Journal for Research in Applied Sciences ISSN: 2583-4053

and Biotechnology Volume-2 Issue-1 || February 2023 || PP. 99-104

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Factors Influencing Classroom Participation: A Case Study of

Undergraduate Students at Education Faculty, Paktia University
Saifurahman Rohi1 and Saifullah Muslim2
1
Assisstant Professor, English Language and Literature Department, Paktia University, AFGHANISTAN.
2
Junior Teaching Assistant, English Language and Literature Department, Paktia University, AFGHANISTAN.
1
Corresponding Author: [email protected]

www.jrasb.com || Vol. 2 No. 1 (2023): February Issue

Received: 06-01-2023 Revised: 27-01-2023 Accepted: 06-02-2023

ABSTRACT

There was a lack of students’ participation in classroom activities. Student participation varied according to gender,
education level, housing area, and employment, language proficiency and cultural restrictions. It was needed to discover factors
that influence students’ participation in classroom activities, to address the current situation and key challenges of classroom
participation. Therefore, the objectives of the study were to distinguish the factors that increase and decrease student classroom
participation and to investigate the most influential factors that affect classroom participation. In addition, the research
recommends sustainable resolutions. The methodology adopted includes the use of questionnaires, two classes of observation in
the English department, and a review of relevant documents. The size of the class, a lack of time, and the course policies that
were observed in class were major barriers to student participation in class activities. Teachers did not give students enough
time to consider the question before responding. The current survey found that the personalities of the instructor and students,
the size of the classroom, and the perception of peers influenced students' willingness to speak up in class. It is pointed out that
both active and passive students agree that instructors are the main characters in classrooms. The method or style of teaching
and positive traits of instructors play an important role in motivating and stimulating verbal engagement among students in the
classroom. Students actively participated when they received an equal chance to participate in the classroom. When there was
respect, small classes, student support, constructive feedback, and the application of theory to a real-life situation, participation
levels in classes were higher. Moreover, teachers must consider and overcome those factors to give students a chance to
communicate effectively in classroom participation.

Keywords- Teacher Traits, classroom participation, class size, pseudo team work, constructive feedback.

I. INTRODUCTION right idea, which really can enhance classroom

participation, but this study also pays more attention to
In any educational setting, a classroom is a investigating the most influential factors that increase
formal place where the learning process takes place. In and decrease students’ participation. Some of the
the classroom, teachers and students are the actors, and scholars discussed the issue of participation in classroom
both of them play an important role in the process of instruction and teaching.
learning. Instructors have responsibilities to guide, Ghalley & Rai [11] found that learning is a
facilitate, and motivate learners to become skilled and process that involves interaction between the learner and
talented people. Learners, on the other hand, are seeking the instructor. Classroom participation requires students
knowledge, absorbing ideas, and applying skills shared to interact, negotiate, and indicate that they are learning.
with them in the learning activities in the classroom. The important point here is the student's involvement in
These relationships between instructors and students the learning process. The classroom is a golden
generate a valuable learning environment [1][2]. It is the opportunity for instructors to meet face-to-face with

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Journal for Research in Applied Sciences ISSN: 2583-4053
and Biotechnology Volume-2 Issue-1 || February 2023 || PP. 99-104
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students, and delivering teaching materials effectively aspects that contributed to increase and decrease student
has an impact on what is taught. Students are expected to participation in the classroom.
be present in class and participate in classroom activities Second, field observation was conducted in two
to meet their expectations. classes. The classes of two teachers were observed.
Interaction is the basic quality of the classroom During the observation, the researcher focused on the
learning process. There are two ways of student first, middle, and last parts of the class. The researcher
interaction: one is active, in which students participate in mostly focused on factors that increase and decrease
classroom activities to achieve the goal, and the other is students’ participation. Interruptions from classmates,
passive, in which students do not participate in teaching method, student level, educational proficiency
classroom activities. The amount of interaction can be a of student, motivation, and level of participation
factor in the success of a class. Instructors facilitate (individual, pair, group, etc.) were all observed.
students' ability to negotiate and adopt certain tasks and Participants
activities, but there is a problem with the non- The study was conducted at a government
participation of students in classroom activities [8]. The university in Paktia. Participants included undergraduate
classroom interaction will never fail to reveal the English language and literature students as well as their
teaching in the class. It is complicated for students to lecturers. From two classes of 59 + 43 students, 40
participate. What is behind the participation of students’ students were chosen at random from a diverse
classroom interaction merits investigation? population based on age, gender, native language,
In conclusion, the dynamic process of students’ background, and race. The participants were not all from
participation has a major role in the classroom, and an similar educational backgrounds. Some of the students
effective learning process happens when both students were in-service 13+3 students and the remaining 86 were
and teachers participate and interact in learning free-service 46+ 40 students in both classes. 40 students
activities. A participatory type of learning process will were selected from both in-service and free-service
motivate the mutual exchange of information and classes. Gender equality is based on the number of
stimulate interest, as well as recognize respect among students included in the participation selection because
teachers and students. the viewpoints of male and female students are different
due to cultural factors. Ten female students were
II. METHODOLOGY selected, and the rest of them were male students.
Because there were more male students than female
A case study was conducted using research data students, the number of male students exceeded the
obtained from primary and secondary sources. The number of female students. Two classes were observed,
primary data sources are classroom observation and randomly selected, and substituted for all other classes in
questionnaires. Secondary data consisted of books, the English department of education faculty.
journals, and reports. The questionnaire had closed- Data analysis
ended questions and was distributed to 55 male and SPSS software was used to analyze the
female students and ten instructors to express their questionnaire data. It pointed out the highest mean,
viewpoints. The questionnaire was reliable and standard deviation, and highest and lowest percentage. It
consistent; so, every participant answered precisely concluded in table format.
similar questions. This questionnaire consisted of the

