IMPROVING CLASS CONTRIBUTION:

ANNIE’S LOW SCORE

If we regard truth as something handed down from
authorities on high, the classroom will look like a
dictatorship. If we regard truth as a fiction determined by
personal whim, the classroom will look like anarchy. If
we regard truth as emerging from a complex process of
mutual inquiry, the classroom will look like a resourceful
and interdependent community.
--Parker Palmer, The Courage to Teach (San Francisco:
Jossey-Bass, 51)
 OVERVIEW
 Like all case studies, the Improving Class Contribution Annie s
Low Score Case is designed and drafted in a manner to allow the
reader to experience a real-world problem and solve it
accordingly.

 This case study will help the reader and students develop a
broader and a clearer understanding of the business world and
dynamics.

 This case is based on a current managerial and strategic problem

being faced by the organization, which must be solved tactfully
to allow progression, as well as maintain a competitive position.

 This case first identifies the central issue that is elaborated on

throughout the case. 
 ANNIE TANG IS AN INTERNATIONAL STUDENT
FROM CHINA, WHO USED TO PERFORM WELL
IN SCHOOL.
 SHE RECEIVED OFFERS FROM MULTIPLE
UNIVERSITIES AND CHOSE TO STUDY AT IVEY
BUSINESS SCHOOL, CANADA.
 EVEN THOUGH SHE WAS FROM CHINA AND
FACED DIFFICULTIES TO STUDY ENGLISH
ALONGSIDE NATIVE SPEAKERS, SHE
CHERISHED THE CHANCE FOR A SUPERIOR
EDUCATION THAT WOULD HELP HER TO
LAUNCH A SOLID CAREER.
 EXPECTATIONS
1. SHE ACED IN ACCOUNTANCY, FINANCE AND STATISTICS.

2. BUT, HER GRADES IN THE SUBJECT- INTERIM

CONTRIBUTION GRADE, i.e. LEADERSHIP COURSE WAS
NOT UPTO THE STATISFACTION.

3. AN EMAIL, HAVING THE ABOVE SAID SUBJECT AS

“Interim Contribution Grades” WAS RECEIVED BY HER.

4. AFTER KNOWING THAT SHE HAS BEEN PUT IN THE “low

category” STUDENT, UPSET ANNIE, IGNORED THE
FURTHER ASSESMENT ABOUT THE PERFORMANCE.
5. ANNIE WAS SHOCKED WITH THE RESULT AS BEING THE
“numbers person” SHE WAS PRETTY SURE THAT SHE HAD
SPOKEN UP IN EVERY CLASS.

6. IN HER ESTIMATION, SHE WAS AN ABOVE AVERAGE

CONTRIBUTOR

7. SHE FELT THAT THE LOWER CONTRIBUTORS NEVER OR

RARELY PARTICIPATED IN THE CLASS DISCUSSION
DISCUSSION ON THE BASIS OF QUESTIONS
 Question 1:What has Tang Identified as the potential reasons she
received a low contribution assessment from her professor ? What
other reasons can you identify for the negative feedback?

• Investor did not like her on a personal level for some

reason.
• Review was unfair and random.
• May be she has a disliking to Tang.
• Focused more on qualitative analysis and sometimes the
direction of the class couldn’t be predicted by Anne.
What other reasons can you identify for the negative
feedback?

• Tang is lost within the class as the culture is new to

her.
• She is not interacting with the professor personally
after the class.
 Question 2 : How was Tang’s motivation affected by the
contribution feedback ? Do You think her reaction is reasonable ?
Explain with the Reference to Expectancy theory.

The effect on Tang’s motivation after receiving the contribution can be

understood by the Expectancy theory:-
O Effort:-She prepared extensively for her classes.

O Performance :- She participated at least once in every class.

O Reward:- She was placed in the ‘Low’ category. Whereas Tang

estimated herself to be an ‘Average’ or ‘Above Average’ contributer.
 Effect
O She considered it as an injustice.

O She made fewer half-hearted attempts.

O She began to question her own aptitude.

O In my opinion it was not a reasonable reaction because
of the following points:-

O She started blaming her teacher instead of accepting her

fault. She thought teacher has some personal grudges
against her and by doing this she was actually trying to
satisfy her ego.

O She made half-hearted efforts because of which her

learning was hampered.
Question 3 :What Strategies might Tang use to improve her
contribution mark ?Describe what she should do before,
during and after class.
Strategies can be used by tang to improve class
contribution :-

 By enjoying the class participation.

 Improve her Language problem (Communication
Skills).
 She Should talk to her teacher outside the class room
just to know were she was lacking.
 She should try to improve her leadership quality.
 She should avoid being pessimistic.
 O Before class

 She should come well prepared before the class, this will help in
understanding what is being taught in the class which will help in
improving her class contribution.
 
O During the class
 
 She should not speak Irrelevant Point.
 She should avoid half hearted attempts . She should speak with full
confidence and Relevant points.
 
O After the class

 She should talk to professor for better clarification of her opinion.

THANK YOU