Islamic Emirate of Afghanistan Ministry of Higher

Education Paktia University Education Faculty

Lack of students participate in the

language class

Prepared By: Said Wali Akbarzei Advised by: Saifullah Muslim Department: English Language
and Literature

Year: 1402/2023
 Acknowledgement
I would like to express my heartfelt gratitude and appreciation to Allah for granting me
the strength, knowledge, and guidance throughout the process of writing my monograph. I am
truly grateful for the blessings and inspiration that have been bestowed upon me. I would also
like to acknowledge the Faculty of English Literature Education Department in Paktia for their
invaluable support and provision of necessary resources. Their dedication to education has
played a significant role in shaping my academic journey.

A special mention goes to my adviser, Saifullah Muslim whose valuable insights and
guidance have been instrumental in shaping this monograph. His expertise and encouragement
have pushed me to reach new heights in my research.

Lastly, I am forever indebted to my loving parents for their unwavering encouragement

and belief in my abilities. Their constant support has been a driving force behind my success, and
I am truly grateful for their love and guidance.

III
 Preface
In today's fast-paced and interconnected world, the ability to communicate effectively in
different languages is becoming increasingly important. However, one concerning issue that has
emerged in language classes is the lack of student participation. This preface aims to explore the
reasons behind this phenomenon and shed light on its implications for both students and
educators. By delving into the various factors that contribute to this problem, we can begin to
understand the challenges faced by students in engaging actively in language learning and
identify potential strategies to address this issue. Ultimately, it is crucial to recognize the
significance of student participation in language classes as a key determinant of successful
language acquisition and overall educational outcomes. The have three chapters in first
introduction second chapters’ literature review in third chapters benefit in participation in the
class. The important part in my topic have three-part student lack of participation in the language
class. I am study many atrial source in the internet all the all factors are divide three part, class
factors, teacher factors, and student factors this is more important in my monograph.

Abstract
The research study aimed to investigate the factors contributing to the lack of
participation in the class. I used questionnaire and the questionnaire consist of two parts and the
questionnaire consist of two parts gathering demographics information and addressing the
problem at hand and the questionnaire response was design like yes and no options. my
participant was male they were form rural areas my target population or sample was 100 paktia
university students. A quantity survey design was employed for data collection analysis the data
entered the Excel sheet for analysis. The finding or result showed that lack of student
participation in the class. I found two more importin problem in our university or class. First
problem is that teaching mothed is not good. Second student they have anxiety with mistake the
cause is that student don’t participation in the class. And also the teacher the administrator
education authority and authority should read this pepper to find out the factors which causes
lack of students in the class participation.
Keywords: Learning, language, participation, motivation.

Table of Contents

Acknowledgement………………………………………………………………………...2

Preface .............................................................................................................................. IV

Abstract .............................................................................................................................. V

Table of Contents .............................................................................................................. VI

Chapter one ........................................................................................................................ 1

Introduction ........................................................................................................................ 1

Background of the Study ..................................................................................................... 1

1.1. Language ........................................................................................................... 1

1.8. Language .................................................................................................................. 3

1.10. participation ........................................................................................................... 5

V
 1.16. Motiovation: ........................................................................................................... 7

1.17. Significance of the Study ............................................................................................ 8

1.18. Research question ...................................................................................................... 8

1.19. Research objectives ............................................................................................... 8

2. Chapter Two ............................................................................................................ 8

Literature Review ................................................................................................................ 9

Factors that affect participation level ................................................................................. 9

2.3. Classroom environment-related factors: ................................................................

10 Chapter three ...................................................................................................................

18

3.1. Sex Difference factors ................................................................................................ 18

Chapter Four ..................................................................................................................... 20

4.1. What students should do for class participation ....................................................... 20

Chapter Five ...................................................................................................................... 26

5.1. Methodology .............................................................................................................. 26

5.3. Participants ............................................................................................................ 26

5.6. Results/Findings ......................................................................................................... 27

5.7. Discussions ................................................................................................................. 31

5.9. Limitations .................................................................................................................. 32

5.10. Suggestions .............................................................................................................. 33

5.12. Appendixes ............................................................................................................... 40

