Classroom Participation Research Articles

Practices, beliefs, and challenges of teacher research in Nepal

Abstract This article analyses the practices, beliefs, and challenges of in-service Nepali EFL teachers who are required to carry out action research and submit a written report for their performance appraisal. We have analysed action research reports (n = 88) and interviews (n = 6) with public-school EFL teachers. The findings show that speaking, classroom participation, and writing are the three major problem areas teachers have pointed out in their action research reports. In theory, teachers have positive beliefs about the importance of action research for better teaching and professional development. They have claimed that action research has helped them address classroom problems. However, the analysis of the reports indicates that teachers lack data/evidence to support their claims about research problems and the effectiveness of the actions they have introduced in the classroom. The findings of the study show that teachers need mentoring support to carry out and write up action research reports.

A Brief Review: Factors that Affect Classroom Participation in the Chinese Language Courses

A Brief Review: Factors that Affect Classroom Participation in the Chinese Language Courses

The impact of students’ individual differences on their communication apprehension in online classrooms: Empirical evidence from Iran

Hybrid learning is currently practiced in Iran’s Higher Education Institutions (HEIs), especially throughout the country’s business schools. Given the importance of Communication Apprehension (CA) as an inhibiting factor in student participation in online classrooms, this study aims to investigate CA in online classes among MBA students studying at the seven most prestigious Iranian business schools concerning their individual differences (the Big Five personality traits and demographic variables, namely, gender, year of study, and work experience). In this quantitative study, data was gathered through an online survey and analyzed using LISREL 8.80. The results indicate that extraversion and agreeableness negatively predict Communication Participation Avoidance (CPA) and Low Level of Communication Confidence (LCC) in an online class. While “neuroticism” predicts LCC and CPA positively and significantly, “conscientiousness” and “openness to experience” do not predict CA dimensions. The results demonstrate that the mean scores of LCC are higher for female students compared with male ones. The results of ANOVA tests also reveal that LCC is higher among first-year students. Finally, the accumulation of work experience reduces CA.

The Science Student Electronic Exit Ticket (SEET) System

This study examined the ways in which an equity analytics tool — the SEET system — supported middle school science teachers’ reflections on the experiences of diverse students in their classrooms. The tool provides teachers with “equity visualizations” — disaggregated classroom data by gender and race — designed to support teachers to notice and reflect on inequitable patterns in student participation in classroom knowledge-building activities, as well as “whole class visualizations” that enable teachers to look at participation patterns. The visualizations were based on survey data collected from students reflecting on the day’s lessons, responding to questions aligned with three theoretical constructs indicative of equitable participation in science classrooms: coherence, relevance, and contribution. The study involved 42 teachers, divided into two cohorts, participating in a two-month professional learning series. Diary studies and semi-structured interviews were used to probe teachers’ perceptions of the visualizations’ usability, usefulness, and utility for supporting their reflections on student experiences and instructional practices. A key result is that only the “equity visualizations” prompted teacher reflections on diverse student experiences. However, despite the support equity visualizations provided for this core task, the teachers consistently ranked the whole class visualizations as more usable and useful.

The Science Student Electronic Exit Ticket (SEET) System

This study examined the ways in which an equity analytics tool — the SEET system — supported middle school science teachers’ reflections on the experiences of diverse students in their classrooms. The tool provides teachers with “equity visualizations” — disaggregated classroom data by gender and race — designed to support teachers to notice and reflect on inequitable patterns in student participation in classroom knowledge-building activities, as well as “whole class visualizations” that enable teachers to look at participation patterns. The visualizations were based on survey data collected from students reflecting on the day’s lessons, responding to questions aligned with three theoretical constructs indicative of equitable participation in science classrooms: coherence, relevance, and contribution. The study involved 42 teachers, divided into two cohorts, participating in a two-month professional learning series. Diary studies and semi-structured interviews were used to probe teachers’ perceptions of the visualizations’ usability, usefulness, and utility for supporting their reflections on student experiences and instructional practices. A key result is that only the “equity visualizations” prompted teacher reflections on diverse student experiences. However, despite the support equity visualizations provided for this core task, the teachers consistently ranked the whole class visualizations as more usable and useful.

