and use of the language and feel satisfied because of the level of

achievement the classes able to secure in one way or other. Interaction function both a

means to and a measure of achievement.

2.8.4 Interaction and Memory

Classroom interaction one-way or other on overt, concrete and perceptible

phenomenon which student even as silent spectators take benefit from. Memory as a

psychological factor of learning depends on the learning stimuli being overt, concrete

37

and perceptible. The more concrete and organized the material is the better will it be

impressed in the minds of the learner what ever his age may be. When learning

involves concreteness i.e. concrete images, especially visual image or auditory images

of varying kind, the material hangs on in his memory, the intake component, the

retention component and the recall component of memory.

2.8.5 Interaction and creativity

Classroom interaction is a fundamental factor in developing and exploiting

student’s creative ability. Creativity is viewed as the individual’s endowment to

organize his environment in such a way to produce new and meaningful experiences.

Aspects of creativity are based on classroom interaction. When classroom interaction

is adequate the student finds himself in a challenging situation in which there occurs

greater student finds himself in a challenging situation in which there occurs greater

student involvement and participation. This is the environment that creativity requires

for its development of his creativity in a significant way. The teacher needs to

understand and be aware of the role interaction plays thus and organize his reaching in

this direction.

2.8.6 Interaction and skill

The development of any skill forming part of classroom interaction. By skill is

meant in general any component of behavior that can be acquired and development

only through certain well-defined habits.

2.8.7 Interaction and communication

38

Communication is most fundamental as psychological factor in the

development of personality. The learner in the classroom is placed in that situation in

order members of the community. The whole process is psychological. a

communication act is defined with references to the speaker, listener and the message

that is communicated.

2.9 Student impressions of the value of participation

Morgan, J.B )1942( describes that from students comments it is possible to

create a rough typology of eight aspects of participation which students though were

potentially valuable.

2.9.1 Hones reasoning skills

It helped in development of academic skills such as argument and debate.

2.9.2 Encouraging critical ability

It allowed an opportunity to test ideas and some emphasized that participation

helped reline their thinking through feedback and criticism.

2.9.3 Accumulating and remembering facts and ideas

Other saw it more practically as opportunity to exchange information and

consolidate reading. It also helped them to clarity areas of confusion and concepts.

2.9.4 Enjoyment

39

Participation served the used function of keeping attention level high and

students alert. It could also as one noted, make the class enjoyable.

2.9.5 Motivation

At a basic level, the requirement to take part in participation sessions obliged

students to do the work needed. Participation gave them an incentive to study. Some

noted that they were motivated because participation was more interesting than

solitary study.

2.9.6 Chance for consultation

Participation sessions were also often informal opportunities to use the lecture

to clarify issues .

2.9.7 Social skill

Participation assisted in the development of social skills, participation

confidence and people skills, from the need to interact.

2.9.8 Transferable skills

Humanities students often noted that it encouraged the development of

transferable skills, such a public speaking, presentation or quick thinking.

2.10 Factors affecting the lack of participation on the part of

students in the Classroom

2.10.1 Physical problems

40

Oldfather P., )2008( describes that the child may suffer from some ailment

which has led to assesses from school or non-participate in class or which renders it

difficult for him or her to perform certain of the motor skills associated with learning.

Ailments in the second category e.g., poor sight , Poor hearing, bronchial problems

mild brain damage affecting motor co-dination may have gone unrecognized for some

fear, even by the child him herself alternatively , in the case of stuttering for

example, they may be all too painfully obvious and may hold the unfortunate child up

to ridicule from teachers themselves.

2.10.2 Personal problem

These could included such relatively simple factors as frequent changes of

school or of class or more complex ones such as limited attention span and high

distractibility. Frequent changes of schooling lead to problems of adjusting to new

teachers, new syllabuses and new teaching method and to new peer groups and

surroundings . such changes , in addition to the cognitive strains they impose, leave

children feeling emotionally insecure and vulnerable , limited attention span and high

distractibility are not dealt with so easily .children faced with these difficulties find its

extra hard to settle to work , to concentrate for any length of time and therefore , to

undertake learning task successfully . in some cases , where the distractibility is of a

particularly marked kind and accompanied by almost constant physical activity.