VII
 Chapter one

Introduction

Background of the Study

1.1. Language
In the language class student should be participation in the class. The past time this kind
opinion presents many time teacher participations in the class. Now time student more active in
the class. Student the participate 80% in class. Teacher give a guide for the student in the class.
Language learners should focus on developing all four components simultaneously for
wellrounded language proficiency. This can be achieved through various activities such as
reading books or articles aloud to practice pronunciation and intonation while improving reading
comprehension skills. Additionally, engaging in conversations with native speakers or
participating in language exchange programs can help improve listening and speaking abilities.
Writing exercises like journaling or essay writing can enhance writing skills by practicing
grammar rules and expanding vocabulary. It is important to note that each individual may have
strengths or weaknesses in different components of a language. Some people may excel at
reading but struggle with speaking fluently. Recognizing these strengths and weaknesses can
help learners tailor their language learning strategies accordingly. In conclusion, every language
comprises four main components: writing, reading, listening, and speaking. Developing
proficiency in all these areas is crucial for effective communication in any language. By focusing
on improving each component simultaneously through various activities and practice
opportunities, individuals can enhance their overall language skills signify. Moreover, Hurlock
(1942) learning as a process of development that occurs through exercise and effort. Moreover,
her, children acquire competence by utilizing their inherited resources. Moreover, Hilgard,
Atkinson, and Atkinson (1979) learning as a relatively permanent change in behavior that results
from prior experiences. In their definition, they emphasize that learning leads to lasting
behavioral changes. Moreover, Murphy (1968) states that learning encompasses any modification
in behavior that is necessary to adapt to the environment. He highlights the idea that learning
involves adjusting behavior to meet environmental demands. Moreover, Woodworth (1945)
suggests that any activity can be considered as learning if it contributes to the individual's
development and leads to changes in behavior and experiences. He emphasizes that learning can
have both positive and negative effects on an individual. Analyzing these definitions, it can be
concluded that learning involves a process of development and change in behavior that occurs as
a result of prior experiences and environmental demands.

Moreover, Smith (1962), learning refers to the process of acquiring new behavior or
strengthening/weakening existing behavior through experiences. It is a continuous and lifelong
process that occurs in different settings and from various sources. Learning results in a relatively
permanent change in behavior due to prior experiences and is influenced by both genetic
predispositions and environmental factors. Learning is an ongoing and continuous process, not a
finished product. It involves acquiring new knowledge, skills, attitudes, or behaviors through
practice and effort. Learning is not something external that can be bought or possessed like a
product. It is an internal and personal process that individuals engage in to understand the world
and adapt for survival. In the traditional "banking" concept of education, the teacher is seen as
the one who deposits knowledge into the students, who are passive recipients. This approach is
criticized by Paulo Freire, who emphasizes the importance of active learning and critical
thinking. Learning involves a relatively permanent change in behavior based on prior
experiences, and it is influenced by both genetic factors and the environment.

1.3. Learning is purposeful or goal-directed: Learning is not a random or

aimless activity. It is driven by a specific purpose or goal, and individuals engage in learning to
achieve that purpose. However, some experts argue that learning can also occur unintentionally
or without a specific goal in mind.

1.4. Learning generally involves some degree of permanence: True

learning results in a lasting change in behavior or understanding. Temporary changes, such as
memorizing information for an exam and then forgetting it shortly after, do not qualify as true
learning because they do not lead to a lasting change in behavior.

1.5. Learning is universal and continuous: Learning is not limited to a

specific age, gender, race, or culture. It is a lifelong process that begins at birth and continues
until death.
Every living creature engages in some form of learning throughout their lives.
 1.6. Learning prepares for adjustment: Learning enables individuals to adapt
and adjust to new situations or challenges. It equips them with the necessary skills and
knowledge to effectively respond to new experiences and make appropriate adjustments.

1.7. Learning is comprehensive: Learning encompasses all aspects of human

behavior, including cognitive (knowledge and understanding (affective) emotions and attitudes(,
and psychomotor (physical skills and abilities( domains. It is a comprehensive process that
impacts various dimensions of life.

Learning can result in favorable or unfavorable changes While learning

generally leads to positive development and improvement, it is possible for learning to result in
negative or unfavorable changes in behavior. The outcome of learning depends on the specific
context and circumstances in which it occurs.

Learning involves the reorganization of experiences to produce changes in

behavior rather than just acquiring knowledge or facts. Teaching is a purposeful social and
professional activity that aims to bring about the development of a child. Teaching can be seen as
both a science, with predictable elements, and an art, with emotions and values. The goal of
teaching is to create a conducive environment for learning and help learners explore their
potential. Models of teaching are models of learning, as teaching involves helping learners
acquire information, skills, and ways of thinking, as well as teaching them how to learn. The
ultimate outcome of teaching is increased capabilities for learners to learn more easily and
effectively in the future. A valid conception of teaching should be based on how humans learn.

1.8. Language
Language is a complex system of communication that allows humans to express
thoughts, ideas, and emotions. It involves the use of words, sounds, gestures, and symbols to
convey meaning. Language is not limited to spoken or written forms but also includes
sign .language, body language, and other non-verbal forms of communication. Language is a
unique ability given by a higher power, setting humans apart from animals. Language follows
specific patterns and structures, allowing for meaningful communication. Language is not
arbitrary, but rather has organized rules and conventions that determine its meaning. For instance,
the sentence "The sun is shining" has a different meaning than "Is the sun shining?" The
following explanations will provide a better understanding of the concept of language. Moreover,
3
Block & Trager, a language is a system of arbitrary vocal symbols used by a social group. This
means that language is a set of sounds or symbols that a community uses to communicate.
Moreover, Allen, language is a means of communicating thoughts. This suggests that language is
a tool that allows individuals to express their ideas and opinions. Moreover O. Jesperson,
language is a set of human habits used to give expression to thoughts and feelings. This implies
that language is a learned behavior that allows individuals to convey their emotions and thoughts.
Moreover, Webster, language is an audible, articulate human speech produced by the action of
the tongue and vocal organs. This definition emphasizes the physical aspect of language
production, highlighting the role of the mouth and vocal organs in speaking.

