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

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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

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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

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LIST OF CONTENTS CHAPTER 1

INTRODUCTION Statement of the Problem Objectives of the Study Significance of the Study Delimitation of the Study REVIEW OF RELATED LITERATURE 2.1 Theories of Participation Need Hierarchy Theory 2.1.1 Life Transitions Theory 2.1.2 Reference Group Theory 2.1.3 Social Participation Theory 2.1.4 2.2 Classroom Structures that Encourage Student

Page 1 3 3 3 4 5 5 5 6 6 7 7

Participation 2.3 Classroom Management Creating a Learning Environment 2.3.1 Setting Expectations 2.3.2 Motivational Climate 2.3.3 Maintaining a Learning Environment 2.3.4 When Problems Occur 2.3.5 2.4 Encouraging Student Participation in Discussion 2.5 General strategies Encourage students to learn each 2.5.1

14 14 14 15 15 16 17 17 17

1.1 1.2 1.3 1.4 CHAPTER 2

.other's names and interests Get to know as many of your .students as class size permits Arrange seating to promote

2.5.2 2.5.3

.discussion Allow the class time to warm up

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2.5.4

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.before you launch into the discussion Limit your own comments 2.5.5 2.6 Tactics to Increase Student Participation Make certain each student has an 2.6.1

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opportunity to talk in class during the first two or .three weeks Plan an icebreaker activity early .in the semester Ask students to identify characteristics of an effective

2.6.2 2.6.3

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7 Periodically divide students into .small groups .Assign roles to students Use poker chips or "comment

2.6.4 2.6.5 2.6.6

.cards" to encourage discussion Use electronic mail to start a .discussion 2.7 Tactics to Keep Students Talking .Build rapport with students Bring students' outside comments

2.6.7

.participation Draw all students into the

.encouragement :Following strategies Discourage students who

2.7.2

21 21 22

2.7.3

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2.7.4

.discussion Give quiet students special

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2.7.5

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2.7.6 2.7.7

.monopolize the discussion .Tactfully correct wrong answers Reward but do not grade student

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2.7.1

.into class Use nonverbal cues to encourage

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23 23 2.7.8 2.7.9

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.participation 2.8 Psychological dimensions of classroom Interaction 2.8.1 Interaction and Motivation 2.8.2 Interaction and achievement 2.8.3 Interaction and Memory 2.8.4 Interaction and creativity 2.8.5 Interaction and skill 2.8.6 Interaction and communication 2.8.7 2.9 Student impressions of the value of participation Hones reasoning skills 2.9.1 Encouraging critical ability 2.9.2 Accumulating and remembering 2.9.3

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facts and ideas Enjoyment 2.9.4 Motivation 2.9.5 Chance for consultation Social skill 2.9.7

2.9.6

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8 Transferable skills 2.9.8 2.10 Factors affecting the lack of participation on the part of students in the Classroom Physical problems 2.10.1 Personal problem 2.10.2 Environmental problem 2.10.3 Emotional problems 2.10.4 Atmosphere and other condition 2.10.5 Drug alcohol, caffeine, tobacco, 2.10.6

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Underage Drinking: A Major Public Health Challenge Injury and Social problem Domestic Violence problem Cultural Differences problem Employment and domestic

CHAPTER 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 CHAPTER 4 CHAPTER 5

2.10.7 2.10.8 2.10.9 2.10.10

situations problem Fatigue 2.10.11 Sex differences in fatigue 2.10.12 The effect of age on participation 2.10.13 Parent’s attitude 2.10.14 Anxiety 2.10.15 Learning problems 2.10.16 Home problems 2.10.17 Attention seeking 2.10.18 Lack of motivation 2.10.19 .Lack of clarity of presentation 2.10.20 Love mental level of students 2.10.21 Lack of academic atmosphere 2.10.22 Defective methods of teaching 2.10.23 Lack of true reinforcement 2.10.24 Lack of fresh air and sunlight 2.10.25 Poor health 2.10.26 Fears 2.10.27 Economic condition 2.10.28 METHODOLOGY AND PROCEDURE Objectives of the Study Nature of Design Population and Target Population Sample and Sampling Technique The Instrument and Validation of the instrument Data Collection Analysis of Data DATA ANALYSIS SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