2.10.3 Environmental problem

These include a poor or depressed background in which the child has no

encouragement to read or to use language , in which there are no facilities for home

work or private study , and in which the values the school are rejected and perhaps

41

even held up to ridicule . There may also be cases of actual physical rejection ,

perhaps brought about by a broken home or by alcoholism in one or both parents.

2.10.4 Emotional problems

Morse )1971( describes that more relay, children may feel acute physical fear

of a teacher and go in dread of his or her lessons and teachings subject and find that

even the general class atmosphere becomes a source of disturbance and anxiety to

them whatever their cause , emotional problems can become a major hindrance to

participation and if allowed to go untreated can lead to a syndrome in which children

and their teachers become increasingly alienated from each other. Such children, s

parents disappointed by lack of progress in school upon them to work harder , thus

leaving the children with the feeling that no one understands their difficulties nor take

an in interests in helping solve them.

2.10.5 Atmosphere and other condition

According to experimental evidence, a hot stagnant air condition, noise etc

need not retarded the participation process, provided adequate stimulation is present.

However, covered comparatively short periods of time and showed merely that when

is undertaken with a will, physical discomforts can be overcome.

2.10.6 Drug alcohol, caffeine, tobacco, Underage Drinking: A

Major Public Health Challenge

Home drug testing kit )2008( that by the time they reach the eighth grade,

nearly 50 percent of adolescents have had at least one drink, and over 20 percent

report having been "drunk" )1(. Approximately 20 percent of 8th graders and almost

42

50 percent of 12th graders have consumed alcohol within the past 30 days )1(. Among

12th graders, almost 30 percent report drinking on 3 or more occasions per month )2(.

Approximately 30 percent of 12th graders engage in heavy episodic drinking, now

popularly termed "binge" drinking—that is, having at least five or more drinks on one

occasion within the past 2 weeks—and it is estimated that 20 percent do so on more

than one occasion )2(.

2.10.7 Injury and Social problem

Underage alcohol use is more likely to kill young people than all illegal drugs

combined )5,6(. Some of the most serious and widespread alcohol–related problems

among adolescents are discussed below. For a more detailed discussion of alcohol

problems in the college–age population, see Alcohol Alert No. 58 )7(. Drinking and

Driving. Motor vehicle crashes are the leading cause of death among youth ages 15 to

20 )8(. Adolescents already are at increased risk through their relative lack of driving

experience )9(, and drivers younger than 21 are more susceptible than older drivers to

the alcohol–induced impairment of driving skills )4,9(. The rate of fatal crashes

among alcohol–involved drivers between 16 and 20 years old is more than twice the

rate for alcohol–involved drivers 21 and older )10(. Personal and private alcohol drug

testing is an important part of helping an addict stops their substance abuse. Please

visit

2.10.8 Domestic Violence problem

Public awareness is rapidly growing regarding the serious psychological and

physical harm that witnessing domestic violence can cause to children. In the past,

most of the focus has been on the grave harm that domestic violence causes to the

43

battered women and very little attention on the harm suffered by millions of children

who witness it. However, there is a growing concern about how exposure to violence

impacts a child. Research suggests that between 3.3 million and 10 million children in

the United States are exposed to domestic violence each year )Carlson, 1992(.

Exposure to family violence has significant negative repercussions for children’s

social, emotional, behavioral, and academic functioning. These problems may be seen

in the different realms of the child’s life, especially regarding his/her performance at

school. While several researchers have already shown that domestic violence disrupts

a child’s academic as well as behavioral performance at school, I wanted to find out

how this process occurs. Exactly how does the violence among family members at

home translate into a child’s school life? Although many researchers agree that

millions of children are exposed to domestic violence each year, there is no consensus

regarding the specific number of children affected?

2.10.9 Cultural Differences problem

Motivation is a key issue in teaching a foreign language as well as other

subjects. One crucial difference is that teaching a foreign language has a significant

impact on the social nature of learners since it sometimes requires learners to adopt

new social and cultural behaviors )Gardner 1979; Williams, 1994(. Given that

motivation is a complex, multi-dimensional construct whose influence is both internal

and external, Williams and Burden )1997( divide motivational components into two

categories: internal and external influences with a number of subcomponents.