Improving Students’ Class Participation by Using TPR with Hand Puppet

Classroom participation is needed in the teaching and learning process to create an effective learning process. Participation is not only about the students' ability in oral communication to convey his/her idea but also non-talker activities. Both active and passive participation is needed to improve students' knowledge. The purpose of this research was to improve students' class participation which influence students’ reading comprehension skills. This research was conducted to first-grade students of SDS Kinderfield Pontianak in Academic Year 2020/2021. This research was a classroom action research. There were three cycles to improve students’ participation. The technique of collecting data was non- measurement and measurement techniques. The data of the non-measurement technique were collected by using an observation checklist, field note, and video analysis. In addition, the measurement technique was gathered by giving a reading comprehension test for each cycle. It consisted of 10 questions of narrative texts. The percentage of student's participation in the classroom was analyzed by an assessing rubric for students' participation. The percentages of each cycle showed improvement. In the first cycle, the percentages of students’ participation were around 59% and it was unacceptable. In addition, in the second cycle, the percentage of students' participation was around 72% for each being observed. It was a developing level. Moreover, in the last cycle, the percentage of students’ participation was more than 80% for all aspects and considered as proficient level. It proves that there was an improvement of students’ participation from each cycle.Keywords: Class participation, tpr, hand puppet

Using One Minute Paper to Improve Students' Active Participation in Learning English

Many students in 11 APL 2 of SMK-SMTI Pontianak were categorized as passive learners while learning English in the classroom and it affected their classroom participation. This research was done to know how the use of One Minute Paper (OMP) technique improved students’ participation in learning English. This is a classroom action research with the subject is 11 APL 2 (eleventh grade) students in SMK-SMTI Pontianak in the academic year 2018/2019. The data were taken by using observation checklists and field notes. After comparing and contrasting the result of the tools of data collection, the researcher found that the students’ participation had improved from cycle to cycle during the OMP. During answering the OMP questions, the students became more enthusiastic to find new (91%), actively asked their teacher (82%) and asked their peers (60%) when they faced difficulties. During the OMP presentation, many students gave positive nonverbal respond such as raising hands (70%), challenged others’ ideas confidently (65%) and became more enthusiastic to share their ideas (60%) because they had OMP as their guide. In conclusion, the use of One Minute Paper improved the students’ participation by helping them to be more enthusiastic and confident to participate in learning English.

Middle School Student's Leadership Skills and Their PE Class Participation

The research areas of physical participation (participatory discussions, sports and outdoor activities, collaborative activities) and leadership (self-confidence, communication skills, intelligence, cooperation and teamwork, decision-making skills, value formation) provide the basis for improving students' Learning efficiency and autonomy. They deepen student engagement in participatory discussions, physical and outdoor activities, and collaborative activities and increase the effectiveness of student leadership development. These areas have improved the academic standards of Nanyang middle school students, contributed to teaching input, and helped students develop classroom participation and leadership skills. This study randomly selected 568 students and analyzed the data collected using a descriptive correlational design and Statistical Package for Social Sciences (SPSS). Research results show that improving the level of participatory discussions, sports and outdoor activities, and collaborative activities can effectively promote the improvement of students' leadership levels, including self-confidence, communication skills, intelligence, cooperation and team spirit, decision-making skills, values, etc. formation, ultimately improving students’ academic performance. In order to better cultivate students' sports participation ability and leadership thinking ability, teachers must take relevant measures in teaching. For example, strengthen the cultivation of leadership skills of middle school students, focus on curriculum design, improve students' participation in physical education classes, optimize physical education courses, design rich sports projects, implement intervention projects, and improve the quality of middle school students. Leadership skills and participation levels in physical education classes are critical. Students need independent learning and leadership skills to increase their level of classroom participation. Ultimately, these strategies help students develop leadership skills, broaden their horizons, and become confident, adaptable thinkers.