In summary, all of these definitions highlight the importance of language as a means of

communication and expression for social groups. Language is a skill that involves the use of
vocal symbols or sounds to convey thoughts, feelings, and ideas.

Listening
Speaking

Language skills
Writing

Reading

The four fundamental language skills: namely listening, speaking, reading, and
writing, can be further divided into two categories.

1.9. Language skills

 Productive skills Receptive skills .
) (Active Skills) (Passive Skills)

Speaking writing Listening Reading

In summary, the four fundamental language skills are listening, speaking, reading, and
writing. Speaking and writing are considered productive skills because they involve active
production of sounds or written symbols. Listening and reading are receptive skills as they
involve passive reception of information. All four components are interconnected and play a vital
role in language learning and communication. Language learners should focus on developing all
four components simultaneously to achieve well-rounded language proficiency. Strengths and
weaknesses in different components should be recognized to tailor language learning
strategies .accordingly

1.10. participation
Participation in the context of language classes refers to the active involvement and
engagement of students in various learning activities. It goes beyond simply attending class and
completing assignments, as it involves actively participating in discussions, asking questions,
sharing ideas, and practicing language skills through interactive activities. Participation can take
various forms, including:

1.11. Verbal participation: This involves actively speaking and contributing to

class discussions, answering questions, and expressing opinions or ideas in the target language.

1.12. Non-verbal participation: This includes active listening, taking notes,

nodding or showing agreement, and using body language to demonstrate engagement and
understanding.

5
 1.13. Written participation: This entails completing written assignments,
participating in written discussions or forums, and actively engaging in writing tasks to practice
language skills.

1.14. Collaborative participation: This involves working together with peers on

group projects, engaging in pair work or role-plays, and participating in collaborative learning
activities that promote interaction and cooperation. Effective participation in language classes is
crucial as it allows students to actively practice and apply their language skills, receive feedback
from their peers and teachers, and develop their communicative abilities. It also promotes critical
thinking, problem-solving, and analytical skills as students engage in discussions and analyze
language use in different contexts. Overall, participation in language classes goes beyond passive
learning and encourages students to become active participants in their own language learning
journey. It fosters a dynamic and engaging learning environment that enhances students'
linguistic abilities, cultural understanding, and overall academic growth. Moreover Barbara
Piskur(2014) “coherence and its ability to differentiate among concepts and categories within the
framework.” Participation in the class more important for every one student in the class. The
descriptions of social participation and how they relate to the concept of participation as
described by the ICF are not very clear. There is a lack of a clear definition of social participation
as either consumer participation or community engagement. This is complicated by the fact that
social participation refers to different overlapping groups of people, such as patients, service
users, cares, taxpayers, and representatives. One challenge in defining the scope of social
(consumer) participation is distinguishing it from concepts like empowerment, social inclusion,
and participation. It is important to make a definition that clearly distinguishes social (consumer)
participation from these other concepts.

1.15. Social participation: as consumer participation emphasizes both the

engagement of people in society and the societal responsibility to provide the necessary
conditions for social engagement. This is a major difference with the concept of participation as
defined by the ICF. Moreover, Fougeyrollas, the focus on the responsibility of the environment is
what distinguishes concepts like social integration and inclusion from participation. The
environment is considered a separate component within the ICF. While the ICF manual does
recognize the interaction between the environment and functioning, it does not include quality
indicators of environmental factors that determine the quality of participation. Additionally,
social participation as consumer participation seems to be goal-oriented, with the aim being
involvement in decisionmaking to increase self and community well-being. On the other hand,
participation as defined in the ICF does not specify any specific goal of involvement in a life
situation.

