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According to Saifurahman Rohi (February 2023 ) A classroom is a formal place where
the learning process takes place. In the classroom, teachers and students are the
factors, and both of them play an important role in the process of learning. Instructors
have responsibilities to guide, facilitate, and motivate learners to become skilled and
talented people. Learners, on the other hand, are seeking knowledge, absorbing ideas,
and applying skills shared with them in the learning activities in the classroom. These
relationships between instructors and students generate a valuable learning
environment. It is right idea, which really can enhance classroom participation, but this
study also pays more attention to investigating the most influential factors that increase
and decrease students’ participation. Some of the scholars discussed the issue of
participation in classroom instruction and teaching. There was a lack of students’
participation in classroom activities. Student participation varied according to gender,
education level, housing area, and employment, language proficiency and cultural
restrictions. It was needed to discover factors that influence students’ participation in
classroom activities, to address the current situation and key challenges of classroom
participation. Therefore, the objectives of the study were to distinguish the factors that
increase and decrease student classroom participation and to investigate the most
influential factors that affect classroom participation. In addition, the research
recommends sustainable resolutions. The methodology adopted includes the use of
questionnaires, two classes of observation in the English department, and a review of
relevant documents. The size of the class, a lack of time, and the course policies that
were observed in class were major barriers to student participation in class activities.
Teachers did not give students enough time to consider the question before responding.
The current survey found that the personalities of the instructor and students, the size of
the classroom, and the perception of peers influenced students' willingness to speak up
in class. It is pointed out that both active and passive students agree that instructors are
the main characters in classrooms. The method or style of teaching and positive traits of
instructors play an important role in motivating and stimulating verbal engagement
among students in the classroom. Students actively participated when they received an
equal chance to participate in the classroom. When there was respect, small classes,
student support, constructive feedback, and the application of theory to a real-life
situation, participation levels in classes were higher. Moreover, teachers must consider
and overcome those factors to give students a chance to communicate effectively in
classroom participation.
According to Ernst Bekkering (December 2020) Student participation is measured by
multiplying the scores for attendance and attentiveness. In the one class, we found a
positive relationship between participation and scores on the final examination. This
class is a concepts type class, focusing on theoretical information presented in lecture
format. In the other class, we did not find a relationship. This class is a skills type class,
focusing on practical skills and involving more hands-on work. The relationship may
have been masked by the associated lab and relatively late dropping of the class by
multiple students. We discuss the strengths and limitations of this new measure of
student participation. Automatic recording of class participation frees up faculty time,
which can be used to increase the quality of instruction. Low participation scores early
in the course can help identify students at risk. Finally, we make recommendations to
record attentiveness even more accurately.
According to National Center on Safe Supportive
Learning Environments (2023), students engagements a key element of a positive
school climate linked to academic achievement supported by a large body of research.
Students are cognitively-engaged when they exert effort to do well in school, which can
lead to strong academic self-concept; emotionally-engaged when they like
school, are interested in, and identify with school culture. Students demonstrate
behavioral engagement through actions such as consistent attendance,
completing assignments, coming to class prepared, and participating in class and
in school activities. Emotionally-engaged students need to feel connected to you as an
instructor, and they need to feel connected to your classroom. Connection draws
them in and fosters a sense of belonging. Some pointers that help students feel
engaged are first to recognize them as a person, and then to show you care
about their success in the course students who feel disconnected from their teachers
and their academically engaged peers often fail several courses, drop out of high school
often, or demonstrate a lack of participation in school. Nearly half the dropouts
surveyed in a national poll said the main reason they left school was because
classes were not interesting. Almost 70% of students surveyed cited not feeling
motivated to work hard, and that low expectations held by adults in schools,
along with low academic standards, discouraged them from working hard. A
study of Chicago Public Schools found that connectedness between teachers
and students was a stronger predictor of students feeling safe within school than
the poverty level of students or the crime rate of the neighborhoods where
students’ live. Research using nationally representative data also suggests that
positive student-teacher relationships predict fewer incidences of misbehavior
and violence in school. Student participation in class, completion of coursework,
and participation in extra-curricular activities also have strong, proven links to
attendance, test scores, and graduation. In particular, service learning programs
and other types of experiential learning can help disengaged students connect to
learning (National Center on Safe Supportive Learning Environments, 2023)
The study of Bond, et. al. (2020) revealed that the digital technology, a
central aspect of higher education, inherently affecting all aspects of the student
experience. It has also been linked to an increase in behavioural, affective and
cognitive student engagement. The study delineated the complex nexus of
technology and student engagement, by systematically mapping research from
Research within the corpus was predominantly undertaken within the United States and
the United Kingdom, with only limited research undertaken in the Global South, and
largely focused on the fields of Arts & Humanities, Education, and Natural Sciences,
Mathematics & Statistics. The courses investigated used blended learning and text-
based tools
(e.g. discussion forums) most often, with undergraduate students as the primary
target group. Stemming from the use of educational technology, behavioural
engagement was the most often identified dimension, followed by affective and
cognitive engagement.
According to Hamouda (2013) [6] focused on students' non-participation in English as a
Foreign Language (EFL) classrooms. The research revealed that reasons such as low
English proficiency, fear of speaking in front of others, negative evaluation, shyness,
lack of confidence and preparation, and fear of making mistakes contributed to students'
reluctance to participate in oral English language classrooms. This highlights the
importance of addressing individual student needs and anxieties to encourage
participation examined why early adolescents do not engage in organized recreation
activities. Loss of interest, dislike for leaders, relocation, and feeling too old were
reasons for ceasing participation. Interestingly, the study suggested that adolescents
perceive constraints differently from adults, indicating a need for tailored approaches to
engage them in activities.
Notes
Saifurahman Rohi February 2023 Journal for Research in Applied Sciences and Biotechnology
10.55544/jrasb.2.1.13 CC BY-NC-ND 4.0
Computer Science Northeastern State University Tahlequah, OK 74464
National Center on Safe Supportive Learning Environments (2023). Engagement.
Accessed from: https://safesupportivelearning.ed.gov/topic-
research/engagement
Bond, M., Buntins, K., Bedenlier, S. et al. Mapping research in student
engagement and educational technology in higher education: a systematic
evidence map. Int J Educ Technol High Educ 17, 2 (2020).
https://doi.org/10.1186/s41239-019-0176-8
Hamouda. An exploration of causes of Saudi students' reluctance to participate in the English language
classroom. International Journal of English Language Education 2013;1(1):17-34.
https://dx.doi.org/10.5296/ijele.v1i1.2652
