Identifying Factors Effecting Students' Particiaption in The Classroom

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IDENTIFYING FACTORS EFFECTING STUDENTS’

PARTICIAPTION IN THE CLASSROOM
Javaria Rana 05-231

Nazia Malik 05-223
Sadaf Naeem 05-244
M.A Education
Session: 2005-07
Submitted in Partial Fulfillment of Requirements

for the Degree of M.A Education
DEPARTMENT OF EDUCATION
UNIVERSITY OF SARGODHA
SARGODHA
2008
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IN THE NAME OF ALLAH
THE MOST COMPASSIONATE
THE MOST MERCIFUL

3
ACCEPTANCE CERTIFICATE
Master’s Thesis entitled “Identifying Factors Effecting Students’
Participation in the Classroom” is accepted by the Department of Education,
University of Sargodha, Sargodha completed in group in the partial fulfillment for the
.award of the degree of M.A Education
Supervisor
)Tariq Saleem Ghayyur(
External Examiner
.Prof. Dr `
Coordinator
)Dr. Muhammad Sarwar(
:Dated
4
ACKNOWLEDGEMENT
All praise to ALLAH ALMIGHTY, the omnipotent and omniscient, the Lord
of Worlds. In the former and the latter, praises be to ALLAH ALMIGHTY, the
Creator of the Heaven and the Earth, who created the man, taught him the utterance,
honored the human being and perfected him above many of creatures with marked
performance. We offer our humblest thanks from the deepest core of our hearts to the
HOLY PROPHET HAZRAT MUHAMMAD (P.B.U.H) who is forever a model of
.guidance and knowledge for humanity
The researchers especially want to offer thanks to Tariq Saleem Ghayyur,
who always welcomed the curiosity of the researchers and provided guidance at each
and every step during research process. We feel it privileged and great pleasure to
place on record our sincere gratitude to our esteemed Dr. Mian Muhammad
.Sarwar, Sir Jaffery, Sir Shameem-ur-Rasool
Our affectionate and loving parents, brothers, sisters and all members of our
family, who are everything for us in this world and whose inspiration, encouragement,
affection, sacrifices, moral and financial support, guidance, experience, wisdom and
knowledge made this study possible and successful. Last but not least we must admit
that we are thankful to all whose names cannot be written individually and pay our
.heartiest thanks
JR
NM
SN
5
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LIST OF CONTENTS
Page
CHAPTER 1 INTRODUCTION 1
1.1 Statement of the Problem 3
1.2 Objectives of the Study 3
1.3 Significance of the Study 3
1.4 Delimitation of the Study 4
CHAPTER 2 REVIEW OF RELATED LITERATURE 5
2.1 Theories of Participation 5
Need Hierarchy Theory 2.1.1 5
Life Transitions Theory 2.1.2 6
Reference Group Theory 2.1.3 6
Social Participation Theory 2.1.4 7
2.2 Classroom Structures that Encourage Student 7
Participation
2.3 Classroom Management 14
Creating a Learning Environment 2.3.1 14
Setting Expectations 2.3.2 14
Motivational Climate 2.3.3 15
Maintaining a Learning Environment 2.3.4 15
When Problems Occur 2.3.5 16
2.4 Encouraging Student Participation in Discussion 17
2.5 General strategies 17
Encourage students to learn each 2.5.1 17
.other's names and interests

Get to know as many of your 2.5.2 17
.students as class size permits

Arrange seating to promote 2.5.3 18
.discussion
Allow the class time to warm up 2.5.4 18
.before you launch into the discussion

Limit your own comments 2.5.5 18
2.6 Tactics to Increase Student Participation 19
Make certain each student has an 2.6.1 19
opportunity to talk in class during the first two or
.three weeks
Plan an icebreaker activity early 2.6.2 19
.in the semester

Ask students to identify 2.6.3 19
characteristics of an effective
7
Periodically divide students into 2.6.4 20
.small groups
.Assign roles to students 2.6.5 20
Use poker chips or "comment 2.6.6 21
.cards" to encourage discussion

Use electronic mail to start a 2.6.7 21
.discussion
2.7 Tactics to Keep Students Talking 21
.Build rapport with students 2.7.1 21
Bring students' outside comments 2.7.2 22
.into class
Use nonverbal cues to encourage 2.7.3 22
.participation
Draw all students into the 2.7.4 22
.discussion
Give quiet students special 2.7.5 23
.encouragement
:Following strategies 2.7.6 23
Discourage students who 2.7.7 23
.monopolize the discussion

.Tactfully correct wrong answers 2.7.8 25
Reward but do not grade student 2.7.9 25
.participation
2.8 Psychological dimensions of classroom 26
Interaction 2.8.1 26
Interaction and Motivation 2.8.2 26
Interaction and achievement 2.8.3 27
Interaction and Memory 2.8.4 27
Interaction and creativity 2.8.5 27
Interaction and skill 2.8.6 28
Interaction and communication 2.8.7 28
2.9 Student impressions of the value of participation 28
Hones reasoning skills 2.9.1 29
Encouraging critical ability 2.9.2 29
Accumulating and remembering 2.9.3 29
facts and ideas

Enjoyment 2.9.4 29
Motivation 2.9.5 29
Chance for consultation 2.9.6 29
Social skill 2.9.7 30
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Transferable skills 2.9.8 30

2.10 Factors affecting the lack of participation on the 30
part of students in the Classroom

Physical problems 2.10.1 30
Personal problem 2.10.2 30
Environmental problem 2.10.3 31
Emotional problems 2.10.4 31
Atmosphere and other condition 2.10.5 32
Drug alcohol, caffeine, tobacco, 2.10.6 32
Underage Drinking: A Major Public Health
Challenge
Injury and Social problem 2.10.7 32
Domestic Violence problem 2.10.8 33
Cultural Differences problem 2.10.9 34
Employment and domestic 2.10.10 34
situations problem
Fatigue 2.10.11 36
Sex differences in fatigue 2.10.12 37
The effect of age on participation 2.10.13 37
Parent’s attitude 2.10.14 37
Anxiety 2.10.15 37
Learning problems 2.10.16 38
Home problems 2.10.17 38
Attention seeking 2.10.18 38
Lack of motivation 2.10.19 38
.Lack of clarity of presentation 2.10.20 38
Love mental level of students 2.10.21 39
Lack of academic atmosphere 2.10.22 39
Defective methods of teaching 2.10.23 39
Lack of true reinforcement 2.10.24 40
Lack of fresh air and sunlight 2.10.25 40
Poor health 2.10.26 40
Fears 2.10.27 41
Economic condition 2.10.28 41
CHAPTER 3 METHODOLOGY AND PROCEDURE 42
3.1 Objectives of the Study 42
3.2 Nature of Design 42
3.3 Population and Target Population 42
3.4 Sample and Sampling Technique 43
3.5 The Instrument and Validation of the instrument 43
3.6 Data Collection 43
3.7 Analysis of Data 43
CHAPTER 4 DATA ANALYSIS 44
CHAPTER 5 SUMMARY, FINDINGS, CONCLUSIONS 59
AND RECOMMENDATIONS
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5.1 Summary 59
5.2 Findings 59
5.3 Conclusions 63
5.4 Recommendations 64
REFERENCES 66
APPENDIX – A 68
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LIST OF TABLES
Page
Table 1 Identifying Factors Effecting Students’ 44
Participation in the Classroom
Table 2 Weak eye sight also defects students ability to 46
.participate in class
Table 3 Poor hearing skill damages student's capability 46
.to participate in class
Table 4 Physical weakness hinders students to participate 47
.in class
Table 5 Age difference makes some students less 47
.participated in class
Table 6 Mental weakness of the students badly affects in 48
.classroom participation
Table 7 Pollution has some damaging effects on student's 48
.ability to take part in the class
Table 8 Bad sitting arrangement in the classroom makes 49
.students less participant in the class
Table 9 Climatic changes badly affect the participation 49
.of students in the class
Table 10 Teachers providing less time for enjoyment 50
.make students less participant
Table 11 Parents' illiteracy is the cause of less 50
.participation in class
Table 12 Students have less participation in class because 51
.they indulge in unhealthy activities
Table 13 Harsh and bad behavior of parents makes 51
.students less participant in class
Table 14 Students who do not enjoy love and care of 52
.parents participate less in the class
Table 15 Domestic/financial problems are of one of the 52
reasons of student's less participation in
.classroom
Table 16 Students who have to face domestic riots of 53
.parents become less participated in the class
Table 17 Difference between mother and institutional 53
language also makes students less participant in
.class
Table 18 Lack of motivation from both parents and 54
teachers is the cause of less participation of
.students in class
Table 19 Lack of confidence also discourages students to 54
Table 20 Aggressive attitude of students becomes a cause 55
.of less participation in class
Table 21 Students having less interest in their studies 55
.participate less in the class
Table 22 Students facing family economic problems 56
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Table 23 Inferiority complex also makes students less 56