Table 1: Summary of General Section

Frequency Percent Valid Percent Cumulative Percent
20-25 31 83.8 83.8 83.8
25-30 5 13.5 13.5 97.3
Age

Valid 35-40 1 2.7 2.7 100.0

Total 37 100.0 100.0
Accommo

village 19 51.4 51.4 51.4

dation
Area

city 18 48.6 48.6 100.0

Valid
Total 37 100.0 100.0
weak 5 13.5 13.5 13.5
Proficiency
Language

Good 30 81.1 81.1 94.6

Valid Professional 2 5.4 5.4 100.0
Total 37 100.0 100.0

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Journal for Research in Applied Sciences ISSN: 2583-4053
and Biotechnology Volume-2 Issue-1 || February 2023 || PP. 99-104
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male 33 89.2 89.2 89.2

Gender

Valid female 4 10.8 10.8 100.0

Total 37 100.0 100.0
Free Service 30 81.1 81.1 81.1
Service

In Service 7 18.9 18.9 100.0

Valid
Total 37 100.0 100.0

III. PRIOR APPROACH students in classroom participation because the factor

that prevents students from active participation in the
Key Challenges of the Classroom Participation classroom is not specified. It needs to be investigated to
It is a considerable issue that most Afghan find out if there is a particular problem that increases or
female and male students at the undergraduate level do decreases student classroom participation. Moreover,
not actively participate in their classroom learning. this study will help Afghan instructors keep track of how
According to the viewpoint of teachers, students did not to increase students’ participation and what factors
actively participate in classroom activities. Most of the should be considered to develop students’ active
instructors mentioned that it was a major issue while participation. Afghan instructors can benefit from the
they were teaching and that the students did not study because they will see the weakest and strongest
participate actively. Students’ participation was different points of active classroom participation. The research
in level of education, accommodation area, and will also assist other researchers in evaluating this
employment. Students living in cities and on free-service research finding and applying it to their context.
were found to benefit more from positive relationships Literature Review
with teachers, whereas students living in villages and in- It is really important to enhance classroom
service benefited less from positive relationships with participation because it can help students who are silent
teachers and participated in more class activities. in the classroom. In classroom observation, the
Sedova and Navratilova [18] conducted a study participation patterns of high-achieving and low-
and investigated two levels of student participation: low- achieving students were different. The teachers were
achieving and high-achieving silent students. The asked by high-achieving silent students to answer the
teachers were called rarely to low-level achieving silent most difficult question, but they were rarely called low-
students, but they were mostly called to high-achieving achieving students. High-achieving students consider
silent students. No one in the Afghan context studied this themselves exceptionally capable students, but low-
specific issue, and there is no research study on what is achieving students consolidate themselves as less
the reason for lacking participation and what are the capable. It is possible to engage low-achieving silent
strengthening points to encourage students participation students if teachers maintain their desire and make space
during class instruction and learning, but most of the in the classroom for their voices [18].
researchers and scholars outside of the Afghan context Girardelli et al, [12] elicited the beliefs of
pay more attention to the participation issue in the Chinese EFL students about classroom participation.
classroom. In this regard, Tatar [19] stated that active They suggest that the decision to participate is an
participation in the classroom can enhance the integral part of attentive listening. Interaction is more
educational level and enrich students’ personal effective in improving English skills, but it is also a
development. Meanwhile, it is reported that active frustrating practice that wastes time and generates
student involvement leads to higher persistence and anxiety. Teacher perception has a significant impact on a
satisfaction [5]. Several factors cause students to learner's anxiety and enjoyment during interactions with
withdraw from classroom participation, such as the teacher.
behavior, motivation, level of education, culture, Regarding this, Dewaele, Magdalena and Saito
teaching method, and so on. [9] showed that the perception of teachers influences
Komarraju, Musulkin and Bhattacharya [14] Spanish EFL learners’ anxiety and enjoyment, but
found that several aspects can contribute to decreasing various factors affect learners’ anxiety and enjoyment.
and increasing student interaction inside and outside the For example, the participants with native English
classroom, for example, academic self-concept, intrinsic teachers reported more enjoyment and less anxiety than
and extrinsic motivation, and demotivation. This study those with foreign language teachers of English. The
investigated which factors mostly prevent students from participants had more anxiety with younger teachers,
active participation in the classroom and which factors teachers who didn't use foreign languages much in
enhance students’ active participation in the classroom. class, and very strict teachers.
It is currently difficult for teachers to make a decision A flipped classroom approach is another great
about how to involve Paktia University education faculty way to engage students in the classroom. Elmaadaway