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9 5.1 5.2 5.3 5.4

Summary Findings Conclusions Recommendations REFERENCES APPENDIX – A

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LIST OF TABLES Table 1 Table 2 Table 3 Table 4 Table 5 Table 6 Table 7 Table 8 Table 9 Table 10 Table 11 Table 12 Table 13 Table 14 Table 15 Table 16 Table 17 Table 18 Table 19 Table 20 Table 21 Table 22

Identifying Factors Effecting Students’ Participation in the Classroom Weak eye sight also defects students ability to .participate in class Poor hearing skill damages student's capability .to participate in class Physical weakness hinders students to participate .in class Age difference makes some students less .participated in class Mental weakness of the students badly affects in .classroom participation Pollution has some damaging effects on student's .ability to take part in the class Bad sitting arrangement in the classroom makes .students less participant in the class Climatic changes badly affect the participation .of students in the class Teachers providing less time for enjoyment .make students less participant Parents' illiteracy is the cause of less .participation in class Students have less participation in class because .they indulge in unhealthy activities Harsh and bad behavior of parents makes .students less participant in class Students who do not enjoy love and care of .parents participate less in the class Domestic/financial problems are of one of the reasons of student's less participation in .classroom Students who have to face domestic riots of .parents become less participated in the class Difference between mother and institutional language also makes students less participant in .class Lack of motivation from both parents and teachers is the cause of less participation of .students in class Lack of confidence also discourages students to .participate in class Aggressive attitude of students becomes a cause .of less participation in class Students having less interest in their studies .participate less in the class Students facing family economic problems .participate less in the class

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11 Table 23 Table 24 Table 25 Table 26

Inferiority complex also makes students less .participant in class Students who watch TV excessively become less .participant in class Students having bad company remain less .predicated in class Students having less interaction with other .classmates have less participation in class

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LIST OF FIGURES Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 Figure 9 Figure 10 Figure 11 Figure 12 Figure 13 Figure 14 Figure 15 Figure 16 Figure 17 Figure 18 Figure 19 Figure 20 Figure 21 Figure 22

Weak eye sight also defects students ability to .participate in class Poor hearing skill damages student's capability .to participate in class Physical weakness hinders students to participate .in class Age difference makes some students less .participated in class Mental weakness of the students badly affects in .classroom participation Pollution has some damaging effects on student's .ability to take part in the class Bad sitting arrangement in the classroom makes .students less participant in the class Climatic changes badly affect the participation .of students in the class Teachers providing less time for enjoyment .make students less participant Parents' illiteracy is the cause of less .participation in class Students have less participation in class because .they indulge in unhealthy activities Harsh and bad behavior of parents makes .students less participant in class Students who do not enjoy love and care of .parents participate less in the class Domestic/financial problems are of one of the reasons of student's less participation in .classroom Students who have to face domestic riots of .parents become less participated in the class Difference between mother and institutional language also makes students less participant in .class Lack of motivation from both parents and teachers is the cause of less participation of .students in class Lack of confidence also discourages students to .participate in class Aggressive attitude of students becomes a cause .of less participation in class Students having less interest in their studies .participate less in the class Students facing family economic problems .participate less in the class Inferiority complex also makes students less .participant in class

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13 Figure 23 Figure 24 Figure 25

Students who watch TV excessively become less .participant in class Students having bad company remain less .predicated in class Students having less interaction with other .classmates have less participation in class

57 57 58

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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.

16 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

17 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.

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To analyze social factors affecting students' participation.

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To identify mental factors that affect student’s participation in the class.

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

20 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

21 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,

22 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

23 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

24 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 2.6.1

Tactics to Increase Student Participation 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.

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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 2.7.1

Tactics to Keep Students Talking 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 2.8.1

Psychological dimensions of classroom 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.

3.2

8

To analyze social factors affecting students' participation.

9

To identify mental factors that affect student’s participation in the class.