.participant in class
Table 24 Students who watch TV excessively become less 57
Table 25 Students having bad company remain less 57
.predicated in class
Table 26 Students having less interaction with other 58
.classmates have less participation in class
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LIST OF FIGURES
Page
Figure 1 Weak eye sight also defects students ability to 46
Figure 2 Poor hearing skill damages student's capability 46
.to participate in class
Figure 3 Physical weakness hinders students to participate 47
.in class
Figure 4 Age difference makes some students less 47
.participated in class
Figure 5 Mental weakness of the students badly affects in 48
.classroom participation
Figure 6 Pollution has some damaging effects on student's 48
.ability to take part in the class
Figure 7 Bad sitting arrangement in the classroom makes 49
.students less participant in the class
Figure 8 Climatic changes badly affect the participation 49
.of students in the class
Figure 9 Teachers providing less time for enjoyment 50
.make students less participant
Figure 10 Parents' illiteracy is the cause of less 50
.participation in class
Figure 11 Students have less participation in class because 51
.they indulge in unhealthy activities
Figure 12 Harsh and bad behavior of parents makes 51
.students less participant in class
Figure 13 Students who do not enjoy love and care of 52
.parents participate less in the class
Figure 14 Domestic/financial problems are of one of the 52
reasons of student's less participation in
.classroom
Figure 15 Students who have to face domestic riots of 53
.parents become less participated in the class
Figure 16 Difference between mother and institutional 53
language also makes students less participant in
.class
Figure 17 Lack of motivation from both parents and 54
teachers is the cause of less participation of
.students in class
Figure 18 Lack of confidence also discourages students to 54
Figure 19 Aggressive attitude of students becomes a cause 55
.of less participation in class
Figure 20 Students having less interest in their studies 55
Figure 21 Students facing family economic problems 56
Figure 22 Inferiority complex also makes students less 56
13
Figure 23 Students who watch TV excessively become less 57

Figure 24 Students having bad company remain less 57
.predicated in class
Figure 25 Students having less interaction with other 58
.classmates have less participation in class
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ABSTRACT
The purpose of this paper is to identify the factors effecting students’
participation in the classroom. The researchers conducted a survey study be
developing a questionnaire comprising of such factors and administered it to the
students of University of Sargodha, Sargodha. The objectives of this study were: 1(
To give awareness about psychological factors affecting students' participation in the
classroom. 2( To investigate physical factors that affect participation of students in the
class. 3( To identify domestic problems that affect students' participation in the
classroom. 4( To analyze social factors affecting students' participation. 5( To identify
mental factors that affect student’s participation in the class. All students of University
of Sargodha, Sargodha were the population of the study and data were collected from
200 students from different departments of University of Sargodha, Sargodha as
sample. The data were analyzed and interpreted in terms of percentage. It was
concluded that different factors like domestic, psychological, physical environmental
and social factors affect students’ participation in the classroom. The researchers also
.recommended suggestion for the removal of those factors

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CHAPTER 1
INTRODUCTION
Only that nation can progress among the nation in this world, which has a
clear goal to achieve. Because the national identity, consolidation and harmony
depends upon this purpose .these blessings do not exist without specify objectives.
That is why the achievement of these targets is given priority in all walks of life out of
all spheres of life the most important in education. Because every nation depends
upon education for the transformation, theories, religion, civilization culture and
tradition. With out it, harmony, social values, feelings of love and sincerity for society
and its individuals and social stability in a healthy society in impossible .keeping in
view the significance of education, every nation is paying full attention to it .the
objectives of education are also changing with the changing conditions and demands
of the time, along with the availability of financial and material resources .because the
concept of progress is impossible with out education progress .only social progress
assures the existence and security of a nation .when we looked at the developed
nation, the secret of their progress lies in the education .no country can make progress
unless her inhabitants are educated.
But if we see, our country, in spite of having passed fifty –six years, is called
an under developed country .negligence about the right education is the major cause
of it. Many factors are responsible for this instance, politicians, writers, scholars,
teachers and our government. They did not give proper attention to education. It gives
a conscience of life to an individual . it helps him to understands his problems , solve
them and settle the affairs of life . just as it is important to make education universal
for the progress of a nation , it is also necessary that every man should participate to
make a work of good standard.

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No objectives can be attained with out proper interest. To fulfill one s need and
to satisfy one, s desires one has to work pretty hard. He can achieve all this only if he
shows prefect interest and participation in his work. Students have to show a been
participation in his studies, “classrooms are busy places, every day in every classroom
teachers make decisions about their pupil, s behaviors the success of their instruction
the classroom climate )Airosiam, 1994 p -3(.
In the classroom, participants is necessary for the progress of instruction
participation is not confined only to physical presence but it means their mental
presence In class, their interaction should take interest in the class, work attentively
and listen to the teacher and give a give a good response.
“Interaction is a stimulus response situation with some degree of verbal or
non-verbal exchange that would result in position or negative feeling in the
individuals who functions as the agents of the interaction. Interaction is a creative and
productive factor as even elementary forms of interaction that happen among human
individuals involve intellectual and imaginative organization of elements involved in
the interact ional situation )Mukkalel, 1998 p – 103, 104(.
Students can participate properly if he is free from all confusions and
problems. Some students do not participate properly , they present in the class but do
not pay attention to study . They do not listen to the teacher attentively and feel bored.
Now we have to see the factors, which affect the action of the students in the class.
Why they remain restless? Why they do not pay attention to the study?
Many factors affect their response parents, s attitudes is very significant. A
neglected child feels helpless and lonely similarly unfair security can also make him
irresponsible, selfish and careless. Personal and domestic problems, defective training
of the teachers , their attitude, unsuitable course , way of examination , improper

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environment of school ,mental level , deficiency of educational facilities , conduct of
class fellows , partial treatment , act affect the participation of students.
It is required to make a research whether these affect the response of students.
if yes ,then how can these problems be resolved and how can enable students to
participate actively in the class.
1.1 Statement of the Problem
The purpose of this study was:
"Identifying Factors Affecting Students' Participation in the Classroom".
1.2 Objectives of the Study
Main objectives of the study were:
1. To give awareness about psychological factors affecting students' participation
in the classroom.
2 To investigate physical factors that affect participation of students in the class.
3 To identify domestic problems that affect students' participation in the
classroom.
4 To analyze social factors affecting students' participation.
5 To identify mental factors that affect student’s participation in the class.
1.3 Significance of the Study
It may be helpful for teachers to sort those factors which affecting the lack of
participation on the part of students in the class room. The research will aware the
parents how can they improve their attitude to their children? The research will be
helpful for teachers to amend the students in the light of these factors. The research
will provide information of factors affect the students in the light of these factors. The
research will provide a strong basis to do more research in this field. The research will
provide information for policy makers.

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1.4 Delimitation of the Study
1. The study was delimited to the students of the University of Sargodha, Sargodha.
2 The study was delimited to the students of University of Sargodha, Sargodha at
Master Level.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
Mark K. Smith )2007( elaborates the concept of Participation in Learning
Projects and Programmes. As will now be apparent, the motives for engagement in
learning projects are often mixed and can operate at a number of levels. McGivney
)1990( has provided a useful summary of some of the better known theories which she
divides into single strand and composite )involve a number of strands(. Later we will
look at an influential 'composite' theory - that of Cross, for now we will look at
McGivney's summary.
2.1 Theories of Participation
2.1.1 Need Hierarchy Theory
The main line of argument here is that participation depends on the extent to
which a person has been able to meet a range of primary and secondary needs )after
Maslow 1954( and the influence of positive and negative forces )see, also, 'force-field
analysis below(. For example, as basic primary needs are met )as one economic and
social position 'improves'(, higher needs are activated, and the balance between
negative and positive forces shifts. As a result people are more prepared to take part in
educational activities. )Miller 1967(.
Congruence model: In this model it is suggested that people are more likely to
participate in educational activities where there is some congruence between their
perception of themselves )their self concept( and the nature of the education
programmed/environment. One of the key findings in the North American literature