LIVED EXPERIENCES OF STUDENTS DURING THE TRANSITION FROM MODULAR TO IN-PERSON CLASS: ORAL RECITATION IN FOCUS

This phenomenological study aimed to investigate the experiences of senior high school students transitioning from modular to in-person learning in the new normal education setting. The research involved in-depth interviews and focus group discussions with Grade 12 students who had previously used modular learning. Participants, aged 18 or above, were purposively sampled from the Schools Division of City of Mati, having engaged in modular education during the academic years 2020–2021 and 2021–2022. Thematic analysis revealed five major themes related to the students experiences in transitioning, focusing on oral recitation. Another set of four major themes emerged regarding coping mechanisms, and additional themes depicted insights into learning approaches and classroom participation. The study recommends integrating more platforms associated with Speech Mastery Workshops to allow students to practice oral recitation in a supportive environment. Additionally, it advocates for teacher training to enhance educators understanding of emotions, active listening, and empathetic responses. KEYWORDS: senior high school students, oral recitation, transition, in-person class qualitative research, phenomenological approach, thematic analysis, City of Mati

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

This study investigated how collaborative learning, as a teaching and learning approach, can be enhanced to promote pre-service teachers' participation in university classrooms in rural areas of South Africa. The study aimed to identify the conducive conditions that support collaborative learning, as well as the threats that may hinder the implementation of collaborative learning in rural classrooms. Asset-based community development served as the theoretical framework for this study. A transformative paradigm was adopted, employing a participatory research design to bring together individuals with relevant experiences and opinions. The study involved fifteen participants, including five lecturers with more than five years of experience, five third-year students, and five fourth-year students from a selected university. Data was collected through focused group discussions and interviews. Thematic analysis was used to analyse the data. The findings of the study revealed that connecting activities to assessment, proper planning, linking content to students' lives, and establishing a positive classroom culture were conducive conditions for collaborative learning. On the other hand, language barriers, unconducive classroom infrastructure, and lack of infrastructure were identified as factors that could hinder the implementation of collaborative learning in this study. The study recommends the creation of favourable conditions, such as aligning activities with assessments and effective planning, to promote collaborative learning among pre-service teachers in rural university classrooms in South Africa.

Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk

AbstractLanguage learners are often required to negotiate classroom participation in pair and group work; therefore, willingness to communicate (WTC) could be a key determiner of second language (L2) success. Classroom WTC is volatile and influenced by interlocutor‐related variables, such as reciprocal identities, group membership and atmosphere, and peer support; however, these antecedents are often studied from a psychological or ecological standpoint, in which learners’ cognitive and affective reactions to environmental factors are examined. These examinations rarely measure talk itself; however, it has been suggested that a key WTC factor is conversational behaviors. Talk and WTC arise in a communicative space negotiated between all interlocutors; therefore, this article positions conversational maneuvers, such as turn‐taking and floor sharing, as key determiners of WTC. Idiodynamic data from 16 English‐as‐a‐foreign‐language (EFL) classroom conversations showed that (a) dependent on learner reactions, conversational floortime could manifest codependent and competitive facets, (b) EFL learners’ WTC and participation was highly dependent on experienced English users’ facilitating maneuvers, and (c) more voluble EFL students took better advantage of the affordances their experienced counterparts provided than taciturn students. Given the ultimate goal of out‐of‐class WTC and L2 contact, the findings have important implications for training EFL learners in communicative maneuvers to control conversational floortime.

The Jigsaw Learning Model to Promote Engagement in the English Language Classroom: A Teacher’s Reflection

Learning activities employing the lecture model have induced boredom among students and resulted in poor participation in the classroom, including in the English as a foreign language class. Low student participation in classrooms may impede the development of their skills. The jigsaw cooperative learning model provides an opportunity for students to collaborate and actively participate. This collaborative action research aims to assist students in addressing engagement issues in English lessons through the jigsaw cooperative learning model. The collaborative action research involved a cohort of 36 primary school students, comprising 20 females and 16 males, in the city of Purwokerto, Indonesia. Data was collected through observation, and the observational data obtained were then analyzed using descriptive statistics. After three cycles, student engagement increased from 56% (baseline) to 65.56%, 75.56%, and 79.44%, respectively. The desired criteria for intervention success (75%) were met in cycle 2, leading to the conclusion of the investigation in cycle 3. Based on the results, it can be inferred that the adoption of the jigsaw learning model has effectively enhanced student engagement in the English language class. Practical implications of the study are then presented.

