COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCE
DEPARTMENT OF HISTORY AND HERITAGE MANAGEMENT,S
The increasing the low participation of students in grade 9th B in history subject in kera mekela secondary school.
Compiled:-BY Eliyas Ahmed. ID:526/09
June /2018
HARAMAYA UNIVERSITY
College of education and behavioral science
Department of history and heritage management's
Course title: The increasing the low participation of students in grade 9th B in history subject in kera mekela secondary school.
My:Advisor:-_________,
Examiner:- Karkabo
Set:by Eliyas Ahmed ID: 526/09
June /2018
. Table contents ____________________________________ page
.abstract________________________________ ______ ___
.aknowledgements______________________ _________ __
1.introduction ------------------------------------------ __________ __
2.background________________________ __________ ______
3.statements of problem_________________ ___________
4.objective purposes of the study___________________ __
5.the general objective of the study____________________
6.the specific objective s______________________________
7.delimation of the study______________________________
8.Limitation of the study______________________________
9.significance ( importance) of the study_________________________________________
10.researchquestions__________________________________
11.review of relate literature_______________________________
12.the reasons why low participating students do not actively looking participate in classroom___________________,_________
13.role of teacher in increasing student participation_________
14.ways of improving student s participation.________________
15.method and work plan________________________________
16.description of the study area and population ___________
17.research design_______________________________________
18.data collected_________________________________________
19.data analysis and instrument___________________________
20.action proposed and suggested_________________
21.data analysis and interpretation ________________________
22.discussion_______________________________,,,_____________
23.action strategies________________________________________
24.action plan_____________________________________________
25.action implementation__________________________________
26.evaluation of interventions______________________________
27.finding_________________________________________________
28.reflection___________"___________________,_______________
29.conclussion____________________________________________
30.recommendation_______________________________________
31.references_____________________________________________
Abstract
This study find ways of increasing participation of low participating grade 9th Bstudents at kera mekela secondary School based on understanding of the constraining factors in history.. The descriptive survey research design was adopted in this study in which observations and interview were used as data collection instruments.Discussion participation has always been an interesting pedagogical topic to me (as a student and as a teacher in training). In this study I have hope to increasing the low participating students in grade 9thB in history subject.The study was carried out with three weeks and using individual interviews and.The data were collected from the whole class and the study increase the students out comes with the help of participation and the study showed that the processes of action research in response and reflection identified two problems happened in action. Low participating students did not pay much attention in speaking lesson review and they did not try to response teacher’s questions. Those problems may be students’ obstacles to be more participate.I have provided solutions such to increase the students’ contribution and responsibility for their learning, the first step is to motivate them by calling their name and I had better be friendly, sociable and approachable to those learners. I was asking students to present material to their peers (with their peers involved in the assessment) would alert low participation students to be presenter of the day which in return increase their subject-specific knowledge; and reinforce their immediate and the wider group’s identity. Also the study investigated how procedures and awareness-raising could solve the problems and enhance students to reach their participation with confidence.
Keyword;history. low participating students , participation.
Acknowledgements
First of all I would like to thanks the GOD for his admitted helper and secondly. I would like to gratefully acknowledgement the support that I received from my workplace, my adviser Instructor Abdurezak Nur Yuya kera mekala High School grade 9th Bstudents and others that gave me a full support in both money and time for doing this research work. Grateful acknowledgement goes to all Grade 9thB students at who were participants in the activities.
1. Introduction
1.1. Background
Teaching is a process of guiding, facilitating and enabling the students to ward their personality development setting condition for learning (Brown. 1996). Education is one of the major instruments that can promote and basic for development in many ways. In this direction I am going to increase participation of grade 9th B low participating students in history.Participation was one of the factors to encourage students’ learning and to have students slightly change from negative to positive attitudes towards learning. The researcher wants to increase students’ participation in history through different techniques like group discussion, brain storm, small group work, and question. Researcher create suitable environment which all participants’ have the opportunity to learn and in which the class explore issue and idea in depth from variety of view point.
Today, increasing in-class experience or enhancing low participating students’ participations is vital for attracting and retaining on high school students, especially in light of increasing competition for entrance exam having been passed. Without participation learning is not possible so it is necessary for teachers to participate their students. Discussion participation has always been an interesting pedagogical topic to me as student and as teacher in training. I have questioned my own varied participation from class to class and I have contemplated whether strategies to encourage greater participation even among low participating student who rarely join in discussions could be helpful.