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which has driven this is the correlation between the number of years spent at school
and college, and the likelihood of taking part in education programmes after that.
)Boshier 1973(.
Force-field theory: This approach draws heavily on the work of Lewin )1947;
1952(. Miller )1967(, in particular, sought to draw together Maslow's and Lewin's
theories to explain why socio-economic status )class( is linked to participation in adult
education. He charts positive forces and negative forces and their relative strengths.
This is then taken a step further by Rubenson )1977(. He argues that education, like
work, is an achievement-orientated activity, 'meaning that people who want to get
ahead will put effort into personal achievement' )Cross 1981(. Rubenson suggested
that motivation emerges from the interaction of two factors: expectancy and valence.
2.1.2 Life Transitions Theory
The notion of 'transition' has assumed a much larger role in thinking about the
take-up of education. This has been reflected, for example, in shifts in UK research
concerning young people's participation in further education )Banks et al 1992(. In
North America populist accounts of the impact of 'life-changes' )Sheehy 1976( have
had a significant impact. The basic hypothesis involved is that participation in
education projects is frequently linked to changes in life circumstances such as
changes in job, the break-up of relationships, having children, bereavement and
retirement.
2.1.3 Reference Group Theory
This theory is based around the assertion that people identify with the social
and cultural group to which they belong - 'normative reference group )NRG( - or with
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another to which they aspire to belong – 'comparative' reference group )CRG(
)McGivney 1993(. A number of studies point to the extent to which people's total
environment and group membership creates an orientation to involvement in
educational projects and programmes )Darkenwald and Merriam 1982(.
2.1.4 Social Participation Theory
This approach has now been developed at some length by )Courtney 1991(.
He argues that significant learning often takes place in organizational settings
)schools, community groups, work(. Thus to seek motivation for learning, 'we might
seek for those factors which motivate people to join or be part of organizations or for
reasons why organizations compel as well as encourage forms of voluntary
participation' )ibid: 99(.
2.2 Classroom Structures that Encourage Student Participation
Bergquist and Phillips )1975( provided a table form of classroom structures
that encourage student participation as follows:
Table adopted from Bergquist and Phillips (1975)
2.3 Classroom Management
Education Encyclopedia )2008( describes that Classroom management is the
orchestration of the learning environment of a group of individuals within a classroom
setting. In the early 1970s classroom management was seen as separate from
classroom instruction. Teachers' management decisions were viewed as precursors to
instruction, and were treated in the literature as if they were content-free. The image
was of a teacher first attending to classroom management, and then beginning
instruction without further reference to management decisions. Research in the 1980s,

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however, demonstrated that management and instruction are not separate, but are
inextricably interwoven and complex.
2.3.1 Creating a Learning Environment
Creating and implementing a learning environment means careful planning for
the start of the school year. The learning environment must be envisioned in both a
physical space and a cognitive space. The physical space of the classroom is managed
as the teacher prepares the classroom for the students. Is the space warm and inviting?
Does the room arrangement match the teacher's philosophy of learning? Do the
students have access to necessary materials? Are the distracting features of a room
eliminated? Attending to these and similar questions aids a teacher in managing the
physical space of the classroom.
2.3.2 Setting Expectations
In both elementary and secondary classrooms, the start of the school year is
crucial to effective management. A significant aspect of this beginning is the teacher's
establishment of expectations for student behavior, which are expressed through rules
and procedures. Rules indicate the expectations for behavior in the classroom, and for
how one interacts with one's peers and the teacher. Procedures have to do with how
things get done. Rules can be, and frequently are, developed with the students' help,
which increases the likelihood of compliance.
2.3.3 Motivational Climate
An essential part of organizing the classroom involves developing a climate in
which teachers encourage students to do their best and to be excited about what they
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are learning. There are two factors that are critical in creating such a motivational
climate: value and effort. To be motivated, students must see the worth of the work
that they are doing and the work others do. A teacher's demonstration of value shows
students how their work is worthwhile and is connected to things that are important
for them, including other learning and interests. Effort ties the time, energy, and
creativity a student uses to develop the "work," to the value that the work holds. One
way that teachers encourage effort is through specific praise, telling students
specifically what it is that they are doing that is worthwhile and good. In combination
an understanding of the value of academic tasks and the effort necessary to complete
these tasks motivate students to learn.
2.3.4 Maintaining a Learning Environment
A teacher's classroom management decisions do not stop after the planning
and establishment that is crucial to beginning the school year. As the school year
progresses, classroom management involve maintaining the learning environment
through conscientious decision-making concerning students and the classroom.
Teachers in a classroom teach groups of children. Maintaining the learning
environment, therefore, requires teachers to focus on group processes. Jacob Kounin's
landmark findings from the late 1960s on the management of classroom groups
identified that the means by which teachers prevent problems from occurring in the
first place differentiated them as more effective managers.
Kounin, whose work was reaffirmed by Paul Gump, a noted ecological
psychologist in Kansas in the 1980s, identified several strategies that teachers use to
elicit high levels of work involvement and low levels of misbehavior. These strategies
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are: )1( with-it-ness )communicating awareness of student behavior(, )2( overlapping
)doing more than one thing at once(,)3( smoothness and momentum )moving in and
out of activities smoothly, with appropriately paced and sequenced instruction(, and
)4( group alerting )keeping all students attentive in a whole-group focus(. These tools
help teachers to maintain the flow of instruction. A significant stumbling block to the
flow of instruction is in attention to transitions between activities, lessons, subjects, or
class periods. It is here that teacher are likely to feel that they are less effective in
maintaining the flow of instruction.
2.3.5 When Problems Occur
Though effective managers anticipate and monitor student behavior and
learning, misbehavior and misunderstanding do occur. When inappropriate
behavior occurs, effective managers handle it promptly to keep it from continuing and
spreading. Though teachers can handle most misbehavior unobtrusively with
techniques such as physical proximity or eye contact, more serious misbehavior
requires more direct intervention. The success of intervention depends on orderly
structures having been created and implemented at the beginning of the school year.
2.4 Encouraging Student Participation in Discussion
Students' enthusiasm, involvement, and willingness to participate affect the
quality of class discussion as an opportunity for learning. Your challenge is to engage
all students, keep them talking to each other about the same topic, and help them
develop insights into the material.
2.5 General strategies

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2.5.1 Encourage students to learn each other's names and
interests.
Students are more likely to participate in class if they feel they are among
friends rather than strangers; so at the beginning of the term, ask students to introduce
themselves and describe their primary interests or background in the subject )Tiberius,
1990(. These introductions may also give you some clues about framing discussion
questions that address students' interests. See "The First Day of Class" for ideas on
helping students get to know one another.
2.5.2 Get to know as many of your students as class size
permits.
In classes of thirty or less, learn all your students' names. )"The First Day of
Class" lists several ways to do this.( If you require students to come to your office
once during the first few weeks of class, you can also learn about their interests. Class
participation often improves after students have had an opportunity to talk informally
with their instructor.
2.5.3 Arrange seating to promote discussion.
If your room has movable chairs, ask students to sit in a semicircle so that they
can see one another. At a long seminar table, seat yourself along the side rather than at
the head. If appropriate, ask students to print their names on name cards and display
them on their desk or the table. Research reported by Beard and Hartley )1984( shows
that people tend to talk to the person sitting opposite them, that people sitting next to
each other tend not to talk to one another, that the most centrally placed member of a
26
group tends to emerge as leader, and that leaders tend to sit in the least crowded parts
of a room.
2.5.4 Allow the class time to warm up before you launch into
the discussion.
Consider arriving two to three minutes early to talk informally with students.
Or open class with a few minutes of conversation about relevant current events,
campus activities, or administrative matters. )Sources: Billson, 1986; Welty, 1989(
2.5.5 Limit your own comments
Some teachers talk too much and turn a discussion into a lecture or a series of
instructor-student dialogues. Brown and Atkins )1988( report a series of studies by
various researchers that found that most discussion classes are dominated by
instructors. In one study )p. 53( faculty talked 86 percent of the time. Avoid the
temptation to respond to every student's contribution. Instead, allow students to
develop their ideas and respond to one another.
2.6 Tactics to Increase Student Participation
2.6.1 Make certain each student has an opportunity to talk in
class during the first two or three weeks.
Barbara Gross Davis )1993( describes that the longer a student goes without
speaking in class, the more difficult it will be for him or her to contribute. Devise
small group or pair work early in the term so that all students can participate and hear
their own voices in nonthreatening circumstances.

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2.6.2 Plan an icebreaker activity early in the semester.
For example, a professor teaching plant domestication in cultural geography
asks students to bring to class a fruit or vegetable from another culture or region. The
discussion focuses on the countries of origin and the relationship between food and
culture. At the end of class students eat what they brought. See "The First Day of
Class" for other suggestions.
2.6.3 Ask students to identify characteristics of an effective
Discussion. Ask students individually or in small groups to recall discussions
and seminars in which they have participated and to list the characteristics of those
that were worthwhile. Then ask students to list the characteristics of poor discussions.
Write the items on the board, tallying those items mentioned by more than one student
or group. With the entire class, explore ways in which class members can maximize
those aspects that make for a good discussion and minimize those aspects that make
for a poor discussion.
2.6.4 Periodically divide students into small groups.
Students find it easier to speak to groups of three or four than to an entire
class. Divide students into small groups, have them discuss a question or issue for five
or ten minutes, and then return to a plenary format. Choose topics that are focused and
straightforward: "What are the two most important characteristics of goal-free
evaluation?" or "Why did the experiment fail?" Have each group report orally and
record the results on the board. Once students have spoken in small groups, they may
be less reluctant to speak to the class as a whole.

