Factors affect the classroom participation Marija Susak (4-13-2016)

Course content influenced the level of participation from students as they were more willing
to participate if they were interested in the subject matter being delivered.
Language barriers. Five out of the ten students indicated that with English being their second
language they did not always feel comfortable expressing their thoughts.
Classroom size. Classroom size impacted the levels of participation with a classroom. Six out
of ten students noted that in larger course sections, with more than thirty students, there was
not a sufficient amount of time to have the opportunity to participate.
Course policies. Course policies including participation in the grading affected the level of
participation within the classroom. All ten participants interviewed noted that they were more
likely to participate if it affected their grade
Self-esteem. Self-esteem was indicated by the students as a factor that affects their
willingness to participate. Student #2, student #4, student #7, and student #9 all said that
they would not participate if they felt as though they were going to be made fun of for their
opinion or if they felt inadequate in front of the other students.
ffects of Random and Delayed Participation Credit on

Effects of Random and Delayed Participation Credit on Participation Levels in Large College
Courses by Kathleen Briana Aspiranti (University of Tennessee - Knoxville, kaspir82@utk.edu)

Participation at the high level was required to earn the maximum amount of participation
points; therefore, most students who were inclined initially to participate at the high level
continued to do so during credit units. The realization that lower participation would not be
penalized during the non-credit units may have led some of the high participants to abstain
from commenting during these units. In this case, the students may have been reinforced by
the extrinsic reward of class credit rather than the intrinsic satisfaction of learning.
Understanding Student Perceptions of Class Participation Kelly Wonder, University of
Wisconsin-Eau Claire, wonderka@uwec.edu
https://files.eric.ed.gov/fulltext/EJ1304658.pdf
Despite their fears, the majority of participants felt class participation should be assessed. “I
feel it’s but proper to grade my participation because it’s effort. The teacher can see my
interest and enthusiasm in learning though my participation. For me, my grade doesn’t have
to rely only on exams, quiz, and projects” (fourthvcyear, male). Participants viewed
participation as motivating and rewarding, despite the challenges they face in the classroom.
The students expressing concern about graded participation expressed a lack of confidence
and concern about intergroup climate. “I feel unconfident or I feel that there is a
discrimination because sometimes professors give good grades to those students they know by
name and for the class officers that assist them” (third-year female). A fourth-year female
added “I feel worried because I am not the participative type who expresses my opinion
regularly.”

It is also important to consider the impact English Medium of Instruction (EMI) plays in fear.
The mother tongue-based multilingual education program was implemented after the
participants of this study entered college. They learned content in English, which is not the
first or second language of most Filipinos, yet proficiency in the first language or mother
tongue is often a predictor of proficiency in other languages (Jorolan-Quintero, 2018). Many of
the mother tongue languages of the Philippines are rooted in oral tradition, which should
contribute to class participation. However, the power-distance relationship complicated by the
limitations and inhibitions EMI has on language development may stoke the fear of failure. In
the Filipino context, participation has the potential to enhance learning as it builds upon the
oral traditions of the culture.

An Action Research on Developing Students Interests in ClassroomParticipation in Filipino 10 in Caanawaan

National High School,Caanawaan San Jose City Nueva Ecija, S.Y. 2018-2019 by EVARIZA G. ALMIROL
https://www.scribd.com/document/474488636/An-Action-Research-on-Developing-Students-
Interests-in-Classroom-Participation-in-Filipino-10-in-Caanawaan-National-High-School-docx
Researcher preliminary investigation
On the second week of teaching the Filipino subject in Grade10 Consul. The researcher
noticed that majority of her
studentsw e r e n o t i n t e r e s t e d i n p a r t i c i p a t i n g i n t h e d i s c u s s i o n a
n d activities. Most of them were not listening as she presents thel e s s o n .
Some of them were chatting and playing with theirseatmates, t
a l k i n g a n d w h i s p e r i n g . O n l y f e w o f t h e m w e r e participating in ans
w e r i n g a n d p e r f o r m i n g a c t i v i t i e s d u r i n g t h e class discussion.

The researcher observed that only the students belong to the honor roll or the fast learners
have the interest in listening and participating in the discussion in their Filipino subject. The
rest of the class were just plain observers and were busy doing their own business like
chatting and playing with their classmates. The researcher noticed that most of the students
did not understand the lesson. Those instances proved that during the second week of
teaching the Filipino subject, the students had no interest in participating in the discussion in
the said subject. It was her task to develop the interest of the Grade 10 Consul student’s to
participate in the discussion.
Teacher should be aware of the abilities, needs and interest of the learners in order for them
to foster greater interest of their students’ during the discussion. Since students’ have
different learning styles, the teachers should use varied and appropriate teaching techniques
and strategies that can foster attention and interest of the students in class participation.