Factors Influencing Classroom Participation: A Case Study of Bhutanese Higher Secondary Student

Main Article Content

Lekh Raj Ghalley
Budhi Man Rai

Abstract

Students are encouraged to actively participate in classroom. Nevertheless, many of them were still reluctant to speak up. This paper discussed the factors which influenced classroom participation in Bhutanese context. Both interviews and observation were used to collect data from the field. Interview was conducted with 20 students from class XI comprising 10 males and 10 females. The goal was to identify the forms and level of participation, and subsequently to select the students in terms of active or passive participation in the classroom. Observation was done for a period of 5 weeks of teaching in three classes in class XI. Their forms of participation were recorded throughout the teaching hours.  The findings showed that majority of Bhutanese students were involved in passive participation: Sitting quietly, writing notes, listening and paying attention. Interestingly, a good number of students was also actively involved in asking questions, giving opinion, responding opinion, discussion, making comment and seeking help. The interview data showed that the factors influencing classroom participation were teachers, friends, classroom size, advance preparation and language. Classroom participation also entailed positive benefits in teaching-learning process. However, the findings would serve as guide or insight for teachers and learners regarding the factors affecting students’ participation among school students. This also assist teachers and learners to take into the accounts the way to overcome students’ problems such as a fear of participation in the classroom and thus increase motivation.

Keywords:
Participation, benefits, influencing factors, forms of participation and learning environment

Article Details

How to Cite
Ghalley, L., & Rai, B. (2019). Factors Influencing Classroom Participation: A Case Study of Bhutanese Higher Secondary Student. Asian Journal of Education and Social Studies, 4(3), 1-14. https://doi.org/10.9734/ajess/2019/v4i330118
Section
Original Research Article

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