28
2.6.5 Assign roles to students.
Ask two or three students to lead a discussion session sometime during the
term. Meet with the student discussion leaders beforehand to go over their questions
and proposed format. Have the leaders distribute three to six discussion questions to
the class a week before the discussion. During class the leaders assume responsibility
for generating and facilitating the discussion. For discussions you lead, assign one or
two students per session to be observers responsible for commenting on the
discussion. Other student roles include periodic summarizer )to summarize the main
substantive points two or three times during the session(, recorder )to serve as the
group's memory(, timekeeper )to keep the class on schedule(, and designated first
speaker. )Source: Hyman, 1980(
2.6.6 Use poker chips or "comment cards" to encourage
discussion.
One faculty member distributes three poker chips to each student in her class.
Each time a student speaks, a chip is turned over to the instructor. Students must
spend all their chips by the end of the period. The professor reports that this strategy
limits students who dominate the discussion and encourages quiet students to speak
up. Another professor hands out a "comment card" each time a student provides a
strong response or insightful comment. Students turn back the cards at the end of the
period, and the professor notes on the course roster the number of cards each student
received. )Source: Sadker and Sadker, 1992(
2.6.7 Use electronic mail to start a discussion.

29
One faculty member in the biological sciences poses a question through
electronic mail and asks the students to write in their responses and comments. He
then hands out copies of all the responses to initiate the class discussion.
2.7 Tactics to Keep Students Talking
2.7.1 Build rapport with students.
Simply saying that you are interested in what your students think and that you
value their opinions may not be enough. In addition, comment positively about a
student's contribution and reinforce good points by paraphrasing or summarizing
them. If a student makes a good observation that is ignored by the class, point this out:
"Thank you, Steve. Karen also raised that issue earlier, but we didn't pick up on it.
Perhaps now is the time to address it. Thank you for your patience, Karen" )Tiberius,
1990(. Clarke )1988( suggests tagging important assertions or questions with the
student's name: the Amy argument or the Haruko hypothesis. Tiberius )1990( warns
against overdoing this, however, because a class may get tired of being reminded that
they are discussing so-and-so's point.
2.7.2 Bring students' outside comments into class.
Talk to students during office hours, in hallways, and around campus. If they
make a good comment, check with them first to see whether they are willing to raise
the idea in class, then say: "Jana, you were saying something about that in the hall
yesterday Would you repeat it for the rest of the class."
2.7.3 Use nonverbal cues to encourage participation.

30
For example, smile expectantly and nod as students talk. Maintain eye contact
with students. Look relaxed and interested.
2.7.4 Draw all students into the discussion.
You can involve more students by asking whether they agree with what has
just been said or whether someone can provide another example to support or
contradict a point: "How do the rest of you feel about that?" or "Does anyone who
hasn't spoken care to comment on the plans for People's Park?" Moreover, if you
move away from – rather than toward – a student who makes a comment, the student
will speak up and outward, drawing everyone into the conversation. The comment
will be "on the floor," open for students to respond to.
2.7.5 Give quiet students special encouragement.
Quiet students are not necessarily uninvolved, so avoid excessive efforts to
draw them out. Some quiet students, though, are just waiting for a no threatening
opportunity to speak. To help these students, consider the
2.7.6 Following strategies:
• Arrange small group )two to four students( discussions.
• Pose casual questions that don't call for a detailed correct response:
• "What are some reasons why people may not vote?" or "What do you
remember most from the reading?" or "Which of the articles did you
find most difficult?" )McKeachie, 1986(.
• Assign a small specific task to a quiet student: "Carrie, would you find
out for next class session what Chile's GNP was last year?"
31
• Reward infrequent contributors with a smile.
• Bolster students' self-confidence by writing their comments on the
board )Welty, 1989(.
• Stand or sit next to someone who has not contributed; your proximity
may draw a hesitant student into the discussion.
2.7.7 Discourage students who monopolize the discussion.
As reported in "The One or Two Who Talk Too Much" )1988(, researchers
Karp and Yoels found that in classes with fewer than forty students, four or five
students accounted for 75 percent of the total interactions per session. In classes with
more than forty students, two or three students accounted for 51 percent of the
exchanges. Here are some ways to handle dominating students:
• Break the class into small groups or assign tasks to pairs of students.
• Ask everyone to jot down a response to your question and then choose
someone to speak.
• If only the dominant students raise their hand, restate your desire for
greater student participation: "I'd like to hear from others in the class."
• Avoid making eye contact with the talkative.
• If one student has been dominating the discussion, ask other students
whether they agree or disagree with that student.
• Explain that the discussion has become too one-sided and ask the
monopolizer to help by remaining silent: "Larry, since we must move
on, would you briefly summarize your remarks, and then we'll hear the
reactions of other group members."

32
• Assign a specific role to the dominant student that limits participation
)for example, periodic summarizer(.
• Acknowledge the time constraints: "Jon, I notice that our time is
running out. Let's set a thirty-second limit on everybody's comments
from now on."
• If the monopolizer is a serious problem, speak to him or her after class
or during office hours. Tell the student that you value his or her
participation and wish more students contributed. If this student's
comments are good, say so; but point out that learning results from
give-and-take and that everyone benefits from hearing a range of
opinions and views.
2.7.8 Tactfully correct wrong answers.
Any type of put-down or disapproval will inhibit students from speaking up
and from learning. Say something positive about those aspects of the response that are
insightful or creative and point out those aspects that is off base. Provide hints,
suggestions, or follow-up questions that will enable students to understand and correct
their own errors. Billson )1986( suggests prompts such as "Good–now let's take. it a
step further"; "Keep going"; "Not quite, but keep thinking about it."
2.7.9 Reward but do not grade student participation.
Some faculty members assign grades based on participation or reward student
participation with bonus points when assigning final grades. Melvin )1988( describes
a grading scheme based on peer and professor evaluation: Students are asked to rate
the class participation of each of their classmates as high, medium, or low If the
33
median peer rating is higher than the instructor's rating of that student, the two ratings
are averaged. If the peer rating is lower, the student receives the instructor's rating.
Other faculty members believe that grading based on participation is inappropriate,
that is, subjective and not defensible if challenged. They also note that such a policy
may discourage free and open discussion, making students hesitant to talk for fear of
revealing their ignorance or being perceived as trying to gain grade points. In
addition, faculty argues, thoughtful silence is not unproductive, and shy students
should not be placed at a disadvantage simply because they are shy. There are means
other than grades to encourage and reward participation: verbal praise of good points,
acknowledgment of valued contributions, or even written notes to students who have
added significantly to the discussion. One faculty member uses lottery tickets to
recognize excellent student responses or questions when they occur. He doesn't
announce this in advance but distributes the first ticket as a surprise. Tickets can be
given to individuals or to small groups. Over the term, he may hand out fifteen to
twenty lottery tickets. In a small class, you maybe able to keep notes on students'
participation and devote some office hours to helping students develop their skills in
presenting their points of view and listening to their classmates )Hertenstein, 1991(.
2.8 Psychological dimensions of classroom
2.8.1 Interaction
Sampath )1998( describes that classroom interaction to be understood as a
psychological factoring in order tohave the right perspective of its role in the
development of the classroom in general and in the learning of a second language in
particular. Interaction is basically a psychological factor and needs to view with

34
reference to other factor and needs to be viewed with reference to other factors in
psychology that determine classroom learning. Interaction is a process individuals,
situation and other factor co-ordinate together to produce an even with its purpose its
nucleus.
2.8.2 Interaction and Motivation
There is a definite relationship between classroom interaction and motivation.
Motivation is one of the fundamental psychological factors at work behind learning.
The teacher by creating interaction atmosphere can enhance the motivation of the
bright learner, the overage learner and the slow learner in various degrees. Interaction
thus function as a principal device in providing added motivation to all function of the
class.
2.8.3 Interaction and achievement
Classroom interaction is the environment in which student achievement is
realized and enhanced. Interaction and achievement are closely linked in the learner. A
class that is activity centered and interaction-oriented has great scope for the learning,
practice and use of the language and feel satisfied because of the level of achievement
the classes able to secure in one way or other. Interaction function both a means to
and a measure of achievement.
2.8.4 Interaction and Memory
Classroom interaction one-way or other on overt, concrete and perceptible
phenomenon which student even as silent spectators take benefit from. Memory as a
psychological factor of learning depends on the learning stimuli being overt, concrete
35
and perceptible. The more concrete and organized the material is the better will it be
impressed in the minds of the learner what ever his age may be. When learning
involves concreteness i.e. concrete images, especially visual image or auditory images
of varying kind, the material hangs on in his memory, the intake component, the
retention component and the recall component of memory.
2.8.5 Interaction and creativity
Classroom interaction is a fundamental factor in developing and exploiting
student’s creative ability. Creativity is viewed as the individual’s endowment to
organize his environment in such a way to produce new and meaningful experiences.
Aspects of creativity are based on classroom interaction. When classroom interaction
is adequate the student finds himself in a challenging situation in which there occurs
greater student finds himself in a challenging situation in which there occurs greater
student involvement and participation. This is the environment that creativity requires
for its development of his creativity in a significant way. The teacher needs to
understand and be aware of the role interaction plays thus and organize his reaching in
this direction.
2.8.6 Interaction and skill
The development of any skill forming part of classroom interaction. By skill is
meant in general any component of behavior that can be acquired and development
only through certain well-defined habits.
2.8.7 Interaction and communication