1.16. Motiovation:
Motivation refers to the internal or external factors that drive an individual to engage in
certain behaviors, pursue specific goals, or achieve desired outcomes. It is the underlying
reason or purpose behind an individual's actions, and it plays a crucial role in determining their
level of .effort, persistence, and performance in various tasks or activities . Motivation can be
intrinsic, which comes from within an individual, such as personal interest, enjoyment, or a
sense of accomplishment. It can also be extrinsic, which is driven by external factors like
rewards, recognition, or social approval. Both types of motivation can influence behavior and
performance. Motivation is often influenced by various factors, including individual beliefs,
values, goals, expectations, self-efficacy, and the perceived importance or relevance of a task. It
can also be influenced by external factors such as the environment, social interactions,
feedback, and incentives.In educational settings, motivation plays a critical role in student
engagement and . learning outcomes. Students who are motivated are more likely to actively
participate in class discussions, complete assignments, study effectively, and persist in the face
of challenges. On the other hand, students who lack motivation may exhibit disinterest, low
effort, and poor .performance.Understanding the factors that influence motivation is important
for educators and researchers to enhance student engagement and promote effective learning.
Various theories and models have been proposed to explain motivation, including Maslow's
hierarchy of needs, and achievement goal theory. These ,self-determination theory,
expectancy-value theory theories provide insights into the different factors that can impact
motivation and guide interventions to enhance motivation in educational settings . moreover,
Sasson (2019)” a lack of motivationis defined as having insufficient levels of desire and

excitement for carrying out a task”.

Moreover, a study by Greate School (2014), students may experience low motivation for
studying due to factors such as low confidence levels, unmet expectations in the classroom,
feeling unloved or unsupported by their family, and strong pressure. These factors can have a
negative impact on their academic achievement. Students may lose motivation for various
reasons, including the teacher's unclear or ineffective delivery of the lesson, the teacher's lack of

7
confidence, dissatisfaction with the lessons, and personal issues they may be facing. Moreover,
Williams and
Burden (2000) provide a definition of motivation as a mental and emotional state that leads to a
deliberate choice to take action and involves sustained mental or physical effort to achieve
specific goals. Moreover, Rocca (2010), students who engage in more active participation in their
studies tend to remember less factual information and instead prioritize higher-order thinking
skills such as interpretation, analysis, and synthesis. Students who actively participate also
experience enhancements in their interpersonal relationships, their ability to collaborate in a
group setting, and their ability to function effectively in a democratic society.

1.17. Significance of the Study

In the paktia university five years ago OBE or SCL program ministry of higher education apply
this method in paktia university. This original program by Ministry of Higher Education will
doing. This is important speech student participate in the class. This problem is existence in the
paktia university our class. In this kind problem present in the anther world Preparation for class:
Many students struggle with fear and lack of knowledge in the classroom, which can affect their
confidence and participation. Research indicates that students who do not prepare for class often
feel uncomfortable engaging in discussions and worry about being criticized by their peers and
professors for their lack of knowledge. On the other hand, students who do prepare for class tend
to be more confident and actively participate in discussions (Reinsch & Wambsgnass, 1994).

1.18. Research question

What are the factors causing lack of students’ participation in English department of
Paktia University?

1.19. Research objectives

2. to find out practical factors which deaccelerate students’ participation in English
Department.
3. To help teachers identify and eliminate problems which influence EFL students’
participation.
 2. Chapter Two
Literature Review

Factors that affect participation level

Various elements influence the levels of participation in the classroom and should be
considered when devising a plan to foster an engaged learning atmosphere and ultimately
increase participation rates. Student traits: As individuals, we have different personalities and not
everyone is alike. Confidence is a crucial characteristic that students struggle with and has a
direct impact on their involvement (Weaver & Qi, 2005). Students face fears of not being
intelligent enough to contribute to class discussions and therefore hold back from sharing their
insights due to intimidation (Karp & Yoels, 1976). Feelings of anxiety and nervousness,
regardless of classroom circumstances, hinder students from communicating and prevent them
from building confidence through active participation. Research has shown that this is connected
to classroom apprehension, which Neer (1987) defines as the "avoidance of participation caused
by the fear of evaluation or negative outcomes associated with speaking up." Wade (1994)
observed that students will only engage in class if they believe that their contributions are
significant and interesting. Neer and Kircher (1989) added that students experiencing classroom
apprehension feel more at ease participating when they become familiar with their peers and feel
comfortable expressing themselves. The authors explained that classroom apprehension can be
alleviated by allowing students to prepare for discussions before class. This allows them to
become more comfortable with the subject matter and organize their thoughts, enabling them to
actively participate in classroom discussions. This preparation can be achieved through
homework assignments (Fassinger, 1995), assigned readings (Cohen, 1991), role-playing with
classmates, and brainstorming. Additionally, non-native English speakers are less likely to
participate in English classroom discussions due to a lack of confidence in their language skills,
resulting in lower levels of participation (Kao & Gansneder, 1995; Tatar, 2005).