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. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Statement Weak eye sight also defects students ability to participate in class. Poor hearing skill damages student's capability to participate in class. Physical weakness hinders students to participate in class. Age difference makes some students less participated in class. Mental weakness of the students badly affects in classroom participation. Pollution has some damaging effects on student's ability to take part in the class. Bad sitting arrangement in the classroom makes students less participant in the class. Climatic changes badly affect the participation of students in the class. Teachers providing less time for enjoyment make students less participant. Parents' illiteracy is the cause of less participation in class. Students have less participation in class because they indulge in unhealthy activities. Harsh and bad behavior of parents makes students less participant in class. Students who do not enjoy love and care of parents participate less in the class. Domestic/financial problems are of one of the reasons of student's less participation in classroom. Students who have to face domestic riots of parents become less participated in the

SA %

A %

U %

D %

SD %

24

38

14

12

12

28

50

14

6

2

16

54

12

16

2

16

28

12

34

10

40

40

14

4

2

18

38

22

14

8

20

48

16

10

6

10

36

26

20

8

28

44

14

14

0

24

46

10

16

4

18

42

26

12

2

28

38

12

10

12

38

38

14

4

6

22

34

18

22

4

14

34

26

20

6

52

16 17 18 19 20 21 22 23 24 25

class. Difference between mother and institutional language also makes students less participant in class. Lack of motivation from both parents and teachers is the cause of less participation of students in class. Lack of confidence also discourages students to participate in class. Aggressive attitude of students becomes a cause of less participation in class. Students having less interest in their studies participate less in the class. Students facing family economic problems participate less in the class. Inferiority complex also makes students less participant in class. Students who watch TV excessively become less participant in class. Students having bad company remain less predicated in class. Students having less interaction with other classmates have less participation in class.

24

34

18

16

8

22

38

22

14

4

34

42

14

8

2

14

34

24

28

0

24

48

16

8

4

20

46

14

18

2

20

36

30

12

2

8

26

12

42

12

18

32

24

14

12

22

44

24

6

4

53 Table 2: Weak eye sight also defects students ability to participate in class. Sr. No.

Statement

SA %

A %

U %

D %

SD %

1

Weak eye sight also defects students ability to participate in class.

24

38

14

12

12

Figure 1 40 35 30 25 20 15 10 5 0

Series1

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. No.

Statement

SA %

A %

U %

D %

SD %

2

Poor hearing skill damages student's capability to participate in class.

28

50

14

6

2

Figure 2 60 50 40 30

Series1

20 10 0 SA

A

U

D

SD

Table 3 & Figure 2 shows that 28% Strongly Agreed, 50% Agreed, 14% Undecided, 5% Disagreed and 2 % Strongly Disagreed with the statement.


Statement

SA %

A %

U %

D %

SD %

3

Physical weakness hinders students to participate in class.

16

54

12

16

2

Figure 3 60 50 40 30

Series1

20 10 0 SA

A

U

D

SD

Table 4 & Figure 3 shows that 16% Strongly Agreed, 54% Agreed, 12% Undecided, 16% Disagreed and 2 % Strongly Disagreed with the statement. Table 5: Weak eye sight also defects students ability to participate in class. Sr. No.

Statement

SA %

A %

U %

D %

SD %

4

Age difference makes some students less participated in class.

16

28

12

34

10

Figure 4 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

5

Mental weakness of the students badly affects in classroom participation.

40

40

14

4

2

Figure 5 50 40 30

Series1

20 10 0 SA

A

U

D

SD

Table 6 & Figure 5 shows that 40% Strongly Agreed, 40% Agreed, 14% Undecided, 4% Disagreed and 2% Strongly Disagreed with the statement. Table 7: Weak eye sight also defects students ability to participate in class. Sr. No.

Statement

SA %

A %

U %

D %

SD %

6

Pollution has some damaging effects on student's ability to take part in the class.

18

38

22

14

8

Figure 6 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

7

Bad sitting arrangement in the classroom makes students less participant in the class.

20

48

16

10

6

Figure 7 60 50 40 30

Series1

20 10 0 SA

A

U

D

SD


Statement

SA %

A %

U %

D %

SD %

8

Climatic changes badly affect the participation of students in the class.

10

36

26

20

8

Figure 8 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

9

Teachers providing less time for enjoyment make students less participant.

28

44

14

14

0

Figure 9 50 40 30

Series1

20 10 0 SA

A

U

D

SD


Statement

SA %

A %

U %

D %

SD %

10

Parents' illiteracy is the cause of less participation in class.

24

46

10

16

4

Figure 10 50 40 30

Series1

20 10 0 SA

A

U

D

SD

Table 11 & Figure 10 shows that 24% Strongly Agreed, 46% Agreed, 10% Undecided, 16% Disagreed and 4% Strongly Disagreed with the statement.