36
Communication is most fundamental as psychological factor in the
development of personality. The learner in the classroom is placed in that situation in
order members of the community. The whole process is psychological. a
communication act is defined with references to the speaker, listener and the message
that is communicated.
2.9 Student impressions of the value of participation
Morgan, J.B )1942( describes that from students comments it is possible to
create a rough typology of eight aspects of participation which students though were
potentially valuable.
2.9.1 Hones reasoning skills
It helped in development of academic skills such as argument and debate.
2.9.2 Encouraging critical ability
It allowed an opportunity to test ideas and some emphasized that participation
helped reline their thinking through feedback and criticism.
2.9.3 Accumulating and remembering facts and ideas
Other saw it more practically as opportunity to exchange information and
consolidate reading. It also helped them to clarity areas of confusion and concepts.
2.9.4 Enjoyment
37
Participation served the used function of keeping attention level high and
students alert. It could also as one noted, make the class enjoyable.
2.9.5 Motivation
At a basic level, the requirement to take part in participation sessions obliged
students to do the work needed. Participation gave them an incentive to study. Some
noted that they were motivated because participation was more interesting than
solitary study.
2.9.6 Chance for consultation
Participation sessions were also often informal opportunities to use the lecture
to clarify issues .
2.9.7 Social skill
Participation assisted in the development of social skills, participation
confidence and people skills, from the need to interact.
2.9.8 Transferable skills
Humanities students often noted that it encouraged the development of
transferable skills, such a public speaking, presentation or quick thinking.
2.10 Factors affecting the lack of participation on the part of
students in the Classroom
2.10.1 Physical problems

38
Oldfather P., )2008( describes that the child may suffer from some ailment
which has led to assesses from school or non-participate in class or which renders it
difficult for him or her to perform certain of the motor skills associated with learning.
Ailments in the second category e.g., poor sight , Poor hearing, bronchial problems
mild brain damage affecting motor co-dination may have gone unrecognized for some
fear, even by the child him herself alternatively , in the case of stuttering for
example, they may be all too painfully obvious and may hold the unfortunate child up
to ridicule from teachers themselves.
2.10.2 Personal problem
These could included such relatively simple factors as frequent changes of
school or of class or more complex ones such as limited attention span and high
distractibility. Frequent changes of schooling lead to problems of adjusting to new
teachers, new syllabuses and new teaching method and to new peer groups and
surroundings . such changes , in addition to the cognitive strains they impose, leave
children feeling emotionally insecure and vulnerable , limited attention span and high
distractibility are not dealt with so easily .children faced with these difficulties find its
extra hard to settle to work , to concentrate for any length of time and therefore , to
undertake learning task successfully . in some cases , where the distractibility is of a
particularly marked kind and accompanied by almost constant physical activity.
2.10.3 Environmental problem
These include a poor or depressed background in which the child has no
encouragement to read or to use language , in which there are no facilities for home
work or private study , and in which the values the school are rejected and perhaps
39
even held up to ridicule . There may also be cases of actual physical rejection ,
perhaps brought about by a broken home or by alcoholism in one or both parents.
2.10.4 Emotional problems
Morse )1971( describes that more relay, children may feel acute physical fear
of a teacher and go in dread of his or her lessons and teachings subject and find that
even the general class atmosphere becomes a source of disturbance and anxiety to
them whatever their cause , emotional problems can become a major hindrance to
participation and if allowed to go untreated can lead to a syndrome in which children
and their teachers become increasingly alienated from each other. Such children, s
parents disappointed by lack of progress in school upon them to work harder , thus
leaving the children with the feeling that no one understands their difficulties nor take
an in interests in helping solve them.
2.10.5 Atmosphere and other condition
According to experimental evidence, a hot stagnant air condition, noise etc
need not retarded the participation process, provided adequate stimulation is present.
However, covered comparatively short periods of time and showed merely that when
is undertaken with a will, physical discomforts can be overcome.
2.10.6 Drug alcohol, caffeine, tobacco, Underage Drinking: A
Major Public Health Challenge
Home drug testing kit )2008( that by the time they reach the eighth grade,
nearly 50 percent of adolescents have had at least one drink, and over 20 percent
report having been "drunk" )1(. Approximately 20 percent of 8th graders and almost
40
50 percent of 12th graders have consumed alcohol within the past 30 days )1(. Among
12th graders, almost 30 percent report drinking on 3 or more occasions per month )2(.
Approximately 30 percent of 12th graders engage in heavy episodic drinking, now
popularly termed "binge" drinking—that is, having at least five or more drinks on one
occasion within the past 2 weeks—and it is estimated that 20 percent do so on more
than one occasion )2(.
2.10.7 Injury and Social problem
Underage alcohol use is more likely to kill young people than all illegal drugs
combined )5,6(. Some of the most serious and widespread alcohol–related problems
among adolescents are discussed below. For a more detailed discussion of alcohol
problems in the college–age population, see Alcohol Alert No. 58 )7(. Drinking and
Driving. Motor vehicle crashes are the leading cause of death among youth ages 15 to
20 )8(. Adolescents already are at increased risk through their relative lack of driving
experience )9(, and drivers younger than 21 are more susceptible than older drivers to
the alcohol–induced impairment of driving skills )4,9(. The rate of fatal crashes
among alcohol–involved drivers between 16 and 20 years old is more than twice the
rate for alcohol–involved drivers 21 and older )10(. Personal and private alcohol drug
testing is an important part of helping an addict stops their substance abuse. Please
visit
2.10.8 Domestic Violence problem
Public awareness is rapidly growing regarding the serious psychological and
physical harm that witnessing domestic violence can cause to children. In the past,
most of the focus has been on the grave harm that domestic violence causes to the
41
battered women and very little attention on the harm suffered by millions of children
who witness it. However, there is a growing concern about how exposure to violence
impacts a child. Research suggests that between 3.3 million and 10 million children in
the United States are exposed to domestic violence each year )Carlson, 1992(.
Exposure to family violence has significant negative repercussions for children’s
social, emotional, behavioral, and academic functioning. These problems may be seen
in the different realms of the child’s life, especially regarding his/her performance at
school. While several researchers have already shown that domestic violence disrupts
a child’s academic as well as behavioral performance at school, I wanted to find out
how this process occurs. Exactly how does the violence among family members at
home translate into a child’s school life? Although many researchers agree that
millions of children are exposed to domestic violence each year, there is no consensus
regarding the specific number of children affected?
2.10.9 Cultural Differences problem
Motivation is a key issue in teaching a foreign language as well as other
subjects. One crucial difference is that teaching a foreign language has a significant
impact on the social nature of learners since it sometimes requires learners to adopt
new social and cultural behaviors )Gardner 1979; Williams, 1994(. Given that
motivation is a complex, multi-dimensional construct whose influence is both internal
and external, Williams and Burden )1997( divide motivational components into two
categories: internal and external influences with a number of subcomponents.
Dörnyei )1994, 2000, 2001a, b(, focusing on motivation from a classroom
perspective, conceptualizes language learning motivation, and describes a model
based on a process-oriented approach. In the process of language education, how do

42
teachers' remarks affect their students' motivation to learn? A questionnaire was
organized and distributed to 90 students in Japan and 88 students in the United States.
Respondents were asked to review remarks by native English-speaking teachers that
had had negative effects on some Japanese students and suggest responses that the
teachers might have given so as not to demotivate students.
2.10.10 Employment and domestic situations problem
Students select combinations of paid employment, domestic work, study
)including class attendance and associated activities(, sleep and leisure. Assuming
non-compulsory class attendance, as in this case, paid employment will generally be
the least flexible activity, with domestic activities involving care and management of
dependents, especially small, disabled or primary school children also being relatively
time inflexible. All time not spent on paid or domestic work could be considered as
available for study and an increase in the former will reduce the latter. From that
comes the main hypothesis for this study that total study and paid and domestic
workload will be inversely correlated with achievement levels. The origin of this
study was in an observation by teaching staff that the two higher final grades )75
percent or more( in introductory economics seemed to be disproportionately achieved
by ‘internal’ or on-campus students, compared to ‘external’ or distance students. It is a
university goal to try and ameliorate as much as possible any disadvantage that might
be associated with being an external student. If domestic and employment
responsibilities are found to throw up barriers to achievement, then this poses some
dilemmas with regard to university policies for how much latitude and assistance
should be extended to affected students. For example, course leaders may accept work
and domestic responsibilities as an acceptable reason for late submission of