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Journal for Research in Applied Sciences ISSN: 2583-4053
and Biotechnology Volume-2 Issue-1 || February 2023 || PP. 99-104
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[10] illustrated the effects of a flipped classroom IV. RESULT AND DISCUSSIOIN
approach on class engagement. He illustrated that the
participants in the experimental group were more The questionnaire was divided into sections
engaged and active than the control group. In the flipped related to general information, factors that increase and
classroom approach, students were reading the course decrease students’ classroom participation, advantages
contents at home and prepared themselves to participate and disadvantages of classroom participation, and
in relevant class activities, engage in problem-solving, environmental factors inside and outside the classroom
and pose questions to peers. A participant reported that affect classroom participation. The following tables
preference for the flipped approach over other indicate the findings of the questionnaire.
approaches in classroom learning.

Table 2: Summary of Questionnaire Results

Mean Var Min Max
Providing discussion to students during class can help them to actively
1.6216 .408 1.00 4.00
participate in the class.
Engagement and team working can really help students to activelyparticipate
1.3514 .234 1.00 2.00
in the lesson.
Teacher behavior can really help with students to actively participate in the
1.7568 .245 1.00 3.00
lesson.
Using suitable teaching method helps students to participate in theclassroom. 1.5946 .526 1.00 4.00
Providing a Positive classroom environment motivates students to takepart
1.9444 .797 1.00 5.00
actively in the lesson.
Using humor and fun helps with students to actively participate in the lesson. 1.6757 .614 1.00 4.00
English language proficiency or background of students can effect on
1.5833 .421 1.00 3.00
students class participation
Communication skills really help with students to actively participate in the
2.0811 .354 1.00 4.00
lesson.
Providing sufficient time to students help them to actively participate. 1.9412 1.087 1.00 4.00
Observing students help each other to participate in the class. 1.8649 .676 1.00 4.00
I observe students behavior that help them to participate in the classroom. 1.7297 .647 1.00 4.00
Using comprehensible language can help with students to participate inthe
1.8333 .771 1.00 4.00
classroom.
Class size directly impacts on students’ classroom participation. 2.2286 1.476 1.00 5.00
Using projector, audio, videos and flipcharts help with students’
2.0541 .775 1.00 5.00
participation.
Choosing appropriate materials help with students to participate in theclass. 2.0270 1.194 1.00 5.00
Nonverbal behavior such as shaking head, hands, eyes and body is really
1.7838 .674 1.00 3.00
helpful for students to participate in the classroom.
Response to students question with good manner really helpsstudents to
1.7027 .326 1.00 3.00
participate in the classroom.
Teacher and students’ feedback motivate students to participate in thelesson. 1.8378 .640 1.00 4.00
Choosing comprehensible contents help with students to participate in the
1.8108 .991 1.00 5.00
class.
Assigning me to the task can help me to actively participate in the class. 1.5676 .308 1.00 3.00