2.3. Classroom environment-related factors: The students were asked about

various factors related to this aspect, such as the size of the classroom, seating arrangements,
condition of the classroom, and lecture time. The students' responses provided different
perspectives on how class size affects participation. Some students prefer smaller classrooms
as they find them more conducive to learning. In smaller classes, they feel less embarrassed
9
 to ask questions and instructors can give more attention to each student. However, there are
also students who are not concerned about class size and believe that regardless of the size,
they can still ask questions to gain more information. Contrary to the above findings, Susak
(2016) discovered that class size does have an impact. Six out of ten students mentioned that
in larger course sections, there was not enough time for them to participate. On the other
hand, Crombie, Pyke, Silverthorn, Jones, and Piccinin (2003) did not find a significant effect
of class size. Lecture time is another important factor that can influence participation.
Students who attend evening classes often feel tired and this may reduce their interest in
actively engaging in the classroom (Abdullah, Abu Bakar & Mahbob, 2012). Rocca (2010)
also found that evening classes tend to have lower levels of classroom participation.
Classroom size The size of the classroom is an important factor that affects
participation in theclassroom (Weaver & Qi, 2005(). Smaller classrooms tend to have higher
because students feel more comfortable in a smaller, more intimate setting levels of participation
Myers et al., 2009(. On the other hand, larger classrooms can lead to ( and have less anxiety
increased fear and anxiety as students have to contribute in front of a larger audience, which may
result in more disapproval from their peers(| Weaver & Qi, 2005(. Auster and MacRone(1994)
argued that classrooms with more than 40 students had lower participation rates. This was later
supported by Weaver and Qi(2005) who found that larger classrooms often did not allocate
enough time for discussion due to lectures, limiting the opportunities for students to
contribute .and ultimately decreasing participation levels

Classroom size The impact of teacher characteristics and behavior on classroom

involvement was evident in items 6, 7, 8, and 9 of Table 1. Both qualitative and quantitative data
indicated that supportive teachers who are friendly and provide constructive feedback without
negative comments promote greater active participation. Conversely, strict and harsh teachers
can inhibit students' willingness to participate, as they feel hesitant to answer or engage in class
discussions. The size of the classroom also plays a role in participation levels. In larger
classrooms, there is often not enough time for every student to have an opportunity to participate,
resulting in a decrease in overall involvement. Students expressed that the presence of numerous
students wanting to speak and limited time hindered their ability to participate. On the other
hand, in smaller classrooms, a higher number of students are likely to participate as they feel
more comfortable and interact more with their peers and teacher. The friendly and close-knit
.environment of a small group encourages increased participation
 Preparation for class Many students struggle with fear and lack of knowledge in the
classroom, which can affect their confidence and participation (Weaver & Qi, 2005). Research
indicates that students who do not prepare for class often feel uncomfortable engaging in
discussions and worry about being criticized by their peers and professors for their lack of
knowledge (Howard et al., 2002). On the other hand, students who do prepare for class tend to be
more confident and actively participate in discussions (Reinsch & Wambsgnass, 1994).

Role of faculty Grading can be an effective strategy to increase participation levels in

the classroom. When participation is tied to a student's grade, they are more likely to engage in
classroom discussions( Fassinger, 2000(. Boniecki and Moore(2003) suggested that offering
extra credit as a reward for participation may be more effective than assigning it a separate grade,
and their research supported this idea. Dancer and Kamvounias(2005) found that assessing a
student's participation with a mid-semester grade provides a concrete measure of their
performance,
.allowing them to make improvements for the remainder of the semester

Faculty as the role of authority within the classroom The involvement of faculty
members is crucial in promoting student engagement in the classroom. Professors, as the leaders
of authority in the classroom, have a significant role in establishing relationships with students
that encourage participation. However, faculty authority can sometimes hinder participation, and
effective strategies to address this include learning students' names, creating a climate of respect
and openness, and allowing students to address professors by their first names. Students in
classes with higher levels of participation perceive their professors as approachable, inclusive,
facilitators of discussion, and supportive. Classroom norms that promote participation and
respect are important in facilitating a climate that encourages student involvement. When
students feel that their input is valued and encouraged by faculty, they are more likely to
participate. Professors can increase participation by providing positive feedback and ensuring
that dialogue in the classroom allows for respectful criticism among students. Moreover, to
Weaver and Qi (2005) there are several strategies that faculty members can employ to promote
interaction with students. These include encouraging students to visit their office, exchanging
emails to address questions or problems, and discussing issues related to graduate school
applications or career opportunities. Additionally, faculty members can involve students in their
scholarly work or take them on field

11
.trips or to academic conferences

The importance of faculty-student interaction is highlighted by the findings of Tinto

(1997) who concluded that it has the greatest direct impact on student participation. Establishing
a relationship between professors and students that fosters comfort and trust allows for
constructive criticism from professors, boosts student confidence, and facilitates professional
communication skill

2.4. Teacher relater factors: Previous research has shown that negative characteristics of
lecturers can discourage students from participating in the classroom (Liu, 2005; Tanveer, 2007).
Similarly, this study found that students mentioned traits such as unfriendliness and impatience
as deterrents to their participation. The fear of embarrassment and criticism from classmates also
contributes to students' reluctance to participate. Many students prefer to remain quiet to avoid
the lecturer's criticism and potential embarrassment. Criticism from the lecturer towards student
responses has been found to restrict participation (Susak, 2016). In contrast, some students
choose not to speak up in order to avoid criticism from their lecturer (Abebe & Deneke, 2015).
Another negative trait that discourages participation is a teacher's harshness and strictness.
Students express increased anxiety when their teacher is very strict. This aligns with the finding
by Abebe and Deneke (2015) that perceived harshness of the lecturer hinders student
participation. Mustapha et al. (2010) also reported that rude and unfriendly lecturers do not
motivate students to participate. On the other hand, positive traits of instructors play a significant
role in the classroom. Alongside teaching methods, these traits are important motivators for
student engagement. Students appreciate instructors who are friendly, familiar with each student,
avoid criticizing them, and consistently display a positive and friendly attitude. These traits
create an environment where students feel comfortable and confident enough to participate
without fear or shame.