Dörnyei )1994, 2000, 2001a, b(, focusing on motivation from a classroom

perspective, conceptualizes language learning motivation, and describes a model

based on a process-oriented approach. In the process of language education, how do

44

teachers' remarks affect their students' motivation to learn? A questionnaire was

organized and distributed to 90 students in Japan and 88 students in the United States.

Respondents were asked to review remarks by native English-speaking teachers that

had had negative effects on some Japanese students and suggest responses that the

teachers might have given so as not to demotivate students.

2.10.10 Employment and domestic situations problem

Students select combinations of paid employment, domestic work, study

)including class attendance and associated activities(, sleep and leisure. Assuming

non-compulsory class attendance, as in this case, paid employment will generally be

the least flexible activity, with domestic activities involving care and management of

dependents, especially small, disabled or primary school children also being relatively

time inflexible. All time not spent on paid or domestic work could be considered as

available for study and an increase in the former will reduce the latter. From that

comes the main hypothesis for this study that total study and paid and domestic

workload will be inversely correlated with achievement levels. The origin of this

study was in an observation by teaching staff that the two higher final grades )75

percent or more( in introductory economics seemed to be disproportionately achieved

by ‘internal’ or on-campus students, compared to ‘external’ or distance students. It is

a university goal to try and ameliorate as much as possible any disadvantage that

might be associated with being an external student. If domestic and employment

responsibilities are found to throw up barriers to achievement, then this poses some

dilemmas with regard to university policies for how much latitude and assistance

should be extended to affected students. For example, course leaders may accept work

and domestic responsibilities as an acceptable reason for late submission of

45

assessments. In the first of what was to become a sequence of three annual surveys,

student results were analysed considering variables that included learning mode

)external or internal( and other social and educational variables identified in other

studies of achievement in tertiary education in general and economics in particular.

Previous studies have found that statistically significant variables associated with

student performance in economics courses include: tertiary entrance )TE( scores

)Paul, 1982; Junor et al. 1994; Brasfield et al. 2002(; having completed a high school

economics course )Junor et al. 1994; Brasfield et al. 1997(; having undertaken upper

level high school maths )Junor et al. 1994(; university experience )Borg et al, 1989(;

expectations of own performance or self-efficacy )Karstensson and Vedder, 1974;

McKenzie, 2001(; and gender )MacDowell, 1977; various studies cited in Hirschfield

et al. 1995 International Journal of Business & Management Education, Volume 14)1(

2006 2 ISSN 1832-0236 courses, have also been found to be more likely to pass an

economics course )Borg, 1989(. From other discipline areas, higher TE scores were

also found to correlate with higher university grade point averages amongst

Australian science and technology students )Mackenzie and Schweitzer, 2001(, while

the positive self-efficacy effect was also noted in accounting students )Rankin et al.

2003(. With regard to study mode Brasfield et al. )2002( concluded that internal or

day students were more likely to pass and more likely to achieve better grades in an

introductory economics course than were external )distance( students. Such an

outcome has also been noted when comparing the results of internal and external

students in introductory accounting classes )Waldmann and de Lange 1996; Rankin et

al., 2003(. The findings from the first survey )year 1( were consistent with these two

studies and with the positive correlation to TE. It was then decided to examine

additional social variables in the second year of the study, including linguistic

46

background and paid work. In that year there was no significant difference between

internal and external students in terms of achievement and no conclusive findings on

any impact of paid work. The questionnaire was further refined, domestic work

included and the results of that final survey are discussed

2.10.11 Fatigue

Muscular, sensory and mental fatigues are generally differentiated from each

others muscular and sensory are conveniently designated as bodily fatigue. The chief

effect on the participation process in the accompanying disposition against sustained

intellectual activity. Experimental evidence shows that mental fatigue is extremely

difficult to produce .

2.10.12 Sex differences in fatigue

There is some evidence that during the secondary school years in particular ,

gives are more susceptible to strain and worry than the majority of boys not only have

greater resistance physiologically , but being less conscientious , as a rule , acquire a

degree of immunity to fatigue by given up work that requires too much scholastic

efforts )Gagne, 1970, p-615-616(.

2.10.13 The effect of age on participation

Popular opinion concerning this importance problem has found concrete

expression in the maxim , you cant teach an old dog new tricks; people may have

always realized that this maxim is only a half truth the conviction remain that at forty

years of age or so . The following factors must be taken into account. The age of

maximum mental growth. The interests, motivation imperceptive background etc .