Does language teachers’ intercultural competence influence oral participation in EFL classrooms?: unveiling learner perspectives through a mixed methods inquiry

ABSTRACT The present two-phased sequential explanatory mixed methods study investigates the potential association between foreign language teachers’ (FLTs) intercultural competence and Japanese students’ oral participation through the perspectives of students. In Study 1, a survey questionnaire was administered to second-year advanced-level students at two Japanese universities (N = 115). The participants were asked about their learning styles and FLTs’ teaching practices that promoted and hindered their oral participation based on their prior language learning experiences. The results confirmed the associations between FLTs’ host language proficiency, host cultural understanding, and students’ oral participation. In Study 2, qualitative data were obtained from 21 students to explain and build upon the quantitative results. The findings showed that demonstrating intercultural competence by emphasizing group work, showing tolerance for silence, and using Japanese gestures, personal anecdotes, and stories from Japanese culture could create avenues to students’ own worlds and give them psychological safety to express themselves. The study concludes that FLTs’ intercultural competence needs to be further emphasized in teacher training manuals and school curricula in Japanese EFL settings.

Predicting the individual effects of team competition on college students’ academic performance in mobile edge computing

Mobile edge computing (MEC) has revolutionized the way of teaching in universities. It enables more interactive and immersive experiences in the classroom, enhancing student engagement and learning outcomes. As an incentive mechanism based on social identity and contest theories, team competition has been adopted and shown its effectiveness in improving students’ participation and motivation in college classrooms. However, despite its potential benefit, there are still many unresolved issues: What type of students and teams benefit more from team competition? In what teaching context is team competition more effective? Which competition design methods better increase student academic performance? Mobile edge computing provides the ability to obtain the data of the teaching process and analyze the causal effect between team competition and students’ academic performance. In this paper, the authors first design a randomized field experiment among freshmen enrolled in college English courses. Then, the authors analyze the observation data collected from the online teaching platform, and predict individual treatment effects of academic performance in college English through linear and nonlinear machine learning models. Finally, by carefully investigating features of teams and individual students, the prediction error is reduced by up to 30%. In addition, through interpreting the predictive models, some valuable insights regarding the practice of team competition in college classrooms are discovered.

To participate or not to participate? A qualitative investigation of students' complex motivations for verbal classroom participation.

Previous research has suggested that making classrooms more active and student centered improves learning, and this usually involves encouraging student talk in the classroom. However, the majority of students remain silent during whole-class discussions, and men's voices are more likely to be heard in science classrooms. Previous interview studies and quantitative studies have discussed the role instructors play in encouraging or discouraging participation, the weight students put into the fear of negative evaluation, and other factors. However, interview studies on the experiences of college students in the sciences, specifically, are lacking. Thus, we conducted a qualitative interview study to investigate students' experiences deciding whether to participate verbally in class, focusing on students recruited from science classrooms. We analyzed the data using an inductive approach and found three main themes: (1) A wide variety of external factors impact students' decision to participate, including instructor characteristics and choices, peer influences, and course material characteristics; (2) Students weigh these factors in complex ways, and this internal calculus varies by student; and (3) Women put greater emphasis on fearing peer judgment, and men may be more motivated by course material considerations. Most of the external factors we identified as important for student participation have been described previously, and we validate that previous literature. We add to the literature by a more complex discussion of how students weigh these different factors and how complex the classroom ecosystem can be. We end by framing our results within the Expectancy Value Theory of motivation, discussing limitations, and providing implications for science college instructors to promote broad and equitable participation.

