Student Participation as a Reflection of the Teacher’s Knowledge, Skills, and Values
DOI:
https://doi.org/10.61841/0wem8804Keywords:
Student participation, knowledge, skills, valuesAbstract
Student participation poses a challenging factor in the teaching and learning dimension. However, its importance in reflecting the teacher’s professionalism is hardly understood or simply taken for granted. This perception could be attributed to the lack of clarity of the concept of student participation. Various studies have defined it in different ways. This paper examines the multifarious concepts of student participation. The benefits of student participation and the factors which inhibit student participation are highlighted the concept of student participation that is adopted is discussed in relation to the teacher’s knowldge, skills, and values.
Downloads
References
[1] Barge, J.D. (2012). Profesional knowledge. Teacher Keys Effectiveness System. Department of Education,
State of Georgia, USA. Retrieved on 18 July 2019
fromhttps://www.nctq.org/dmsView/TKES_Handbook_FINAL_7 18-2013_ (1)
[2] Bippus, A. M., & Young, S. L. (2000). What behaviors reflect involvement in a course? Students’
perceptions and differences between high and low communication apprehensive. Communication Research
Reports, 17, pp. 310-319.
[3] Blankenstein, F., Dolmans, D. M., Vleuten, C., & Schmidt, H. G. (2011). Which cognitive processes
support learning during small-group discussion? The role of providing explanations and listening to others.
Instructional Science, 39, pp. 189-204.
[4] Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom,
Washington, DC.: George Washington University
[5] Burchfield, C. M., & Sappington, J. (1999). Participation in classroom discussion. Teaching of Psychology,
26, pp. 290-291.
[6] Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T, BarónLópez, F. J., & Vega-Cuesta, M. (2013). The association between academic engagement and achievement
in health sciences students. BMC Medical Education, 13 (33), pp. 1-7.
[7] Chong, Y. W. (2015). Raising student participation in a large classroom. Proceedings of Conference on
Business Management Research II (CBMR II 2015) School of Business Management, Universiti Utara
Malaysia, 06010 Sintok, Kedah, Malaysia, 22 December 2015, pp 307 -315
[8] Chu, Y. (2013). The question-asking behavior of Asian students in an American university classroom.
Journal of English as an International Language, Vol. 8, Issue 2, 2013 pp. 10-29.
[9] Craven, J., Hogan, T. (2001). Assessing student participation in the classroom. Science Scope 25 (1), pp. 36
40.
[10] Crombie, G., Pyke, S. W., Silverthorn, N., Jones, A., & Piccinin, S. (2003). Students’ perceptions of their
classroom participation and instructor as a function of gender and context. Journal of Higher Education, 74,
pp.51-76.
[11] Crone, J. A. (1997). Using panel debates to increase student involvement in the introductory sociology
class. Teaching Sociology, 25, pp. 214-218.
[12] Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2004). Classroom participation and discussion
effectiveness: Student-generated strategies. Communication Education, 53, pp. 103-115.
[13] Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: A project designed to assess
class participation fairly and reliably. Assessment & Evaluation in Higher Education, 30, pp. 445-454.
[14] Debele, E. T., & Kelbisa, E. M. (2017). The Role of active learning methods for classroom participation:
The case of first year students of sociology in Samara University. Journal of Humanities and Social
Science. 22, (7), pp. 11-18.
[15] De Vita, G. 2000. Inclusive Approaches to Effective Communication and Active Participation in the
Multicultural Classroom. Active Learning in Higher Education, 1(2), pp. 168–179.
[16] Dillon, J.T. (1988). The remedial status of student questioning. Journal of Curriculum Studies, 20, 197–
210.
[17] Domike, G, C. (2002). Teacher-pupil interaction patterns and pupils’ science achievement in Imo State.
Unpublished Doctoral Dissertation. University of Calabar, Nigeria.
[18] Emah, I. E. ((1998). Presage variables and verbal interaction patterns in Social Studies classroom in Akwa
Ibom State. Unpublished Doctoral Dissertation. University of Calabar, Nigeria.
[19] Faizah, Mohamad nor & Choo, H. L. (2010). An investigation into the factors affecting Second Language
Learners’ Classroom. Retrieved on 8 June 2019 from http://eprints.utm.my/id/eprint/10237/
[20] Fakeye, D. O. & Amao, T. A. (2013). Classroom participation and study habit as predictors of achievement
in Literature-in-English. Cross-Cultural Communication, Vol. 9 No. 3, pp. 18-25.
[21] Fassinger, P. A. (1995). Understanding classroom interaction: Students’ and professors’ contributions to
student silence. Journal of Higher Education, 66, pp. 82-96.
[22] Freeman, Scott., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt H., & Wenderoth M. P.
(2014). Active learning increases student performance in Science, Engineering, and Mathematics.
Department of Biology, University of Washington, Seattle, WA 98195; and School of Biology and
Ecology, University of Maine, Orono, ME 04469.
[23] Frisby, B., Berger, E., Burchett, M., Herovic, E. & Strawser, M. G. (2014). Participation apprehensive
students: The influence of face support and instructor-student rapport on classroom participation.
Communication Education, 63, pp. 105-123.
[24] Frisby, B. N. (2019). Effective instructional practice: Facilitating student participation. Retrieved on 25.
[25] Fritschner, L. M. (2000). Inside the undergraduate college classroom: Faculty and students differ on the
meaning of student participation. The Journal of Higher Education, 71, pp. 342-362.