47

Present at the age compared. The elasticity and general responsiveness of the nervous

system )Blair, 1954, p- 256(.

2.10.14 Parent’s attitude

One of the important factors the participation of students in the classroom

physically and psychologically are parents. Parents are very important factor in the

interaction of Students .

2.10.15 Anxiety

Important psychological feeling during participation the existence of anxiety.

There can be many causes for it students interaction seem to get upset by little things.

Little unfriendliness or disproval will disturbed them. Stresses and uncertainties tied

to human existences that affect the lives of all people. Difficulties associated with

unresolved problems and conflicts in the student’s interaction .

2.10.16 Learning problems

This included responses such poor attainment in basic subject , low ability ,

poor concentration , lazy and son on.

2.10.17 Home problems

This included responses referring to poor home situations, parental neglect,

parental instability, parental imprisonment or absence etc,

2.10.18 Attention seeking

48

This was included because a number of responses were expressed simply as

attention seeking with no indication of how this was manifested.

2.10.19 Lack of motivation

Motivation is one of the basic factors of participation. Motivation in simply

language means interest. Learning is directly proportional to our interest in learning .

2.10.20 Lack of clarity of presentation.

The subject matter must be presented clearly before the students, so that they

understand it properly. This is a very important factor of participation in the class. The

teacher has mental images of the subject matter that he likes to be teach to the

students. The success of teaching as well as learning will depend upon clarity of this

mental image. If a clear image is not formed on their minds, they will not participate

in their study properly. Therefore the presentation of the subject matter should be as

possible to make participation effective and successful.

2.10.21 Love mental level of students

Interaction to a considerable extent depends upon level of intelligence of the

students. Though the teacher cannot be mush in this regard because level of one’s

intelligence is determined by heredity, the knowledge of the mental level of the

student can greatly help the teacher devise methods of teaching suited to the student’s

level of intelligence. The methods of teaching, therefore, have to the level of

intelligence of the students.

2.10.22 Lack of academic atmosphere

49

A very important and significant factor of participation is the provision of

academic and intellectual type of atmosphere for the students. The academic type of

atmosphere prevailing in the home and the school is a perpetual inspiration for the

children to learn more and more. If the academic atmosphere created in the class, the

students will more participate in the class. The lack of academic atmosphere affects

the participation of the students in the class.

2.10.23 Defective methods of teaching

Better and effective methods of teaching are essential for interaction. Mostly

poor interaction is the results of faulty methods of teaching. Instead of the old and

traditional methods of teaching, modern psychological methods of teaching should be

used. Bad learning is mostly due to the fact that the subject matter is not clear to

students on account of employing faulty methods of teaching.

2.10.24 Lack of true reinforcement

Reinforcement is a procedure of associating pleasant or unpleasant

experiences, objects or events with the responses made by the students. The basic

idea of reinforcing a response or to weaken it strengthen a response or to weaken it.

Reinforcement plays a significant part in interaction and therefore the teacher should

make use of this technique in the participation process )Shahid, 2000 P-416, 420(.

2.10.25 Lack of fresh air and sunlight

The size, general health condition and maturity of age of the child are

influenced by the amount of fresh air and sunlight that the child gets especially during

50

the participation in classroom. This is evident when comparisons are made between

children of good and bad environment.

2.10.26 Poor health

Good health is reflected in pleasant emotions, while poor health likes fatigue;

make a child cranky and irritable. When the child is very sick, he cannot proper.

participate in his study in the classroom. This is turn, makes his care increasingly

difficult.)Kundu, 1998 P-77(

2.10.27 Fears

Some times, fear limits us even before we get startled. We do not try our best ,

because we are afraid of failure and perhaps ridicule. As a result our superior abilities

may never be discovered.

2.10.28 Economic condition

Economic factors affect participation considerable. Poverty contributes to

many though not all cases of delinquency. Conditions, which accompany poverty

)poor neighborhood, over crowding at home, parental worry and inharmonious

homes( cause juvenile delinquency more than poverty itself )Skinner, 1964, p – 393(.

51

CHAPTER 3

METHODOLOGY AND PROCEDURE

This chapter deals with the methodology and procedure of the study. It also

describes nature of design, sampling, population and sampling techniques of the

study. It tells us about the instrument and its validation of the instrument.