POINTING SYSTEM INTERVENTION FOR NON-PARTICIPATIVE STUDENTS IN TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) CLASS: A CLASSROOM-BASED ACTION RESEARCH

Non-participative students in classes have a detrimental effect on the social learning environment. Low student participation is a common problem. This classroom-based action research aims to increase students' active participation in Technology and Livelihood Education (TLE) classes. The researcher used a quantitative-descriptive approach in gathering data. Descriptive analysis is employed to interpret the quantitative data utilizing frequency, mean, percentage, and standard deviation to conclude. To increase classroom participation, the researcher integrated a "Pointing System" intervention strategy as an extrinsic motivation. A paper-pencil test examination was used as pre-test to gather pre-data while conducting this action research. The researcher collected post-data using another set of paper-pencil test as post-test after a month of intervention. Pre- and post-data are used in the descriptive analysis to conclude its association with class participation. The data revealed that there are 42 out of 60 students who have undergone the intervention. Students who passed the pre-test took part in the intervention without using the strategy applied. The post-intervention statistics showed significantly more active participants—51 in total—than before the intervention. The "Pointing System" would encourage the students to engage in more active learning throughout the teaching and learning session. The researcher concluded that students actively participate in class and perform well academically if "Pointing System" is integrated as one of the external sources of incentive.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>

Engaging in classroom discussions: Academic socialisation of Chinese international students in the UK

This study reports on a qualitative multiple-case study that investigates Chinese international students’ academic socialisation through classroom discussion. It explores how these students navigate their classroom participation and socialisation process. The participants included six Chinese international postgraduate students, studying in the UK for the first time. Data were collected over eleven months through multiple means, including formal interviews, classroom observations, and reflective interviews. The findings reveal that the students underwent academic self-socialisation mainly through negotiating prior and present academic experiences, negotiating competence and identity, and making efforts towards improvement. In the process of academic self-socialisation, they exerted different types of agency to drive the process, such as strategic, defensive, and reflective agency as well as agency for improvement. The study has important implications for academic staff and international students in a study-abroad context.

Assessing class participation in physical and virtual spaces: current approaches and issues

Learning occurs best when students are given opportunities to be active participants in the learning process. As assessment strategies are being forced to change in the era of Generative AI, and as digital technologies continue to integrate with education, it becomes imperative to gather information on current approaches to evaluating student participation. This mini-review aimed to identify existing methods used by higher education teachers to assess participation in both physical and virtual classrooms. It also aimed to identify common issues that are anticipated to impact future developments in this area. To achieve these objectives, articles were downloaded from the ERIC database. The search phrase “assessment of class participation” was utilized. Search was limited to peer-reviewed articles written in English. The educational level was limited to “higher education” and “postsecondary education” in the search. From the 2,320 articles that came up, titles and abstracts were screened and 65 articles were retained. After reading the full text, a total of 45 articles remained for analysis, all published between 2005 and 2023. Using thematic analysis, the following categories were formed: innovations in assessing class participation, criteria-related issues, and issue of fairness in assessing class participation. As education becomes more reliant on technology, we need to be cognizant of issues that came up in this review regarding inequity of educational access and opportunity, and to develop solutions that would promote equitable learning. We therefore call for more equity-focused innovation, policymaking, and pedagogy for more inclusive classroom environments. More implications and potential directions for research are discussed.

Analysis of College Students Participation in Language Classrooms

There are already many literature studies on the phenomenon of low classroom participation and lack of speaking among Asian students. Previous literature has shown that the academic success of university learning is closely related to classroom participation. Classroom participation promotes communication between teachers and students, helps students establish critical thinking, and enhances students' confidence. Nevertheless, students' enthusiasm for classroom participation is still not high. In this paper, through the literature research method, the problem of students participation in the language classrooms in college is analyzed. The study shows that flipped learning, online discussions, and incorporating classroom participation into classroom assessments can help students actively participate in language classrooms. These reasons and corresponding methods provide alternative, correct, and effective teaching guidance for Chinese language classroom teaching.

College Students’ Classroom Participation and Learning Outcomes under the Outcome-Based Education: A Case Study of International Logistics Course

College Students’ Classroom Participation and Learning Outcomes under the Outcome-Based Education: A Case Study of International Logistics Course