Statement

SA %

A %

U %

D %

SD %

11

Students have less participation in class because they indulge in unhealthy activities.

18

42

26

12

2

Figure 11 50 40 30

Series1

20 10 0 SA

A

U

D

SD


Statement

SA %

A %

U %

D %

SD %

12

Harsh and bad behavior of parents makes students less participant in class.

28

38

12

10

12

Figure 12 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

13

Students who do not enjoy love and care of parents participate less in the class.

38

38

14

4

6

Figure 13 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD


Statement

SA %

A %

U %

D %

SD %

14

Domestic/financial problems are of one of the reasons of student's less participation in classroom.

22

34

18

22

4

Figure 14 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

15

Students who have to face domestic riots of parents become less participated in the 14 class.

34

26

20

6

Figure 15 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD


Statement

SA %

A %

U %

D %

SD %

16

Difference between mother and institutional language also makes students less participant in class.

24

34

18

16

8

Figure 16 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

17

Lack of motivation from both parents and teachers is the cause of less participation of students in class.

22

38

22

14

4

Figure 17 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD


Statement

SA %

A %

U %

D %

SD %

18

Lack of confidence also discourages students to participate in class.

34

42

14

8

2

Figure 18 50 40 30

Series1

20 10 0 SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

19

Aggressive attitude of students becomes a cause of less participation in class.

14

34

24

28

0

Figure 19 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD


Statement

SA %

A %

U %

D %

SD %

20

Students having less interest in their studies 24 participate less in the class.

48

16

8

4

Figure 20 60 50 40 30

Series1

20 10 0 SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

21

Students facing family economic problems participate less in the class.

20

46

14

18

2

Figure 21 50 40 30

Series1

20 10 0 SA

A

U

D

SD


Statement

SA %

A %

U %

D %

SD %

22

Inferiority complex also makes students less participant in class.

20

36

30

12

2

Figure 22 40 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

23

Students who watch TV excessively become less participant in class.

8

26

12

42

12

Figure 23 50 40 30

Series1

20 10 0 SA

A

U

D

SD


Statement

SA %

A %

U %

D %

SD %

24

Students having bad company remain less predicated in class.

18

32

24

14

12

Figure 24 35 30 25 20 15 10 5 0

Series1

SA

A

U

D

SD



Statement

SA %

A %

U %

D %

SD %

25

Students having less interaction with other classmates have less participation in class.

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 2. 28% Strongly Agreed, 50% Agreed, 14% Undecided, 5% Disagreed and 2 % Strongly Disagreed with the statement that Poor hearing skill damages student's capability to participate in class. 3. 16% Strongly Agreed, 54% Agreed, 12% Undecided, 16% Disagreed and 2 % Strongly Disagreed with the statement that Physical weakness hinders students to participate in class. 4. 16% Strongly Agreed, 28% Agreed, 12% Undecided, 34% Disagreed and 10 % 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 affects in classroom participation. 6. 18% Strongly Agreed, 38% Agreed, 22% Undecided, 14% Disagreed and 8 % Strongly Disagreed with the statement that Pollution has some damaging effects on student's ability to take part in the class. 7. 20% Strongly Agreed, 48% Agreed, 16% Undecided, 10% Disagreed and 6% Strongly Disagreed with the statement that Bad sitting arrangement in the classroom makes students less participant in the class. 8. 10% Strongly Agreed, 36% Agreed, 26% Undecided, 20% Disagreed and 8 % Strongly Disagreed with the statement that Climatic changes badly affect the participation of students in the class. 9. 28% Strongly Agreed, 44% Agreed, 14% Undecided, 14% Disagreed and 0% Strongly Disagreed with the statement that Teachers providing less time for enjoyment make students less participant.