[26] Galyon, C. E., Blondin, C. A., Yaw, J. S., Nalls, M. L. & Williams, R. L. (2012). The Relationship of
Academic Self-Efficacy to Class Participation and Exam Performance. Social Psychology of Education: An
International Journal, Vol. 15 (2), pp. 233-249.
[27] Garside, C., (1996). Look who‟s talking: A comparison of lecture and group discussion teaching strategies
in developing critical thinking skills. Communication Education, 45, pp. 212-227.
[28] Gleason, M. (1986). Better communication in large classes. College Teaching, 34, pp. 20-24.
[28] Graesser, A.C., Person, N.K. & Huber, J.D. (1992). Mechanisms that generate questions. In T. Lauer, E.
Peacock, & A. C. Graesser (Eds.), Questions and information systems (pp. 167–187). Hillsdale, NJ:
Erlbaum.
[29] Greeson, L. E. (1988). College classroom interaction as a function of teacher- and student-centered
instruction. Teaching & Teacher Education, 4, pp. 305-315.
[30] Gunuc, S. (2014). The relationship between student engagement and their academic achievement.
International Journal on New Trends in Education and Their Implications, Vol. 5 (4), pp 216-231.
[31] Hyde, C. A. & Ruth, B. J. (2002). Multicultural content and class participation: Do students self-disclose?
[32] Howard, J. R., & Henney, A. L. (1998). Student participation and instructor gender in the mixedage college
classroom. The Journal of Higher Education, 69, pp. 384-405.
[33] Junn, E. (1994). Pearls of wisdom: Enhancing student class participation with an innovative exercise.
Journal of Instructional Psychology, 21, pp. 385-387.
[34] Kenny, J. L. & Banerjee, P. (2011). "Would someone say something, please?" Increasing student
participation in college classrooms. Journal on Excellence in College Teaching, 22(4), 57- 81.
[35] Liu, J. (2001). Asian student’s classroom communication patterns in U.S. universities: an emic perspective.
Westport, CT: Greenwood Publishing Group, Inc.
[36] Menzel, K. E. and Carrell, L. J. (1994). The relationship between preparation and performance in public
speaking. Communication Education, 43, pp. 17–26.
[37] Mohd Yusof Abdullah, Noor Rahamah Abu Bakar and Maizatul Haizan Mahbob. (2012).Student’s
participation in classroom: What motivates them to speak up? Procedia Social and Behavioral Sciences, 51,
pp. 516-522.
[38] Murray, H. G. & Lang, M. (1997). Does classroom participation improve student learning? Teaching and
Learning in Higher Education. No. 20, pp. 7-9.
[39] Myers, S. A., Horan, S. M., Kennedy-Lightsey, C. D., Madlock, P. E., Side linger, R.J., Byrnes, K., Frisby,
B., & Mansson, D. H. (2009). The relationship between college studentss’ self-reports of class
participation and perceived instructor impressions. Communication Research Reports, 26, pp. 123-133.
[40] Myers, S. A. & Rocca, K. A. (2000). The relationship between perceived instructor communicator style,
argumentativeness, and verbal aggressiveness. Communication Research Reports, 17, 1-12.
[41] Noor Harun Abdul Karim & Mohamed Ismail Ahamad Shah. (2012). Silence is not golden: Investigating
classroom participation anxiety among university students. World Applied Sciences Journal 20 (2), pp.
228-235.
[42] Nunn, C. E. (1996). Discussion in the college classroom: Triangulating observational and survey results.
The Journal of Higher Education, 67, pp. 243-266.
[43] Ogunkola, O.G. (1999). Interaction patterns in primary school science classrooms in Ijebu – Ode, Ogun
State, Nigeria. African Journal of Educational Research, 51, pp. 51-61.
[44] Okafor, L.C. (1993). Analysis of classroom interaction patterns in secondary schools in Anambra state.
Unpublished Doctoral Dissertation. University of Nigeria, Nsukka.
[45] Peterson, R. M. (2001). Course participation: An active learning approach employing student
documentation. Journal of Marketing Education, 23, pp. 187-194.
[46] Petress, K. (2006). An operational definition of class participation. College Student Journal, 40 (4), pp.
821-823.
[47] Rocca, K.A. (2010). Student participation in the college classroom: An extended multidisciplinary literature
review. Communication Education, 59, pp. 185-213.
[48] Siti Maziha Mustapha, Nik Suryani Nik Abd Rahman, & Melor Md. Yunus. (2010). Perceptions towards
classroom participation: A case study of Malaysian undergraduate students. Procedia Social and Behavioral
Sciences 7, pp 113-121.
[49] Vandrick, S. (2000) Language, Culture, Class, Gender, and Class Participation. Paper presented at TESOL
Annual International Convention Vancouver, Canada. Retrieved on 18 July 2019 from
https://files.eric.ed.gov/fulltext/ED473086.pdf
[50] Weaver, R.R. & Qi, J. (2005). Classroom organization and participation: College students’perceptions. The
Journal of Higher Education, 76, pp. 570-601.
[51] Yang, Z., Becerik-Gerber, B., & Mino, L. (2013). A study on student perceptions of higher education
classrooms: impact of classroom attributes on student satisfaction and performance. Building and
Environment. (70), pp. 171–188.
[52] Zaremba, S. B., & Dunn, D. S. (2004). Assessing class participation through self-evaluation: Method and
measure. Teaching of Psychology, 31, pp. 191-193.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