Enough time Teachers did not provide students with sufficient time to think about the
question before responding. The manner in which a professor interacts with their students can
greatly influence their level of engagement in class. A positive relationship between students and
teachers has beneficial effects on the students' learning.

Passives teachers Positive teacher characteristics and instructional approaches are crucial
for fostering and inspiring active participation among students during classroom discussions.
 T eacher traits and behaviorthe size of the classroom also influences participation
levels. In larger classrooms, there is often insufficient time for every student to participate,
leading to decreased overall involvement. Students expressed that the presence of numerous
classmates wanting to speak and limited time hindered their ability to participate. Conversely, in
smaller classrooms, a higher number of students are likely to participate as they feel more
comfortable and interact more with their peers and teacher. The friendly and close-knit
environment of a small
.group encourages increased participation

Lecture time the findings of this study indicate that the timing of classes can have an
impact on student participation. A majority of students (39%( stated that they do not participate
when lectures are scheduled in the late afternoon due to exhaustion. Additionally, a significant
percentage (68.4%( agreed or strongly agreed that they feel more active during morning lectures.
Interviews further supported the importance of lecture time, as students attending evening classes
often feel tired and less motivated to actively engage in the class. One student mentioned feeling
sleepy and tired during afternoon lectures, while another expressed feeling fresh and involved
during morning lectures. 2.5. Student relater factors: the first factor discovered in this study is a
lack of confidence, which aligns with Hemouda's (2012) research indicating that students who
lack confidence perceive their language skills as weaker compared to their peers. Students who
lack confidence are less likely to participate in class, as found by Khaleghi (2016). Green (2008)
also reported that self-confidence is the most influential factor affecting participation, possibly
because less confident students are more concerned about how others perceive them and
therefore avoid participating. Another reason for students' reluctance to participate in English
language classes is inadequate preparation. This finding is consistent with Mustapha et al.'s
(2010) study, which found that a lack of preparation, fear of appearing unintelligent, and feeling
intimidated discourage student participation. Lack of preparation before class was found to
hinder active participation, as observed by Abebe and Deneke (2015). Similarly, Maite Ruiz
(2014) noted that students are more likely to participate when they are well-prepared and
knowledgeable about the topic being discussed. Adequate preparation not only boosts students'
confidence but also provides them with a better understanding of the subject matter, leading to
increased participation. Furthermore, a significant factor identified was the lack of vocabulary,
which impedes students' participation in English language classrooms. This finding supports
Cortazzi and Jin's (1996) assertion that poor vocabulary among students is one reason why they
13
remain passive listeners rather than active participants in English language classrooms. Since
students can only process a limited amount of information at once (Lightbown and Spada, 2006),
they may struggle to express themselves when speaking quickly due to a limited vocabulary.

Grading the involvement of faculty members is crucial in encouraging student

engagement in the classroom. As the leaders of authority in the classroom, professors have a
significant role in establishing relationships with students that promote participation (Karp &
Yoels, 1976; Wade, 1994; Weaver & Qi, 2005(. However, faculty authority can sometimes
hinder participation, and research has shown that effective strategies to address this include
learning students' names, creating a climate of respect and openness, and allowing students to
address professors by their first names (Fassinger, 1995; Nunn, 1996(. Students in classes with
higher levels of participation perceive their professors as approachable, inclusive, facilitators of
discussion, and supportive ,Fassinger(2000) undergraduate students moreover to the
findings of Mustapha, Abd Rahman, and Yunus (2010) support the current study's aim to identify
factors that affect undergraduate students' participation. However, their research involved
interviews and observations, while the present study took a different approach. They found that
teachers' characteristics and classmates' behavior played a significant role in increasing student
participation, which aligns with the current findings. This finding is consistent with Fassinger's
(2000) research, which emphasized the impact of teachers' communication skills on classroom
interaction. Turk (2010) also found in a separate study on online courses that student
achievement, gender, and weekly hours of internet use were directly related to participation in
discussion forums, which aligns with the present study's findings. Chandran (2015) suggested
that seating arrangements in the classroom could influence participation, but Berdine (1986)
argued for circular seating structures. However, the present study did not find any significant
influence of seating arrangement on students' classroom participation, possibly due to cultural
differences.