The class in this study is high school level grade 9thB in history class at kera mekela.I focused specifically on low participating student in the classroom and its effect on classroom evaluation. I interested in this particular topic because I have taught High school students in kera mekela for the past three weeks. In my experience I have seen common trends in the classroom, particularly with the relationship between classroom participation and student evaluation. At the start of the academic week, I,observed that the some of my grade 9th B did not voluntarily participate in classroom discussion.
Ideally, the increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explores issues and ideas in depth, from a variety of viewpoints. Some students will raise their voices more than others; this variation is a result of differences in learning preferences as well as differences in personalities. For example, some students who do not speak often in class are reflective learners, who typically develop ideas and questions in their minds before speaking; others are the students who feel uncomfortable speaking in front of groups (at least initially). Some students who frequently volunteer to contribute are active learners, who typically think while they participate.
The study also indicated that the major challenges that hinder learners not to participate actively in group discussions, presentations are poor academic background, poor communication skills, poor requirements for presentations and lack of preparation. Provide clear course objectives and learning outcomes are also the factors influence students.Lack of classroom participation was identified problem area for this action research project.
The purpose of my study was to increase students’ participation in the history classroom. By writing this paper I expected to change those factors that effecting students’ participation.My intention was to critically analyze the variables that affect student involvement, and use these discoveries to motivate students to participate in history.I using question and answer techniques focusing on individual response students for any task,than they will be enhanced them to participate with confidence and achieve the goal.Using question and answer techniques focusing on individual response enhanced them to participate with confidence.The researcher goals is to create suitable condition that enable the students for varies learning preferences and personalities contribute equality during session. Again to promote students as to do question on blackboard, organizing group and giving question to discuss by divided student in their level, low, medium and higher achiever.
Also this study reports the effectiveness of low participating students’ participates on their learning and teaching happened in a short class with limited time.Furthermore, the way in which I interact, both verbally and non-verbally, communicates to them might change their attitude on participation. The researcher saw a direct correlation between rates of student participation and overall academic achievement.The results of this study indicated that students became active participated and increase their self-evaluation during history class.
1.2. Statements of problem
Some students seem to participate in classroom discussion, while others students do not participate at all. And their participation is very poor when we seen specifically one classroom at the school. Many teachers are not understood why students score poor results in the class and their method of assessment and evaluation also not relevant with new curriculum. Low participating students are not engage in active learning activity because, their interest/attitudes are very poor. As this result students achievement is became poor.As many questions arose when I began this action research, identifying a distinct problem became a problem onto itself: How do I increase low participating student participation to be active participant on their learning? And how do I increase the time that students spend on participation and participate on each task in classroom?
1.3. Objective (purposes) of the study
1.3.1. The general objective of the study
The general objective of the study is
To increase participation of grade 9thB low participating Students’ in history class at kera mekela high school
1.3.2. The specific objectives
The specific objectives are:
1. To identify challenges that hinder low participating students’ participation in group discussions, presentations and demonstrations.
2. To determine potential method for increasing participation of low participating student in history class and create conditions that enable improving low participating students of various learning.
3. To enhance the involvement of low participating students in group discussions and presentations.
1.4. Delimitation of the Study
This study will be focused only on increasing low participating students’ participation in grade 9th section B in kera mekela high school.
1.5. Limitation of the Study
To success the research probably there may be hindered by lack of enough time, material needed respondent financial problem and work load in our school.
1.6. Significance (Importance) of the study
This study is important to improve low participating student participation at the classroom level. This will allow the teacher to determine the progression of learning for the student at the classroom. It also helps a teacher to quantify his/her impact on student achievement as measured with in the parameters of the particular academic or elective standard and help low participating students reach their goals at their own pace. In conclusion, I sincerely hope that this small piece of research can some how to be useful for other teachers and history who wish to improve low participating student participation in history.
1.7. Research questions
The following questions were posed to guide the study:
1. What factor limits low participating students’ participation in history at kera mekela high school?
2. How can low participating students’ participation in history class to be increased?
3.what are methods used to increase low participating students’ participation in history class?
2. Review of Related Literature
2.1. The Reasons why low participating students do not actively participate in classroom
There are varies reason that students fail to participation. One reason is class size with students being more willing to participate (Berdine, 1986). A study conducted by Berquest and Phillips (1975) concluded that three factors contribute to student non-involvement in participation. "One-way communication on the part of the instructor, certain student learning styles which avoid involvement and the lack of specific classroom structures which encourage participation." Additional study conducted by Turner, J. and Patrick, H. (2004) examined work habits and classroom participation. They determined that "classroom participation is related to a combination of factors: history achievement, goals, perception of classroom goal structures, an history support."According to Adler (1987) cited in Colliver (2000) all genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is the process of discovery in which the students the main agent, not the teacher.