43
assessments. In the first of what was to become a sequence of three annual surveys,
student results were analysed considering variables that included learning mode
)external or internal( and other social and educational variables identified in other
studies of achievement in tertiary education in general and economics in particular.
Previous studies have found that statistically significant variables associated with
student performance in economics courses include: tertiary entrance )TE( scores
)Paul, 1982; Junor et al. 1994; Brasfield et al. 2002(; having completed a high school
economics course )Junor et al. 1994; Brasfield et al. 1997(; having undertaken upper
level high school maths )Junor et al. 1994(; university experience )Borg et al, 1989(;
expectations of own performance or self-efficacy )Karstensson and Vedder, 1974;
McKenzie, 2001(; and gender )MacDowell, 1977; various studies cited in Hirschfield
et al. 1995 International Journal of Business & Management Education, Volume 14)1(
2006 2 ISSN 1832-0236 courses, have also been found to be more likely to pass an
economics course )Borg, 1989(. From other discipline areas, higher TE scores were
also found to correlate with higher university grade point averages amongst Australian
science and technology students )Mackenzie and Schweitzer, 2001(, while the
positive self-efficacy effect was also noted in accounting students )Rankin et al.
2003(. With regard to study mode Brasfield et al. )2002( concluded that internal or
day students were more likely to pass and more likely to achieve better grades in an
introductory economics course than were external )distance( students. Such an
outcome has also been noted when comparing the results of internal and external
students in introductory accounting classes )Waldmann and de Lange 1996; Rankin et
al., 2003(. The findings from the first survey )year 1( were consistent with these two
studies and with the positive correlation to TE. It was then decided to examine
additional social variables in the second year of the study, including linguistic
44
background and paid work. In that year there was no significant difference between
internal and external students in terms of achievement and no conclusive findings on
any impact of paid work. The questionnaire was further refined, domestic work
included and the results of that final survey are discussed
2.10.11 Fatigue
Muscular, sensory and mental fatigues are generally differentiated from each
others muscular and sensory are conveniently designated as bodily fatigue. The chief
effect on the participation process in the accompanying disposition against sustained
intellectual activity. Experimental evidence shows that mental fatigue is extremely
.difficult to produce
2.10.12 Sex differences in fatigue
There is some evidence that during the secondary school years in particular ,
gives are more susceptible to strain and worry than the majority of boys not only have
greater resistance physiologically , but being less conscientious , as a rule , acquire a
degree of immunity to fatigue by given up work that requires too much scholastic
.)efforts )Gagne, 1970, p-615-616
2.10.13 The effect of age on participation
Popular opinion concerning this importance problem has found concrete
expression in the maxim , you cant teach an old dog new tricks; people may have
always realized that this maxim is only a half truth the conviction remain that at forty
years of age or so . The following factors must be taken into account. The age of
maximum mental growth. The interests, motivation imperceptive background etc .

45
Present at the age compared. The elasticity and general responsiveness of the nervous
.)system )Blair, 1954, p- 256
2.10.14 Parent’s attitude
One of the important factors the participation of students in the classroom
physically and psychologically are parents. Parents are very important factor in the
.interaction of Students
2.10.15 Anxiety
Important psychological feeling during participation the existence of anxiety.
There can be many causes for it students interaction seem to get upset by little things.
Little unfriendliness or disproval will disturbed them. Stresses and uncertainties tied
to human existences that affect the lives of all people. Difficulties associated with
.unresolved problems and conflicts in the student’s interaction
2.10.16 Learning problems
This included responses such poor attainment in basic subject , low ability ,
. poor concentration , lazy and son on
2.10.17 Home problems
This included responses referring to poor home situations, parental neglect,
,parental instability, parental imprisonment or absence etc
2.10.18 Attention seeking

46
This was included because a number of responses were expressed simply as
.attention seeking with no indication of how this was manifested
2.10.19 Lack of motivation
Motivation is one of the basic factors of participation. Motivation in simply
.language means interest. Learning is directly proportional to our interest in learning
2.10.20 Lack of clarity of presentation.
The subject matter must be presented clearly before the students, so that they
understand it properly. This is a very important factor of participation in the class. The
teacher has mental images of the subject matter that he likes to be teach to the
students. The success of teaching as well as learning will depend upon clarity of this
mental image. If a clear image is not formed on their minds, they will not participate
in their study properly. Therefore the presentation of the subject matter should be as
.possible to make participation effective and successful
2.10.21 Love mental level of students
Interaction to a considerable extent depends upon level of intelligence of the
students. Though the teacher cannot be mush in this regard because level of one’s
intelligence is determined by heredity, the knowledge of the mental level of the
student can greatly help the teacher devise methods of teaching suited to the student’s
level of intelligence. The methods of teaching, therefore, have to the level of
.intelligence of the students
2.10.22 Lack of academic atmosphere

47
A very important and significant factor of participation is the provision of
academic and intellectual type of atmosphere for the students. The academic type of
atmosphere prevailing in the home and the school is a perpetual inspiration for the
children to learn more and more. If the academic atmosphere created in the class, the
students will more participate in the class. The lack of academic atmosphere affects
.the participation of the students in the class
2.10.23 Defective methods of teaching
Better and effective methods of teaching are essential for interaction. Mostly
poor interaction is the results of faulty methods of teaching. Instead of the old and
traditional methods of teaching, modern psychological methods of teaching should be
used. Bad learning is mostly due to the fact that the subject matter is not clear to
.students on account of employing faulty methods of teaching
2.10.24 Lack of true reinforcement
Reinforcement is a procedure of associating pleasant or unpleasant
experiences, objects or events with the responses made by the students. The basic
idea of reinforcing a response or to weaken it strengthen a response or to weaken it.
Reinforcement plays a significant part in interaction and therefore the teacher should
.)make use of this technique in the participation process )Shahid, 2000 P-416, 420
2.10.25 Lack of fresh air and sunlight
The size, general health condition and maturity of age of the child are
influenced by the amount of fresh air and sunlight that the child gets especially during
48
the participation in classroom. This is evident when comparisons are made between
.children of good and bad environment
2.10.26 Poor health
Good health is reflected in pleasant emotions, while poor health likes fatigue;
make a child cranky and irritable. When the child is very sick, he cannot proper.
participate in his study in the classroom. This is turn, makes his care increasingly
)difficult.)Kundu, 1998 P-77
2.10.27 Fears
Some times, fear limits us even before we get startled. We do not try our best ,
because we are afraid of failure and perhaps ridicule. As a result our superior abilities
.may never be discovered
2.10.28 Economic condition
Economic factors affect participation considerable. Poverty contributes to
many though not all cases of delinquency. Conditions, which accompany poverty
)poor neighborhood, over crowding at home, parental worry and inharmonious
.)homes( cause juvenile delinquency more than poverty itself )Skinner, 1964, p – 393
49
CHAPTER 3
METHODOLOGY AND PROCEDURE

This chapter deals with the methodology and procedure of the study. It also
describes nature of design, sampling, population and sampling techniques of the
study. It tells us about the instrument and its validation of the instrument.
3.1 Objectives of the Study
Main objectives of the study were:
2. To give awareness about psychological factors affecting students' participation
in the classroom.
6 To investigate physical factors that affect participation of students in the class.
7 To identify domestic problems that affect students' participation in the
classroom.
8 To analyze social factors affecting students' participation.
9 To identify mental factors that affect student’s participation in the class.
3.2 Nature of Design
The researcher used survey method to collect the information about the
identifying factors affecting students' participation in the classroom and for this
purpose a questionnaire administered.
3.3 Population and Target Population
All the students of the University of Sargodha, Sargodha were population of
the study. Students at Master Level of University of Sargodha, Sargodha were the
target population for collection of data.

50
3.4 Sample and Sampling Technique
100 students of University of Sargodha, Sargodha were selected at Master
Level and convenient sampling technique was used to select the sample.
3.5 The Instrument and Validation of the Instrument
The instrument was pilot tested to measure the validity and reliability. For
sake of validity the instrument was discussed with a panel of experts. The instrument
was also field tested to make it understandable for the respondents. The Cronbach
reliability coefficient was found to be 0.87.
3.6 Data Collection
The researchers personally visited all the postgraduate departments of the
University of Sargodha, Sargodha data collection. 106 responses were received from
the 120 respondents, therefore the response rate was 88.3%, from which 6 were
rejected and 100 responses were selected for analysis.
3.7 Analysis of Data
Data collected, tabulated, interpreted and analyzed in terms of percentage.

