Asian Journal of Education and Social Studies

Encouraging classroom participation is a critical component of effective teaching and learning. When students actively engage in class discussions and collaborative activities, they are more likely to develop a deeper understanding of the subject matter and retain information for longer periods. Teaching and learning are dynamic processes through which students acquire knowledge from various sources, including educators, societal interactions, literature, and experiential activities. While traditional teacher-centered approaches have long dominated educational practices, there is a growing shift towards student-centered learning methodologies. A significant concern affecting the quality of education was the observed decline in classroom discussions and student participation. This study helps explore how active participation during the classroom discussion enhances learning and understanding of economics. The mixed-method research method was used to conduct this study. The survey questionnaires, interviews, and observations were the research tools used to collect data. Baseline data was collected using these tools to provide a starting point for the research. Teacher-related factors appear to play a pivotal role in encouraging student participation. A striking 102 students agreed that their teacher makes the class interesting—the highest agreement rate in the dataset, indicating there is a strong influence of teaching style on improving classroom engagement. Overall, the findings indicate that the intervention had a significant impact in reducing barriers to classroom participation. Furthermore, active participation of students in the classroom discussion significantly improves students’ understanding of economics.