Lastly, Dallimore, Hertenstein and Platt (2004) revealed that increased classroom participation is influenced by "affective questioning, lessons relevant to their daily lives, and a constructive feedback participation grade.When students are passive, their brain doesn’t do job of processing effectively or retaining the information efficiently (Biggs, 1999; Hartley, 2005).
2.2. Role of the Teacher in increasing student participation
Teacher teaches students by giving them the opportunity to ask their own questions, guide discussions and let them enlighten us of their needs and while it is important for students to take initiative on their own and there are also possible methods for the teacher to run an inclusive classroom (Bissex, 1996). Increasing participation is important for the teacher to take steps towards fostering low participating students’ participation and the student participation is importance in the classroom and teachers can work to foster greater participation (Bonwell& Eison1991).The teacher provided solutions such as to increase low participating students contribution and responsibility for their learning, the first step is to motivate them by calling their name and had been better friendly, sociable giving tutorial and approachable to those learners Dallimore, Hertenstein and Platt (2004).
On the other side of the classroom, it is important for the teacher to take steps towards improving low participating student participation and participation may have an effect on how the teacher views students overall as well as how students perform in other assessment areas of the class. Alternatively, it could means that the better a low participating student was performing in the class - the more likely he/she was to participate(Oakley etal., 2004).
2.3. Ways of improving students’ participation
Participation is an obvious goal in courses that include frequent discussions and small-group work, it's also important in a lecture course. In short, if only a few students participate by volunteering answers, asking questions, or contributing to discussions, class sessions become to some extent a lost opportunity to assess and promote learning. Furthermore, the way in which teacher interact, both verbally and non-verbally, communicates to students my attitude about participation (Smith, 1992)
The stronger students gain confidence in the subject matter and are encouraged to interact, reinforcing the teaching and learning process (Oakley etal. 2004). To achieve these goals or to attain quality education, the teaching learning process at all educational institutions should be supported by strong two way communications (teacher students or student’s students) meaning active sesessions participation had better observed during the whole course provision sessions(Bonwell& Eison1991; Major and Palme when low participating students are actively involved in the learning task, they learn more than when they are passive recipients of instruction (Cross, 1987 cited in Kumar, 2007). There has been a great deal written for educational studies about the importance of student participation in the classroom and how teachers can work to foster greater participation
Deborah Douglas researched the importance of self-advocacy for students or taking ownership over their education (2004). Part her plan for self-advocacy included the students understanding their own learning style and working to participate more in the classroom (Douglas). These ideas encouraged me to look at learning styles in the first observation as well as to consider sharing them with the class.
On the same note of self-advocacy, research done by Diane Dancer and Patty Kamvounias looked at how involving low participating students in participation assessment might also improve participation (2005).Students learn best when learning is active: When they are mentally involved, when they engage in hands-on activities, when they are involved in a process of inquiry, discovery, investigation, and interpretation. Thus, learning is enhanced when students repeat the information in their own words or when they give examples or make use of the information (Bransford, Brown, and Cocking, 2000).
When students are passive, their brain doesn’t do job of processing effectively or retaining the information efficiently (Biggs, 1999; Hartley, 2005). According to Adler (1987) cited in Colliver (2000) all genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is the process of discovery in which the students the main agent, not the teacher.Participation is not actually part of the overall assessment in the social studies and classroom. I studied, but this research may raise questions as to whether it should be.
3. Method and Work plan
3.1. Description of the Study Area and Population
The study was conducted in kera mekela secondary school in 2014. It is located in boarder of Deder town.Deder is located in south eastern oromia regional state, in hararghe zone. The participants are all regular students in total about 64 in grade 9thB in cause of kera mekela secondary school.My focus group consisted of 20 low participating students in history class with students having low, medium and high achievement.
3.2. Research Design
In this study descriptive research design was used in order to collect the required data from participants since the study has aimed at investigating and describe the existing status of students’ participation, descriptive method was found appropriate.
My focus group consisted of 20 low participating students from the class and categories them in to three level: low achiever, medium achiever, and high achiever based on classroom participation to have mixed participant before intervention.Before testing my hypothesis, I distributed a survey to 20 students that asked them to indicate what factors inhibited their participation, their opinions of themselves as history students, and what would encourage them to be actively involved in their learning environment.