3.1 Objectives of the Study

Main objectives of the study were:

2. To give awareness about psychological factors affecting students' participation

in the classroom.

6 To investigate physical factors that affect participation of students in the class.

7 To identify domestic problems that affect students' participation in the

classroom.

8 To analyze social factors affecting students' participation.

9 To identify mental factors that affect student’s participation in the class.

3.2 Nature of Design

The researcher used survey method to collect the information about the

identifying factors affecting students' participation in the classroom and for this

purpose a questionnaire administered.

3.3 Population and Target Population

All the students of the University of Sargodha, Sargodha were population of

the study. Students at Master Level of University of Sargodha, Sargodha were the

target population for collection of data.

52

3.4 Sample and Sampling Technique

100 students of University of Sargodha, Sargodha were selected at Master

Level and convenient sampling technique was used to select the sample.

3.5 The Instrument and Validation of the Instrument

The instrument was pilot tested to measure the validity and reliability. For

sake of validity the instrument was discussed with a panel of experts. The instrument

was also field tested to make it understandable for the respondents. The Cronbach

reliability coefficient was found to be 0.87.

3.6 Data Collection

The researchers personally visited all the postgraduate departments of the

University of Sargodha, Sargodha data collection. 106 responses were received from

the 120 respondents, therefore the response rate was 88.3%, from which 6 were

rejected and 100 responses were selected for analysis.

3.7 Analysis of Data

Data collected, tabulated, interpreted and analyzed in terms of percentage.

53

CHAPTER 4

DATA ANALYSIS

This chapter deals with the tabulation, analysis and interpretation of the data

collected from 100 students of University of Sargodha, Sargodha. The responses of

questionnaire were presented in tabulation form and expressed in terms of percentage

with the help of the Microsoft Excel for further analysis as follows:

Table 1: Identifying Factors Effecting Students' Participation in the Classroom.

Sr. No.

StatementSA%

A%

U%

D%

SD%

1Weak eye sight also defects students ability to participate in class.

24 38 14 12 12

2Poor hearing skill damages student's capability to participate in class.

28 50 14 6 2

3Physical weakness hinders students to participate in class.

16 54 12 16 2

4Age difference makes some students less participated in class.

16 28 12 34 10

5Mental weakness of the students badly affects in classroom participation.

40 40 14 4 2

6Pollution has some damaging effects on student's ability to take part in the class.

18 38 22 14 8

7Bad sitting arrangement in the classroom makes students less participant in the class.

20 48 16 10 6

8Climatic changes badly affect the participation of students in the class.

10 36 26 20 8

9Teachers providing less time for enjoyment make students less participant.

28 44 14 14 0

10Parents' illiteracy is the cause of less participation in class.

24 46 10 16 4

11Students have less participation in class because they indulge in unhealthy activities.

18 42 26 12 2

12Harsh and bad behavior of parents makes students less participant in class.

28 38 12 10 12

13Students who do not enjoy love and care of parents participate less in the class.

38 38 14 4 6

14Domestic/financial problems are of one of the reasons of student's less participation in classroom.

22 34 18 22 4

15 Students who have to face domestic riots of parents become less participated in the

14 34 26 20 6

54

class.

16Difference between mother and institutional language also makes students less participant in class.

24 34 18 16 8

17Lack of motivation from both parents and teachers is the cause of less participation of students in class.

22 38 22 14 4

18Lack of confidence also discourages students to participate in class.

34 42 14 8 2

19Aggressive attitude of students becomes a cause of less participation in class.

14 34 24 28 0

20Students having less interest in their studies participate less in the class.

24 48 16 8 4

21Students facing family economic problems participate less in the class.

20 46 14 18 2

22Inferiority complex also makes students less participant in class.

20 36 30 12 2

23Students who watch TV excessively become less participant in class.

8 26 12 42 12

24Students having bad company remain less predicated in class.

18 32 24 14 12

25Students having less interaction with other classmates have less participation in class.

22 44 24 6 4

55

Table 2: Weak eye sight also defects students ability to participate in class.

Sr. No.

StatementSA%

A%

U%

D%

SD%


24 38 14 12 12

Figure 1

0510152025303540

SA A U D SD

Series1

Table 2 & Figure 1 shows that 24% Strongly Agreed, 38% Agreed, 14%

Undecided, 12% Disagreed and 12 % Strongly Disagreed with the statement.