Resolution of Classroom Participation If teachers motivate students for their performance and
As indicated in Table 2 that many students better activities, it will encourage them to come to class
focus on the class size and having good communication with preparation and participate enthusiastically for a
skills, which are the most important for taking part in better outcome. Teachers can encourage students while
class activities. In larger classes, most of the students they are discussing, presenting, or doing an activity by
can’t take part in activities because of the lack of daily using nonverbal behavior such as shaking their heads,
teaching time and the implementation of the syllabus making eye contact, and so on.
over a selected duration. The observation pointed out A class observation indicated that lack of
that a teacher’s motivation is a factor in students’ cooperation in teamwork is the biggest challenge to
encouragement to actively participate in class activities. participating in activities. Free riders are noted in a
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group; the results of the group’s work were not good, students' willingness to speak up in class. It is pointed
and the group may destroy itself. Cooperation among out that both active and passive students agree that
students and teachers included providing constructive instructors are the main characters in classrooms. The
feedback, preparing facilities for students, and method or style of teaching and positive traits of
controlling the group work from time to time, which instructors plays an important role in motivating and
affected the outcome of the group work. Every member stimulating verbal engagement among students in the
of the group must contribute to the success of the group classroom. The favored traits of the instructors are that
activity. they are friendly, always have a good mood, know each
Students’ manners and behavior impact student student well, and do not criticize the students. These
participation in activities. Students have to value each characteristics make students feel less embarrassed or
other’s ideas about a topic to discuss different aspects of afraid to speak up in class. Students actively participated
the issue. If a student laughs at another student’s idea, when they received an equal chance to participate in the
he/she is discouraged and does not speak in front of the classroom.
class again. Each student should take part in activities Abdullah, Bakar, & Mahbob [1][2] stated three
and try to work hard for a better outcome. Background personal factors of students’ participation in class
knowledge and the environment outside of the classroom activities. First, some of the students have good skills,
can help students participate in activities. Family support they are responsible for their learning and ask for
and encouragement in learning motivate students to be clarification from the instructor, and come to class with
confident. some preparation. Second, passive students are difficult
It is considered that gender differences
to concentrate on in class because they are uninterested
significantly influence classroom participation. Teachers
in learning or the topic being studied. So, they are
must focus on strategies that encourage equal
participation by male and female students. As well, ashamed to ask questions, don’t know, and are not
Neill, Cotner, Driessen and Ballen [16] demonstrated confident in themselves. Third, they have little
that male students interacted more than female students knowledge of the topic but do not have an interest in
in some environments. They suggest to improve teacher reading.
training programs and providing equitable teaching Table 2, lists some of the other reasons why
strategies to enhance the learning climate by promoting students do not choose to participate in class, such as the
equitable participation in the classroom. Aziz et al. [6] larger size of the class, time constraints, and course
investigated gender-based classroom participation policies that are enforced in the classroom. Teachers did
factors in secondary school students. The study not give students enough time to consider the question
illustrated that students indicate a significant level of before answering it. The way a professor treats his or her
classroom participation. Boys interacted more than girls students can have a significant impact on how actively
in the class; external and internal participation were the they participate in class. If students and teachers have a
same. Girls were affected due to a lack of motivation in
good relationship, it has positive effects on students'
their classroom participation as compared to the boys.
Boys were more engaged based on their high self- learning. Positive teacher personalities and teaching
esteem. Parents, teachers, peers, and the curriculum are methods are essential for encouraging and stimulating
the most important external factors that cause boys to verbal engagement among students in the classroom. A
participate in classroom activities more than girls, who teacher's traits that are favored by students are being
are more influenced by the classroom environment. friendly, know each student well, not disapproving of the
Students’ participation was different in level of students, always showing a good mood, and being
education, accommodation area, and employment. approachable.
The level of participation was higher in classes
V. CONCLUSION where there was respect, small class sizes, student
support, constructive feedback, and theory that was
According to Table 1, there was variation in relevant to real-life situations. According to Pradestina
terms of gender, living arrangements, in-service and free [17], five major factors can influence students’ lack of
learners, linguistic abilities, and cultural restrictions. The verbal participation: lack of self-efficacy, teachers’
students who were living in cities and free-service personalities, lack of self-confidence, lack of
students were found to benefit more, possess positive preparation, and the fear of making mistakes and being
relationships with teachers, and participate more in
laughed at by others. It is also suggested that the teacher
activities, but those who were living in villages and in-
service students benefited less in their relationships with use some of the strategies to improve students’ verbal
teachers and participated in fewer in-class activities. participation in English class. Moreover, teachers must
The findings of the current survey showed that consider and overcome those factors to give students
the personalities of the instructor and students, the size chances to communicate effectively in classroom
of the classroom, and the perception of peers affected the participation.

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