The survey was both quantitative and qualitative, and included open-ended/free-response questions. In the open-ended survey section, the students were given the opportunity to share their suggestions on how to increase student involvement and participation during in-class instructional time. Student responses were analyzed and used in the creation of my action research design. Thus, the descriptive survey in this case was used to find ways in which low participating students’ participation in history can be increased.
3.3. Data Collected
Data gathering instruments include both observations and interview as primary sources. While I did spend a few class periods observing the class participation and self teaching, I felt that my own observations were not through or comprehensive enough to be included in my data analysis. Rather, I felt it was more helpful to assess how the low participating students felt about their own participation and how the teacher viewed their participation. I want to enhance low participating students to reach their participation goal at their own pace by planned to ask them to set their learning by focusing on their interest to participate.
In the first day of the lesson I planned to provide 5-10 minutes warm-up activities (reviewing previous lesson) by using the following questions: What did you learn last week? What do you think about your participation on this lesson now? Would you like to say anything else?I used awareness-raising question to ask myself: Why do I have to use 5-10 minutes participation activities?The answer was to encourage students to participate as much as they could.
Low participating students filled out a survey in which they rated their discussion performance in terms of frequency compared to medium and high participting students and quality in terms of being relevant to the class. The teacher also provided ratings for each student based on a similar scale.
3.4. Data Analysis and instrument
Qualitative data which was collected from open-ended questions that the respondents gave answer by using their own words was analyzed in systematic manner and to meet the objective of the study. Primary data were used to undertake this action research and the data were collected via structured interview and observation every case.
3.5. Action proposed/suggested
I proposed that having a weak attitudes, experiences, interest, background knowledge and skill of the students were the main factors that decreasing the students’ participation in classroom. Also it expressed that because they had no good technical skills on their learning, they were ask challenge to prepared them self to do and complete their activity. Otherwise, they fail in lack of technical skills that would have overridden their participation skills.
4. Data Analysis and Interpretation
The goal of this study was to examine why students express a lack of participation and motivation during history class and the objective of the questionnaire was to identify challenges that hinder low participating student’s participation and involvement in group discussions, presentations, demonstration and enhance students’ participation in active learning methods. In particular, student-based choices were analyzed to see if their availability would affect motivation to participate in history. The data collected consisted of survey answers interview. After collection of the survey, small group interviews were conducted to clarify unanswered questions and obtain in-depth responses.
Using a semi-structured interview, students were asked to step aside in to small groups and answer more in-depth questions following a script to find what other activities might help with participation. I took careful notes and interpreted what they said to find in what activities students have a desire to participate. In addition, I asked them about their barriers to participation including social factors. Primary data was used to undertake this action research. Primary data were collected via structured questionnaire which has two scale like items from 1= Disagree , 2=Agree and other close ended and open questions.
Table 1 student response
No Items Agree Disagree
1 history teacher gives tutorial class for low participating students.
2 Students have poor academic background, lack of content knowledge and shyness.
3 Low participating students have no more interest/attitude to learn history.
4 There are unsufficient materials in school to learn history like student textbook, history guide and others.
5 The cooperative teachers give chance to low participating studentsto participate freely in history class.
According to tablel1:
In Item1, from a total of 64 grade 9thB students in history class, the more students said that the teacher not give tutorial class for low participation students. It is possible to say that lack of tutorials leads less participation. In item2, the most respondents say low participating students have poor academic background, lack of content knowledge and shyness it is possible to say that students back ground, their basic knowledge and shyness are the major factors that hinders student participation. In item 3, the respondent says some low participating students have no more interest/attitude to word history. Based on this it is possible to say individual interest have a role for better participation in each subject in the class. In item 4, the students say that there are no enough learning materials like history guides and others. From this, the availability of learning materials in the school has importance for student active participation and academic achievement. And finally in item 5, the respondents say that the most cooperative teacher does not highly focused or gave more chance to low participating student during the lesson to participate freely in the class. From this we conclude that the role of the teacher was needed to improve student participation.
In generally from table 1 the researcher conclude that 3/5 or 60% 0f the respondents say that lack of tutorial class, insufficient of learning material and lack of teacher motivating his/her student in the class room are the major factor that hinder student participation. And 2/5 or 40% of the respondents are saying that poor student background, shyness, lack of student content knowledge and poor interest of the student to word the subject are the other factor that causes less participation of the student in the class.