Interviews moreover, to the study conducted by Mustapha, Abd Rahman, and Yunus
(2010) supports the current study's objective of identifying factors that affect undergraduate
students' participation. However, their research used interviews and observations, while the
present study took a different approach. They found that both teachers' characteristics and
classmates' behavior played a significant role in increasing student participation, which aligns
with the current findings. This suggests that the behavior and characteristics of teachers and
classmates directly impact student participation in the classroom. Fassinger (2000) also supports
these findings by emphasizing the influence of teachers' communication skills on classroom
interaction. This indicates that effective communication skills by teachers can lead to increased
student participation. Similarly, Turk (2000) found in a separate study on online courses that
student achievement, gender, and weekly hours of internet use were directly related to
participation in discussion forums. This aligns with the present study's findings, suggesting that
factors such as student achievement and gender can influence student participation in different
learning environments. Chandran (2015) suggested that seating arrangements in the classroom
could influence participation, but Berdine (1986) argued for circular seating structures. However,
the present study did not find any significant influence of seating arrangement on students'
classroom participation, possibly due to cultural differences. This suggests that while seating
arrangements may have an impact on participation in some contexts, it may not be a significant
factor in all cultural settings. Overall, the findings from Mustapha, Abd Rahman, and Yunus
(2010) as well as other related studies support the idea that various factors such as teacher
characteristics, classmates' behavior, student achievement, and gender can influence
undergraduate students' participation in the classroom.

Gender to Turk (2010) conducted a study on online courses and found that student
achievement, gender, and weekly hours of internet use were directly related to participation in
discussion forums. This finding aligns with the present study's findings, which suggest that
factors such as student achievement and gender can influence student participation in different
learning environments. Moreover, Chandran (2015) suggested that the arrangement of seats in
the classroom may also have an impact on student participation.

Seating to Chandran's (2015) opinion, the way seats are organized in the classroom can
impact student engagement. However, Berdine (1986), who is 35 years old, believes that seating
in circular structures is more suitable for classroom participation. Interestingly, the present study
does not show any significant influence of seating arrangement on students' classroom
participation. This lack of impact may be attributed to the cultural contexts in which the study
was conducted.

low levels to Yusuf (2007) reported that the observed class had low levels of
participation in terms of quality. He also mentioned that the teacher dominated the class, students
made minimal contributions, and students exhibited improper learning behavior good skill
moreover Weaver and Qi (2005|), a portion of students possess proficient academic
15
competencies, take ownership of their learning, actively seek assistance from their instructors
when necessary, and arrive in class adequately equipped.

Passiv skill Weaver and Qi(2005) suggest that a segment of students demonstrate
strong academic skills, display a proactive approach to learning, actively seek guidance from
their teachers when needed, and come prepared to class. On the other hand, passive students pose
challenges in terms of classroom engagement as they lack interest in learning or the subject
matter being taught. Consequently, they feel reluctant to ask questions, lack knowledge, and lack
self .confidence

Little knowledge Weaver and Qi (2005) propose that a group of students exhibit
strong academic abilities, demonstrate an active approach to learning, actively seek guidance
from their teachers when necessary, and come prepared for class. Conversely, inactive students
present difficulties in terms of classroom engagement as they lack enthusiasm for learning or the
subject matter being taught. As a result, they feel hesitant to ask questions, possess limited
knowledge, and lack self-assurance. In addition, they have minimal understanding of the topic
but do not possess an inclination towards reading. Table 2 enumerates some other reasons why
students opt not to participate in class, such as the larger class size, time restrictions, and
implementation of course policies in the classroom.

Lack of confidence students often avoid participating in classroom discussions

because they lack confidence. moreover,the majority of students surveyed, they either agreed or
strongly agreed that their lack of confidence hinders their participation. Some students disagreed
or strongly disagreed, while others were neutral on the matter. Interviews with students further
supported this finding, with one student stating that they often know the answer but lack the
confidence to speak up in class. Additionally, stage fright was found to impact students'
confidence levels, with one student expressing discomfort when asked to present something
in .front of the class

Inadequate preparation before the lecture the findings also indicated that insufficient
readiness prior to the lecture impeded students' engagement. A significant portion of the
participants (47.8%( either strongly agreed or agreed that inadequate preparation beforehand
hindered their ability to participate in class. Meanwhile, 21.3% remained neutral, and 25%
disagreed, with only 5.9% strongly disagreeing. This data demonstrated that the majority of
respondents acknowledged the negative impact of inadequate preparation on their class
participation. The interviews provided additional support for this observation, as students who
were well-prepared for their studies were able to contribute more effectively. One student noted,
I feel more confident expressing my thoughts when I have a solid understanding of the material "
we are studying." Another student further reinforced this sentiment by stating, "If I haven't
".adequately prepared, the fear of making mistakes restricts my involvement in class discussions

