Encouraging Students' Participation in Large Classes: A Modest Proposal

Abstract

College and university students' verbal participation in larger classes (60 students or more) seems to be less than in smaller classes (Karp and Yoels 1976, p. 197; McKeachie 1986, p. 183). This impression fits with common sense and with the additional finding that large class size is an important reason why students choose not to participate (Karp and Yoels 1976, p. 200). Little research has been conducted on this matter, but there seem to be at least two reasons why students in large classes participate less: lack of sufficient incentives for students and the instructor's lack of ability to keep accurate track of participation. Increasing class size gradually raises anxiety about speaking before a larger audience, regardless of knowledge about the subject. Also some students are afraid to err and to seem unintelligent. Others may be afraid to seem too smart and to appear to be a nerd or a brain. If a sufficient incentive can be found, it may overcome this anxiety, even in large classes. As for the instructor, he or she may be able to keep track of participation by students in smaller classes where all members are known fairly soon by name, but in larger classes such knowledge of names tends to be slower in coming and to be spotty at best (especially in very large classes, 200 or more). Thus the accurate tracking of participation is difficult. Experts argue that students learn better when their learning is active and involves talking and interacting (Goldsmid and Wilson 1980, p. 293) and when they have more opportunities for feedback (McKeachie 1986, p. 27). Some of these experts suggest ways to obtain more participation in large classes. McKeachie (1986, p. 189) recommends the use of buzz groups (small-group discussion), problems posting (writing problems on the blackboard), and role playing. I have been using a technique that I have not seen mentioned in the literature and that I would like to share. Students make brief notes of their class participation each class day, turn them in at the end of class, and receive class participation credit for each acceptable item up to three per session. This is an incentive system that encourages more participation. The approach is significant in dealing effectively, simply, and efficiently with a widespread problem: poor participation by students in classes of 60 or more. This technique encourages better students to exert more effort in class participation than they would otherwise, drawing on their desire to earn a good grade. The methodology of this paper is simple observation, primarily qualitative but occasionally quantitative. I felt the need for a technique of encouraging and keeping track of participation in classes of 70-odd students. I have experimented with this technique for several years and have compared classes in the same course and of the same size with and without the technique to judge its impact.