As per the response of the majority of the students, the following factors have been stated frequently as challenges that hinder learners not to participate actively in group discussions, presentations and demonstrations:
Shortage of time
Poor academic background of students
Shyness
Poor communication skills in English language
Requirements for presentation and demonstration such as formal attire and materials a
Lack of preparation.
The focus group discussions and observation results were also similar with findings obtained from questionnaires. A research conducted by Gallagher (1997) on Problem-Based Learning: Where did it come from, what it does and where is it going, also revealed the same challenges with this action research. According to Chickering&Gamson, 1987 (cited in Gallagher, 1997) learning is not a spectator sport. Students don't learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers.
4.1. Discussion
It would be interesting to researcher whether other methods might also increase participation such as teaching methods of effective participation or including discussion performance as part of overall assessment. Either way, having more varied ways of assessment might increase overall class performance and increase discussion performance.The use of the participation offered a motivational tool for low participating students to increase their involvement in class discussion. The students were very excited about participating in honors lunch and increased the probability that they would be chosen for this event. It appeared that the initial reservations, such as fear of embarrassment and lack of content knowledge, were less influential when the students were provided with an incentive.
As a result, academic gains were made by many students and increase in participation correlated with an improvement in classroom performance. After teaching a period, we administered a quiz on that material and we observed that the student with the highest participation rate also earned the highest score on this assessment. In my focus group there was a noticeable improvement on assessments for the low-performing and average students whose participation rates increased. One medium-performing low participating student earned a satisfy mark on an assessment on the multiplication of conservation while low performance low participating students receive good mark.
5.Action Strategies
Depending on the actual situation and finding the researcher planed to take action to solve the participation of the students to increase the participation of low participation students in history subject in kera mekela high school in grade 9thB students. Accordingly the researcher proposed the following action strategies to be followed in implementing the finding.
5.1. Action Plan
The researcher planed to overcome this problem which observed in grade 9thB students through following ways:
1. Asking students different question individually and in a group to enhance student participation.
2. Encouraging students to justify or flow their idea in the classroom freely.
3. Giving tutorial class for student to judge understanding of students to increase their participation in the classroom.
4. Ordering students should have responsibility to reflect their idea after discussion.
5. Advising students with the corporative teacher as the freely participate in asking and answering the question in classroom.
6. Give a chance for students to ask question inside and outside classroom.
7. To motivate students answer the question in order to increase participation of the students I wanted to find new ways to get more meaningful participation.
5.2. Action Implementation
In order to bring desirable change of students participation in history subject grade 9thB students kera mekela high school the researcher has implementing his finding. So, the researcher tried his best to remove this problem in kera mekela high school. There for the researcher took three week to implement and to gather information regarding the success or the failure of this research investigation from april 10 until may13, 2018.so, doing implementation the researcher, the school principal and the school teacher have played a great role on the investigation.
In these three weeks as much as possible so many things are done. The researcher worked with cooperative teachers by giving answers about education to enhance their participation in history. Motivate students to ask question the classroom and after the classroom discussion. The researcher working by giving tutorial for low participating students and conducting continuous follow up to be students’ similar participation in classroom.
The researcher ordered students in the classroom sitting arrangement in a group to reflect their group idea after group discussion. The researcher also gave chance for low participating students to ask any historical question inside and outside the classroom. Finally the researcher gives appreciation for low participating students who answer the question.
5.3. Evaluation of Interventions
Having taken action by researcher, the result of this action is good. Because the low participating students participation in the history classroom is very low in previous. But because of the researcher has taken some actions, they were increased their low participation and develop the active participation in the classroom such as involving and interactive in teaching learning process, expressing their ideas freely and presenting their work in front of classroom. This can be improved by encouraging students when they are participating.
Students working task in case of role play by the teacher prepared well lesson plan, by creating conductive class room environment and advising. From this actions the one and the key to increase low participating student participation was well preparation of the teacher. If the teacher is well prepared lesson plan directly or individually the student participation is increase. For this, I prepared very well and increased low participating students’ participation in history section.
5.4. Finding
In my title my finding is focus on, why students are not participating in actively on history subject in the class. Based on the data collected and analyzed the researcher the following causes of the problem under this topic.
Those are:-
-Lack of awareness in history class.
-Lack of self confidence to answer the question.
-Lack of interest to participate in history class.
- Shortage of time, poor academic background of students, shyness, and
- Poor communication skills in English language and lack of preparation.