Table 3: Poor hearing skill damages student's capability to participate in class.

Sr. No.

StatementSA%

A%

U%

D%

SD%


28 50 14 6 2

Figure 2

0

10

20

30

40

50

60

SA A U D SD

Series1



56


Sr. No.

StatementSA%

A%

U%

D%

SD%


16 54 12 16 2

Figure 3

0

10

20

30

40

50

60

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


16 28 12 34 10

Figure 4

0510152025303540

SA A U D SD

Series1



57


Sr. No.

StatementSA%

A%

U%

D%

SD%


40 40 14 4 2

Figure 5

0

10

20

30

40

50

SA A U D SD

Series1


Undecided, 4% Disagreed and 2% Strongly Disagreed with the statement.


Sr. No.

StatementSA%

A%

U%

D%

SD%


18 38 22 14 8

Figure 6

0510152025303540

SA A U D SD

Series1



58


Sr. No.

StatementSA%

A%

U%

D%

SD%


20 48 16 10 6

Figure 7

0

10

20

30

40

50

60

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


10 36 26 20 8

Figure 8

0510152025303540

SA A U D SD

Series1



59


Sr. No.

StatementSA%

A%

U%

D%

SD%


28 44 14 14 0

Figure 9

0

10

20

30

40

50

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


24 46 10 16 4

Figure 10

0

10

20

30

40

50

SA A U D SD

Series1



60


Sr. No.

StatementSA%

A%

U%

D%

SD%


18 42 26 12 2

Figure 11

0

10

20

30

40

50

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


28 38 12 10 12

Figure 12

0510152025303540

SA A U D SD

Series1



61


Sr. No.

StatementSA%

A%

U%

D%

SD%

13Students who do not enjoy love and care of parents participate less in the class.

38 38 14 4 6

Figure 13

0510152025303540

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


22 34 18 22 4

Figure 14

0510152025303540

SA A U D SD

Series1



62


Sr. No.

StatementSA%

A%

U%

D%

SD%

15Students who have to face domestic riots of parents become less participated in the class.

14 34 26 20 6

Figure 15

0510152025303540

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


24 34 18 16 8

Figure 16

0510152025303540

SA A U D SD

Series1



63


Sr. No.

StatementSA%

A%

U%

D%

SD%


22 38 22 14 4

Figure 17

0510152025303540

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


34 42 14 8 2

Figure 18

0

10

20

30

40

50

SA A U D SD

Series1



64


Sr. No.

StatementSA%

A%

U%

D%

SD%


14 34 24 28 0

Figure 19

0510152025303540

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


24 48 16 8 4

Figure 20

0

10

20

30

40

50

60

SA A U D SD

Series1



65


Sr. No.

StatementSA%

A%

U%

D%

SD%


20 46 14 18 2

Figure 21

0

10

20

30

40

50

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


20 36 30 12 2

Figure 22

0510152025303540

SA A U D SD

Series1



66


Sr. No.

StatementSA%

A%

U%

D%

SD%


8 26 12 42 12

Figure 23

0

10

20

30

40

50

SA A U D SD

Series1




Sr. No.

StatementSA%

A%

U%

D%

SD%


18 32 24 14 12

Figure 24

0

510

1520

2530

35

SA A U D SD

Series1



67


Sr. No.

StatementSA%

A%

U%

D%

SD%


22 44 24 6 4

Figure 25

0

10

20

30

40

50

SA A U D SD

Series1



68

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

5.1 Summary

The purpose of this paper is to identify the factors effecting students’

participation in the classroom. The researchers conducted a survey study be

developing a questionnaire comprising of such factors and administered it to the

students of University of Sargodha, Sargodha. The objectives of this study were: 1(

To give awareness about psychological factors affecting students' participation in the

classroom. 2( To investigate physical factors that affect participation of students in the

class. 3( To identify domestic problems that affect students' participation in the

classroom. 4( To analyze social factors affecting students' participation. 5( To identify

mental factors that affect student’s participation in the class. All students of

University of Sargodha, Sargodha were the population of the study and data were

collected from 100 students of different departments of University of Sargodha,

Sargodha as sample. The data were analyzed and interpreted in terms of percentage.