51
CHAPTER 4
DATA ANALYSIS
This chapter deals with the tabulation, analysis and interpretation of the data
collected from 100 students of University of Sargodha, Sargodha. The responses of
questionnaire were presented in tabulation form and expressed in terms of percentage
with the help of the Microsoft Excel for further analysis as follows:
Table 1: Identifying Factors Effecting Students' Participation in the Classroom.
Sr. SA A U D SD
Statement
No. % % % % %
Weak eye sight also defects students ability
1 24 38 14 12 12
to participate in class.
Poor hearing skill damages student's
2 28 50 14 6 2
capability to participate in class.
Physical weakness hinders students to
3 16 54 12 16 2
participate in class.
Age difference makes some students less
4 16 28 12 34 10
participated in class.
Mental weakness of the students badly
5 40 40 14 4 2
affects in classroom participation.
Pollution has some damaging effects on
6 18 38 22 14 8
student's ability to take part in the class.
Bad sitting arrangement in the classroom
7 20 48 16 10 6
makes students less participant in the class.
Climatic changes badly affect the
8 10 36 26 20 8
participation of students in the class.
Teachers providing less time for enjoyment
9 28 44 14 14 0
make students less participant.
Parents' illiteracy is the cause of less
10 24 46 10 16 4
participation in class.
Students have less participation in class
11 because they indulge in unhealthy 18 42 26 12 2
activities.
Harsh and bad behavior of parents makes
12 28 38 12 10 12
students less participant in class.
Students who do not enjoy love and care of
13 38 38 14 4 6
parents participate less in the class.
Domestic/financial problems are of one of
14 the reasons of student's less participation in 22 34 18 22 4
classroom.
15 Students who have to face domestic riots of 14 34 26 20 6
parents become less participated in the
52
class.
Difference between mother and
16 institutional language also makes students 24 34 18 16 8
less participant in class.
Lack of motivation from both parents and
17 teachers is the cause of less participation of 22 38 22 14 4
students in class.
Lack of confidence also discourages
18 34 42 14 8 2
students to participate in class.
Aggressive attitude of students becomes a
19 14 34 24 28 0
cause of less participation in class.
Students having less interest in their studies
20 24 48 16 8 4
participate less in the class.
Students facing family economic problems
21 20 46 14 18 2
Inferiority complex also makes students
22 20 36 30 12 2
Students who watch TV excessively
23 8 26 12 42 12
become less participant in class.
Students having bad company remain less
24 18 32 24 14 12
predicated in class.
Students having less interaction with other
25 22 44 24 6 4
classmates have less participation in class.
53
Table 2: Weak eye sight also defects students ability to participate in class.
Sr. SA A U D SD
Statement
No. % % % % %
1 24 38 14 12 12
Figure 1
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD
Table 2 & Figure 1 shows that 24% Strongly Agreed, 38% Agreed, 14%
Undecided, 12% Disagreed and 12 % Strongly Disagreed with the statement.
Table 3: Poor hearing skill damages student's capability to participate in class.
Sr. SA A U D SD
Statement
No. % % % % %
2 28 50 14 6 2
Figure 2
60
50
40
30 Series1
20
10
0
SA A U D SD

54
Sr. SA A U D SD
Statement
No. % % % % %
3 16 54 12 16 2
Figure 3
60
50
40
30 Series1
20
10
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
4 16 28 12 34 10
Figure 4
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD

55
Sr. SA A U D SD
Statement
No. % % % % %
5 40 40 14 4 2
Figure 5
50
40
30
Series1
20
10
0
SA A U D SD
Undecided, 4% Disagreed and 2% Strongly Disagreed with the statement.
Sr. SA A U D SD
Statement
No. % % % % %
6 18 38 22 14 8
Figure 6
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD

56
Sr. SA A U D SD
Statement
No. % % % % %
7 20 48 16 10 6
Figure 7
60
50
40
30 Series1
20
10
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
8 10 36 26 20 8
Figure 8
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD

57
Sr. SA A U D SD
Statement
No. % % % % %
9 28 44 14 14 0
Figure 9
50
40
30
Series1
20
10
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
10 24 46 10 16 4
Figure 10
50
40
30
Series1
20
10
0
SA A U D SD

58
Sr. SA A U D SD
Statement
No. % % % % %
11 because they indulge in unhealthy 18 42 26 12 2
activities.
Figure 11
50
40
30
Series1
20
10
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
12 28 38 12 10 12
Figure 12
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD
59
Sr. SA A U D SD
Statement
No. % % % % %
Students who do not enjoy love and care of
13 38 38 14 4 6
Figure 13
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
14 the reasons of student's less participation in 22 34 18 22 4
classroom.
Figure 14
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD

60
Sr. SA A U D SD
Statement
No. % % % % %
Students who have to face domestic riots of
15 parents become less participated in the 14 34 26 20 6
class.
Figure 15
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
16 institutional language also makes students 24 34 18 16 8
Figure 16
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD

61
Sr. SA A U D SD
Statement
No. % % % % %
17 teachers is the cause of less participation of 22 38 22 14 4
students in class.
Figure 17
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
18 34 42 14 8 2
Figure 18
50
40
30
Series1
20
10
0
SA A U D SD

62
Sr. SA A U D SD
Statement
No. % % % % %
19 14 34 24 28 0
Figure 19
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
20 24 48 16 8 4
Figure 20
60
50
40
30 Series1
20
10
0
SA A U D SD

63
Sr. SA A U D SD
Statement
No. % % % % %
21 20 46 14 18 2
Figure 21
50
40
30
Series1
20
10
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
22 20 36 30 12 2
Figure 22
40
35
30
25
20 Series1
15
10
5
0
SA A U D SD

64
Sr. SA A U D SD
Statement
No. % % % % %
23 8 26 12 42 12
Figure 23
50
40
30
Series1
20
10
0
SA A U D SD
Sr. SA A U D SD
Statement
No. % % % % %
24 18 32 24 14 12
Figure 24
35
30
25
20
Series1
15
10
5
0
SA A U D SD
65
Sr. SA A U D SD
Statement
No. % % % % %
25 22 44 24 6 4
Figure 25
50
40
30
Series1
20
10
0
SA A U D SD

66
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Summary
The purpose of this paper is to identify the factors effecting students’
participation in the classroom. The researchers conducted a survey study be
developing a questionnaire comprising of such factors and administered it to the
students of University of Sargodha, Sargodha. The objectives of this study were: 1(
To give awareness about psychological factors affecting students' participation in the
classroom. 2( To investigate physical factors that affect participation of students in the
class. 3( To identify domestic problems that affect students' participation in the
classroom. 4( To analyze social factors affecting students' participation. 5( To identify
mental factors that affect student’s participation in the class. All students of University
of Sargodha, Sargodha were the population of the study and data were collected from
100 students of different departments of University of Sargodha, Sargodha as sample.
The data were analyzed and interpreted in terms of percentage. It was concluded that
different factors like domestic, psychological, physical environmental and social
factors affect students’ participation in the classroom. The researchers also
recommended suggestion for the removal of those factors.
5.2 Findings
The findings of the study were as follows:
1. 24% Strongly Agreed, 38% Agreed, 14% Undecided, 12% Disagreed and 12 %
Strongly Disagreed with the statement that Weak eye sight also defects students
ability to participate in class.

67
Strongly Disagreed with the statement that Poor hearing skill damages student's
Strongly Disagreed with the statement that Physical weakness hinders students to
Strongly Disagreed with the statement that Age difference makes some students
less participated in class.
5. 40% Strongly Agreed, 40% Agreed, 14% Undecided, 4% Disagreed and 2%
Strongly Disagreed with the statement that Mental weakness of the students badly
Strongly Disagreed with the statement that Pollution has some damaging effects
on student's ability to take part in the class.
Strongly Disagreed with the statement that Bad sitting arrangement in the
classroom makes students less participant in the class.
Strongly Disagreed with the statement that Climatic changes badly affect the
Strongly Disagreed with the statement that Teachers providing less time for
enjoyment make students less participant.

68
Strongly Disagreed with the statement that Parents' illiteracy is the cause of less
Strongly Disagreed with the statement that Students have less participation in
class because they indulge in unhealthy activities..
Strongly Disagreed with the statement that Harsh and bad behavior of parents
makes students less participant in class.
Strongly Disagreed with the statement that Students who do not enjoy love and
care of parents participate less in the class.
Strongly Disagreed with the statement that Domestic/financial problems are of
one of the reasons of student's less participation in classroom.
Strongly Disagreed with the statement that Students who have to face domestic
riots of parents become less participated in the class.
Strongly Disagreed with the statement that Difference between mother and
institutional language also makes students less participant in class.
Strongly Disagreed with the statement that Lack of motivation from both parents
and teachers is the cause of less participation of students in class.

69
Strongly Disagreed with the statement that Lack of confidence also discourages
Strongly Disagreed with the statement that Aggressive attitude of students
becomes a cause of less participation in class.
Strongly Disagreed with the statement that Students having less interest in their
studies participate less in the class.
Strongly Disagreed with the statement that Students facing family economic
problems participate less in the class.
Strongly Disagreed with the statement that Inferiority complex also makes
Strongly Disagreed with the statement that Students who watch TV excessively
Strongly Disagreed with the statement that Students having bad company remain
less predicated in class.
Strongly Disagreed with the statement that Students having less interaction with
other classmates have less participation in class.