68 10. 24% Strongly Agreed, 46% Agreed, 10% Undecided, 16% Disagreed and 4% Strongly Disagreed with the statement that Parents' illiteracy is the cause of less participation in class. 11. 18% Strongly Agreed, 42% Agreed, 26% Undecided, 12% Disagreed and 2% Strongly Disagreed with the statement that Students have less participation in class because they indulge in unhealthy activities.. 12. 28% Strongly Agreed, 38% Agreed, 12% Undecided, 10% Disagreed and 12% Strongly Disagreed with the statement that Harsh and bad behavior of parents makes students less participant in class. 13. 38% Strongly Agreed, 38% Agreed, 14% Undecided, 4% Disagreed and 6% Strongly Disagreed with the statement that Students who do not enjoy love and care of parents participate less in the class. 14. 22% Strongly Agreed, 34% Agreed, 18% Undecided, 22% Disagreed and 4 % Strongly Disagreed with the statement that Domestic/financial problems are of one of the reasons of student's less participation in classroom. 15. 14% Strongly Agreed, 34% Agreed, 26% Undecided, 20% Disagreed and 6% Strongly Disagreed with the statement that Students who have to face domestic riots of parents become less participated in the class. 16. 24% Strongly Agreed, 34% Agreed, 18% Undecided, 16% Disagreed and 8% Strongly Disagreed with the statement that Difference between mother and institutional language also makes students less participant in class. 17. 22% Strongly Agreed, 38% Agreed, 22% Undecided, 14% Disagreed and 4% 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 18. 34% Strongly Agreed, 42% Agreed, 14% Undecided, 8% Disagreed and 2% Strongly Disagreed with the statement that Lack of confidence also discourages students to participate in class. 19. 14% Strongly Agreed, 34% Agreed, 24% Undecided, 28% Disagreed and 0% Strongly Disagreed with the statement that Aggressive attitude of students becomes a cause of less participation in class. 20. 24% Strongly Agreed, 48% Agreed, 16% Undecided, 8% Disagreed and 4% Strongly Disagreed with the statement that Students having less interest in their studies participate less in the class. 21. 20% Strongly Agreed, 46% Agreed, 14% Undecided, 18% Disagreed and 2% Strongly Disagreed with the statement that Students facing family economic problems participate less in the class. 22. 20% Strongly Agreed, 36% Agreed, 30% Undecided, 12% Disagreed and 2% Strongly Disagreed with the statement that Inferiority complex also makes students less participant in class. 23. 8% Strongly Agreed, 26% Agreed, 12% Undecided, 42% Disagreed and 12% Strongly Disagreed with the statement that Students who watch TV excessively become less participant in class. 24. 18% Strongly Agreed, 32% Agreed, 24% Undecided, 14% Disagreed and 12% Strongly Disagreed with the statement that Students having bad company remain less predicated in class. 25. 22% Strongly Agreed, 44% Agreed, 24% Undecided, 6% Disagreed and 4% 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( Disagree --- )D(

Agree --- )Agree(

Undecided --- )U(

Strongly Disagree --- )SD(

Identifying Factors Affecting Students' Participation in the Classroom Sr. No. 1 2 3 4 5 6 7 8 9 10 11 12 13

Statement Weak eye sight also defects students ability to participate in class. Poor hearing skill damages student's capability to participate in class. Physical weakness hinders students to participate in class. Age difference makes some students less participated in class. Mental weakness of the students badly affects in classroom participation. Pollution has some damaging effects on student's ability to take part in the class. Bad sitting arrangement in the classroom makes students less participant in the class. Climatic changes badly affect the participation of students in the class. Teachers providing less time for enjoyment make students less participant. Parents' illiteracy is the cause of less participation in class. Students have less participation in class because they indulge in unhealthy activities. Harsh and bad behavior of parents makes students less participant in class. Students who do not enjoy love and care of

SA %

A %

U %

D %

SD %

76

14 15 16 17 18 19 20 21 22 23 24 25

parents participate less in the class. Domestic/financial problems are of one of the reasons of student's less participation in classroom. Students who have to face domestic riots of parents become less participated in the class. Difference between mother and institutional language also makes students less participant in class. Lack of motivation from both parents and teachers is the cause of less participation of students in class. Lack of confidence also discourages students to participate in class. Aggressive attitude of students becomes a cause of less participation in class. Students having less interest in their studies participate less in the class. Students facing family economic problems participate less in the class. Inferiority complex also makes students less participant in class. Students who watch TV excessively become less participant in class. Students having bad company remain less predicated in class. Students having less interaction with other classmates have less participation in class.

IDENTIFYING FACTORS EFFECTING STUDENTS’ PARTICIAPTION IN THE CLASSROOM

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