It was concluded that different factors like domestic, psychological, physical

environmental and social factors affect students’ participation in the classroom. The

researchers also recommended suggestion for the removal of those factors.

5.2 Findings

The findings of the study were as follows:

1. 24% Strongly Agreed, 38% Agreed, 14% Undecided, 12% Disagreed and 12

% Strongly Disagreed with the statement that Weak eye sight also defects

students ability to participate in class.

69

2. 28% Strongly Agreed, 50% Agreed, 14% Undecided, 5% Disagreed and 2 %

Strongly Disagreed with the statement that Poor hearing skill damages

student's capability to participate in class.


Strongly Disagreed with the statement that Physical weakness hinders students

to participate in class.

4. 16% Strongly Agreed, 28% Agreed, 12% Undecided, 34% Disagreed and 10

% Strongly Disagreed with the statement that Age difference makes some

students less participated in class.

5. 40% Strongly Agreed, 40% Agreed, 14% Undecided, 4% Disagreed and 2%

Strongly Disagreed with the statement that Mental weakness of the students

badly affects in classroom participation.


Strongly Disagreed with the statement that Pollution has some damaging

effects on student's ability to take part in the class.


Strongly Disagreed with the statement that Bad sitting arrangement in the

classroom makes students less participant in the class.


Strongly Disagreed with the statement that Climatic changes badly affect the

participation of students in the class.


Strongly Disagreed with the statement that Teachers providing less time for

enjoyment make students less participant.

70


Strongly Disagreed with the statement that Parents' illiteracy is the cause of

less participation in class.


Strongly Disagreed with the statement that Students have less participation in

class because they indulge in unhealthy activities..


Strongly Disagreed with the statement that Harsh and bad behavior of parents

makes students less participant in class.


Strongly Disagreed with the statement that Students who do not enjoy love

and care of parents participate less in the class.


Strongly Disagreed with the statement that Domestic/financial problems are of

one of the reasons of student's less participation in classroom.


Strongly Disagreed with the statement that Students who have to face

domestic riots of parents become less participated in the class.


Strongly Disagreed with the statement that Difference between mother and

institutional language also makes students less participant in class.


Strongly Disagreed with the statement that Lack of motivation from both

parents and teachers is the cause of less participation of students in class.

71


Strongly Disagreed with the statement that Lack of confidence also

discourages students to participate in class.


Strongly Disagreed with the statement that Aggressive attitude of students

becomes a cause of less participation in class.


Strongly Disagreed with the statement that Students having less interest in

their studies participate less in the class.


Strongly Disagreed with the statement that Students facing family economic

problems participate less in the class.


Strongly Disagreed with the statement that Inferiority complex also makes

students less participant in class.


Strongly Disagreed with the statement that Students who watch TV

excessively become less participant in class.


Strongly Disagreed with the statement that Students having bad company

remain less predicated in class.


Strongly Disagreed with the statement that Students having less interaction

with other classmates have less participation in class.

72

5.3 Conclusions

On the basis of findings, it was concluded that Weak eye sight also defected

students ability to participate in class, Poor hearing skill damaged student's capability

to participate in class, Physical weakness hindered students to participate in class, Age

difference did not affect students' participation in the class, Mental weakness of the

students badly affected in classroom participation, Pollution had some damaging

effects on student's ability to take part in the class, Bad sitting arrangement in the

classroom made students less participant in the class, Climatic changes had a minimal

effect on the participation of students in the class, Teachers providing less time for

enjoyment made students less participant, Parents' illiteracy was the cause of less

participation in the class, Students had less participation in class because they were

indulged in unhealthy activities, Harsh and bad behavior of parents made students less

participant in the class, Students who did not enjoy love and care of parents

participated less in the class, Domestic/financial problems were of one of those

reasons of student's less participation in classroom, Students who had to face domestic

riots of parents become less participated in the class, Difference between mother and

institutional language also made students less participant in the class, Lack of

motivation from both parents and teachers was the cause of less participation of

students in class, Lack of confidence also discouraged students to participate in class,

Aggressive attitude of students became a cause of less participation in class, Students

having less interest in their studies participated less in the class, Students facing

family economic problems participated less in the class, Inferiority complex also

made students less participant in class, Students who watched TV excessively had a

minimal effect on the participation of students in the class, Students having bad

73

company remained less predicated in class, Students having less interaction with other

classmates had less participation in the class.