6. Reflection
Overall, the researcher conducting this action research being motivated by challenge that the students came across to participation the classroom. From the beginning the researcher identified that the students were found to be poor in to involve the students in classroom participation. Then the researcher was used purposive sampling techniques to select 20 students from the class and categories them in to three levels that means: low achiever, medium achiever, and high achiever based on classroom participate on to have mixed participant before intervention.
The low achievers were paired with medium and high achievers and they can share learning experience considering their participation as base line. Students were asked to participate in different classroom activities by giving simple and familiar topics to encouraging and motivating by advising them the importance of participation. I done so, the students share some importance of participation by reducing lack of self confidence, shyness, low level of motivation and other problem.
I used to share and discusses with each other stronger and weaker students are combined in the groups, the weaker ones are able to gain from the stronger students in tackling the assigned tasks. In this way, but indirectly, the weaker students are receiving peer tutoring. On the other hand, the stronger students gain confidence in the subject matter and are encouraged to interact, reinforcing the teaching and learning process.
Generally, it was found that the low achievers were improved their participation as compared with before intervention. Hopefully the researcher will incorporate the practices of involving female students’ participation in to the teaching practice because of its beneficial significance in improving female students’ academic achievements.
6.1. Conclussion
Finally, while this research is not comprehensive enough to resolve the issues involved in varied participation performance, it does open the door to more questions and offer some possible paths to greater participation.
The strongest link seemed to be between over all assessment performance and discussion performance as viewed by the teacher. The teacher speculated that good participation may reflect well on a student, which affects how the teacher views performance in other areas as well. It is also possible that high performance in the class leads to greater confidence. This confidence could in turn fuel greater participation in the class.
In addition, due to the fact that students were rewarded for their participation and not for providing correct answers, they seemed to recognize a reward for effort.
While our data appears to indicate an improvement in classroom performance based on the increased rate of low participating students’ participation, there are some areas that need to be improved with my research design. For example, prior the implementation of my design, I should have used a diagnostic exam to assess low participating student understanding of ancient classical world civilization.This would have provided me with a clearer picture of the academic gains with regard to the topic of ancient classical world civilization.
Another change to the study could have been to monitor the participation rates for a longer time period. Overall, the implications of my study offered great insight into increasing low participating students’ participation achievement. It would appear that the combination of pedagogical practices, reward systems, and student support created a student-centered learning environment in my classrooms. As a result of my findings, I plan to continue the use of the participation.
6.2. Recommendation
This part the research deals with recommended measures to solve the problems faced by high school students that are forwarded by me based on the findings. So, I proposed the following solutions for the factors hindering grade 9thB low participating students to participating in their practice actively in discussion, presentation and demonstration.
I recommended that using student centered method gives students a better understanding of basic Historical skills and seems to hold their interest and help them to enjoy learning
To enhance student participation by reducing their shyness, it is better is instructors approaches the students and make friend relationship in class and use encouraging words when they participate. Moreover, it is better if instructors give chance to all students to participate turn by turn.
To make the students ready, the instructors are also required using different methods such as small gifts, and also giving surprise test or quiz etc.
7. References
-Adler (1987) cited in Colliver (2000) all genuine learning is active, not passive.
-Berquest and Phillips (1975). Three factors contribute to student non involvement in participation.
-(Bissex, 1996). Teacher teaches students by giving them the opportunity to ask their own questions, guide discussions and let them enlighten us of their needs.
Biggs, 1999; Hartley, (2005).When students are passive, their brain doesn’t do job of processing effectively.
-Bonwell& Eison1991 to attain quality education; the teaching learning process at all educational institutions should be supported by strong two way communications
-Bransford, Brown, and Cocking, 2000).Learning is enhanced when students repeat the information in their own words.
-Cross, 1987 cited in Kumar, 2007). Female students are actively involved in the learning task, they learn more than when they are passive recipients of instruction.
-Dallimore, Hertenstein and Platt (2004) increased classroom participation is influenced by "affective questioning, lessons relevant to their daily lives, and a constructive feedback participation grade.
-Deborah Dougla, 2004).Importance of self-advocacy for female students
-Diane Dancer and Patty Kamvounias, 2005). Female Students learn best when learning is active
-(Oakley etal., 2004).the stronger students gain confidence in the subject matter and are encouraged to interact, reinforcing the teaching and learning process.
-Turner, J. And Patrick, H. (2004) examined work habits and classroom participation.
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