70
5.3 Conclusions
On the basis of findings, it was concluded that Weak eye sight also defected
students ability to participate in class, Poor hearing skill damaged student's capability
to participate in class, Physical weakness hindered students to participate in class, Age
difference did not affect students' participation in the class, Mental weakness of the
students badly affected in classroom participation, Pollution had some damaging
effects on student's ability to take part in the class, Bad sitting arrangement in the
classroom made students less participant in the class, Climatic changes had a minimal
effect on the participation of students in the class, Teachers providing less time for
enjoyment made students less participant, Parents' illiteracy was the cause of less
participation in the class, Students had less participation in class because they were
indulged in unhealthy activities, Harsh and bad behavior of parents made students less
participant in the class, Students who did not enjoy love and care of parents
participated less in the class, Domestic/financial problems were of one of those
reasons of student's less participation in classroom, Students who had to face domestic
riots of parents become less participated in the class, Difference between mother and
institutional language also made students less participant in the class, Lack of
motivation from both parents and teachers was the cause of less participation of
students in class, Lack of confidence also discouraged students to participate in class,
Aggressive attitude of students became a cause of less participation in class, Students
having less interest in their studies participated less in the class, Students facing
family economic problems participated less in the class, Inferiority complex also
made students less participant in class, Students who watched TV excessively had a
minimal effect on the participation of students in the class, Students having bad
71
company remained less predicated in class, Students having less interaction with other
classmates had less participation in the class.
5.4 Recommendations
On the basis of conclusions, the researcher recommended that:
1. Teachers should identify those students who have lack of lacking participation
in the class due to their weak eye sight and poor hearing skill, immediately
contact with their parents so that this deficiency could be removed with the
consultation of consultant and medical cure thereof.
2. Students having mental weakness should properly be dealt with. Teachers
should give proper attention towards those students and involve them in
different types of activities with peers.
3. The class should properly be cleaned and decorated. There should be no
activity which created pollution as it disturbs the teaching learning process.
4. Proper sitting arrangement in the classroom can boost up students'
participation so that students may have no difficulty in viewing the
whiteboard, listening teacher's lecture.
5. Classrooms should be constructed according to learning environment so that
any climatic change may not affect participation of students in the classroom.
6. Teachers should also conduct healthy co curricular activities like sports, tours
and be frank with their students.
7. Teachers should give more time to students whose parents are illiterate.
8. Parents should also give proper attention towards their children by having
regular contact with teachers.
9. Teachers should identify those students who are having domestic/financial
problems. These students should properly be guided in fee concession and

72
book bank facilitated by the institution and also get aware of them about
scholarships as well.
10. Students who are facing language problems should gradually be habituated
with the institutional language. Presentations, dialogues and other activities
should be conducted in the classroom for increasing confidence.
11. Teachers should develop peer to peer relationship among students. Aggressive
attitude of students should be discouraged.

73
REFERENCE
Mark K. Smith )2007(. “Participation in Learning Projects and Programmes”.
Retrieved on January 16, 2008 from http://www.infed.org/biblio/b-partln.htm
Bergquist and Phillips )1975(. “Classroom Structures that Encourage Student
Participation”. Data retrieved on January 16, 2008 from
http:/learningandteaching,dal.ca/structure.html
Education Encyclopedia )2008(. “Classroom Management”. Data retrieved on January
18 2008 from http://www.answers.com/topic/classroom-management
Barbara Gross Davis )1993(. “Encouraging Student Participation in Discussion”. Data
retrieved on January 6, 2008 from
http://teaching.berkeley.edu/bgd/participation.html
Sampath )1998(. “Psychological dimensions of classroom”. Educational Psychology.
Boston: Allen Baccon Company
Morgan, J.B )1942(. “Student impressions of the value of participation”. Introduction
to Psychology. New York: Macmillan Company.
Oldfather P., )2008(. “When Students Do Not Feel Motivated for Literacy Learning”.
Data retrieved on January 17, 2008 from
http://curry.edschool.virginia.edu/go/clic/nrrc/rspon_r8.html
Morse )1971(. “Emotional Problems”. Classroom Psychology. Boston, catalog
company.
Home drug testing kit )2008(. “Drug alcohol, caffeine, tobacco, Underage Drinking: A
Major Public Health Challenge”. Data retrieved on January 18, 2008 from
https://www.homedrugtestingkit.com/zshop
Gagne, R.H. )1970(. “Sex Differences in Fatigue”. The condition of learning. New
Yark: Rinehart and Winston company.

74
Blair, G.M. )1954(. “The effect of Age on Participation”. Education psychology. New
Yark Macmillan Company.
Shahid, S.M. )2000(. “Factors Affecting Lack of Participation”. Education
psychology. Lahore: Majeed book depot.
Kundu, L.G. Tutto, N. D. )1995(. “Poor Health”. Education Psychology. New Delhi:
sterling publishers.
Skinner, c.e. )I964(. “Economic Conditions”. Education psychology. New Delhi:
prentic hall of India.

75
APPENDIX – A
QUESTIONNAIRE
Institution: Department of Education, University of Sargodha, Sargodha.
Name of Respondent:
Class: Age:
Please read the statements carefully and encircle the number which best shows your
view point.
Strongly Agree --- )SA( Agree --- )Agree( Undecided --- )U(
Disagree --- )D( Strongly Disagree --- )SD(
Identifying Factors Affecting Students' Participation in the Classroom
Sr. SA A U D SD
Statement
No. % % % % %
1
2
3
4
5
6
7
8
9
10
11 because they indulge in unhealthy
activities.
12
13 Students who do not enjoy love and care of
76

14 the reasons of student's less participation in
classroom.
Students who have to face domestic riots of
15 parents become less participated in the
class.
16 institutional language also makes students
17 teachers is the cause of less participation of
students in class.
18
19
20
21
22
23
24
25

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1

IDENTIFYING FACTORS EFFECTING STUDENTS’

Javaria Rana 05-231

Submitted in Partial Fulfillment of Requirements

IN THE NAME OF ALLAH

THE MOST COMPASSIONATE

THE MOST MERCIFUL

Master’s Thesis entitled “Identifying Factors Effecting Students’

Participation in the Classroom” is accepted by the Department of Education,

.award of the degree of M.A Education

HOLY PROPHET HAZRAT MUHAMMAD (P.B.U.H) who is forever a model of

.guidance and knowledge for humanity

The researchers especially want to offer thanks to Tariq Saleem Ghayyur,

.Sarwar, Sir Jaffery, Sir Shameem-ur-Rasool

.other's names and interests

.students as class size permits

.before you launch into the discussion

opportunity to talk in class during the first two or

.in the semester

Periodically divide students into 2.6.4 20

.cards" to encourage discussion

.monopolize the discussion

facts and ideas

Transferable skills 2.9.8 30

part of students in the Classroom

Underage Drinking: A Major Public Health

Table 23 Inferiority complex also makes students less 56

Figure 23 Students who watch TV excessively become less 57

The purpose of this paper is to identify the factors effecting students’

participation in the classroom. The researchers conducted a survey study be

developing a questionnaire comprising of such factors and administered it to the

students of University of Sargodha, Sargodha. The objectives of this study were: 1(

To give awareness about psychological factors affecting students' participation in the

classroom. 2( To investigate physical factors that affect participation of students in the

class. 3( To identify domestic problems that affect students' participation in the

classroom. 4( To analyze social factors affecting students' participation. 5( To identify

200 students from different departments of University of Sargodha, Sargodha as

concluded that different factors like domestic, psychological, physical environmental

.recommended suggestion for the removal of those factors

unless her inhabitants are educated.

a conscience of life to an individual . it helps him to understands his problems , solve

make a work of good standard.

the classroom climate )Airosiam, 1994 p -3(.

In the classroom, participants is necessary for the progress of instruction

and listen to the teacher and give a give a good response.

“Interaction is a stimulus response situation with some degree of verbal or

non-verbal exchange that would result in position or negative feeling in the

individuals involve intellectual and imaginative organization of elements involved in

the interact ional situation )Mukkalel, 1998 p – 103, 104(.

Students can participate properly if he is free from all confusions and

Many factors affect their response parents, s attitudes is very significant. A

of the teachers , their attitude, unsuitable course , way of examination , improper

environment of school ,mental level , deficiency of educational facilities , conduct of

class fellows , partial treatment , act affect the participation of students.

It is required to make a research whether these affect the response of students.

participate actively in the class.

1.1 Statement of the Problem

The purpose of this study was:

"Identifying Factors Affecting Students' Participation in the Classroom".

1.2 Objectives of the Study

Main objectives of the study were:

1. To give awareness about psychological factors affecting students' participation

2 To investigate physical factors that affect participation of students in the class.