5.4 Recommendations

On the basis of conclusions, the researcher recommended that:

1. Teachers should identify those students who have lack of lacking participation

in the class due to their weak eye sight and poor hearing skill, immediately

contact with their parents so that this deficiency could be removed with the

consultation of consultant and medical cure thereof.

2. Students having mental weakness should properly be dealt with. Teachers

should give proper attention towards those students and involve them in

different types of activities with peers.

3. The class should properly be cleaned and decorated. There should be no

activity which created pollution as it disturbs the teaching learning process.

4. Proper sitting arrangement in the classroom can boost up students'

participation so that students may have no difficulty in viewing the

whiteboard, listening teacher's lecture.

5. Classrooms should be constructed according to learning environment so that

any climatic change may not affect participation of students in the classroom.

6. Teachers should also conduct healthy co curricular activities like sports, tours

and be frank with their students.

7. Teachers should give more time to students whose parents are illiterate.

8. Parents should also give proper attention towards their children by having

regular contact with teachers.

9. Teachers should identify those students who are having domestic/financial

problems. These students should properly be guided in fee concession and

74

book bank facilitated by the institution and also get aware of them about

scholarships as well.

10. Students who are facing language problems should gradually be habituated

with the institutional language. Presentations, dialogues and other activities

should be conducted in the classroom for increasing confidence.

11. Teachers should develop peer to peer relationship among students. Aggressive

attitude of students should be discouraged.

75

REFERENCE

Mark K. Smith )2007(. “Participation in Learning Projects and Programmes”.

Retrieved on January 16, 2008 from http://www.infed.org/biblio/b-partln.htm

Bergquist and Phillips )1975(. “Classroom Structures that Encourage Student

Participation”. Data retrieved on January 16, 2008 from

http:/learningandteaching,dal.ca/structure.html

Education Encyclopedia )2008(. “Classroom Management”. Data retrieved on January

18 2008 from http://www.answers.com/topic/classroom-management

Barbara Gross Davis )1993(. “Encouraging Student Participation in Discussion”. Data

retrieved on January 6, 2008 from

http://teaching.berkeley.edu/bgd/participation.html

Sampath )1998(. “Psychological dimensions of classroom”. Educational Psychology.

Boston: Allen Baccon Company

Morgan, J.B )1942(. “Student impressions of the value of participation”. Introduction

to Psychology. New York: Macmillan Company.

Oldfather P., )2008(. “When Students Do Not Feel Motivated for Literacy Learning”.

Data retrieved on January 17, 2008 from

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Morse )1971(. “Emotional Problems”. Classroom Psychology. Boston, catalog

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Gagne, R.H. )1970(. “Sex Differences in Fatigue”. The condition of learning. New

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http://teaching.berkeley.edu/bgd/participation.html

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http://www.infed.org/biblio/b-partln.htm

76

Blair, G.M. )1954(. “The effect of Age on Participation”. Education psychology. New

Yark Macmillan Company.

Shahid, S.M. )2000(. “Factors Affecting Lack of Participation”. Education

psychology. Lahore: Majeed book depot.

Kundu, L.G. Tutto, N. D. )1995(. “Poor Health”. Education Psychology. New Delhi:

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Skinner, c.e. )I964(. “Economic Conditions”. Education psychology. New Delhi:

prentic hall of India.

77

APPENDIX – A

QUESTIONNAIRE

Institution: Department of Education, University of Sargodha, Sargodha.

Name of Respondent:

Class: Age:

Please read the statements carefully and encircle the number which best shows your

view point.

Strongly Agree --- )SA( Agree --- )Agree( Undecided --- )U(

Disagree --- )D( Strongly Disagree --- )SD(

Identifying Factors Affecting Students' Participation in the Classroom

Sr. No.

StatementSA%

A%

U%

D%

SD%













13 Students who do not enjoy love and care of

78

parents participate less in the class.


15Students who have to face domestic riots of parents become less participated in the class.











identifying factors effecting students’ particiaption in the classroom

Documents

watch tv excessively

tariq saleem ghayyur

weak eye sight

face domestic riots

limited attention span

bad sitting arrangement

icebreaker activity early

bad company remain