Lack of english vocabulary thefindings also indicated that students' lack of English
vocabulary hindered their participation in class. A majority of respondents (57.4%( agreed or
strongly agreed that they do not participate in class because of their limited English vocabulary.
Meanwhile, 17% remained neutral, 17.6% disagreed, and 6.6% strongly disagreed. This data
clearly showed that a significant number of students acknowledged the negative impact of their
lack of English vocabulary on their class participation. The qualitative data collected through
interviews further supported this finding. One respondent expressed, "It is very difficult to phrase
my thoughts into sentences." Another student shared their concerns about their English
proficiency, stating, "I am worried about the standard of my English." They further explained,
Due to a lack of vocabulary, I can't speak or write much in English." These statements highlight
" how the participants' limited English vocabulary affected their ability to actively engage in
class .discussions.

Fearer of negative evaluation The findings also indicated that students' fear of negative
evaluation hindered their participation in class. A majority of respondents (54.4%( agreed or
strongly agreed that they were afraid of negative evaluation from their colleagues, which led
them to not participate. Meanwhile, 8.1% remained neutral, 24.3% disagreed, and 13.2% strongly
disagreed. Additionally, 48.5% of respondents strongly agreed or agreed that they were afraid of
negative evaluation from their teachers. 27.9% were neutral, and 22.8% disagreed or strongly
disagreed. These statistics clearly demonstrate that a significant number of students
acknowledged the impact of their fear of negative evaluation on their class participation. The
qualitative data collected through interviews further supported this finding. One student
expressed their concern about appearing unintelligent, stating, "If I make mistakes, others will
think I am not a bright student." Another student shared their reason for remaining passive in
class, saying, "Instead of appearing incapable, I chose to remain passive in the class." These
statements highlight how the participants' fear of negative evaluation affected their willingness to
actively engage in class discussions. Furthermore, students reported that they believed teachers

17
and peers might laugh at their mistakes and form negative opinions of them. They also expressed
concern that their teachers' opinions about them could affect their grades. One respondent
explained, "I remain silent in class to avoid teacher's criticism and any other embarrassing
situation. I don't want others to make fun of me or form any negative opinions about me. If my
teacher considers me a dull student, ".that possibly affects my grades.

Chapter three

3.1. Sex Difference factors

3.2. Self-esteem: There is also evidence of variations between males and females in
terms of student age. Research discovered that the order of participation among students was as
follows nontraditional-aged males, nontraditional-aged females, traditional-aged females,
traditional-aged males. This indicates that the combination of sex and age is a better predictor
than sex or age alone. Additionally, the study found that age is a stronger predictor than sex, with
nontraditional students participating more than traditional students. In one study,
nontraditionalaged females accounted for 41 percent of participation, even though the majority of
students at that university were nontraditional females. Another study across three different
universities found minimal evidence of sex differences and no difference in the quantity of
interactions between male and female students.

3.3. Age: The group's work had unsatisfactory results and there is a possibility of the group
falling apart. Collaboration between students and teachers involved giving constructive feedback,
preparing facilities, and monitoring the group's progress, which impacted the outcome. Each
member of the group must contribute for success. Students' behavior affects their participation in
activities. It is important for students to respect each other's ideas to explore different
perspectives. Ridiculing someone's idea discourages them from speaking up again. All students
should actively participate and put in effort for better results. Factors like background knowledge
and external environment influence student participation. Family support and encouragement
boost confidence. Gender differences play a significant role in classroom participation. Teachers
should focus on strategies that promote equal involvement of male and female students. Research
shows that male students tend to interact more than females in certain environments, suggesting a
need for improved teacher training programs and equitable teaching methods to create an
inclusive learning environment. Another study found that boys participated more than girls in
terms of interaction, while internal participation was similar for both genders. Girls lacked
motivation compared to boys due to various factors such as self-esteem and influence from
parents, teachers, peers, and the curriculum. Student participation varied based on education
level, accommodation area, and employment status.

3.4. Sex differences: Regarding sex differences in teachers, female instructors were
discovered to foster a classroom atmosphere that encouraged greater student participation.
However, this effect was not as significant as class size in predicting participation, and the
disparities between male and female teachers did not affect the level of engagement from male or
female students. In other words, students participated regardless of the teacher's gender, but
female teachers tended to engage both male and female students more effectively than male
teachers did. Contrasting findings were reported by another study. It revealed that with female
teachers, male students tended to speak and interrupt more frequently and for longer durations
compared to female students. No such differences were observed in courses taught by male
instructors. The researcher concluded that these findings could be attributed to the likelihood that
female professors encourage participation more than their male counterparts. Additionally, it was
found that male professors were more prone to interrupting their students compared to female
instructors. Another study found that students, particularly males, were more inclined to ask
questions of male teachers rather than female teachers. Furthermore, it was discovered that
students felt more comfortable participating in courses taught by female instructors. Yet another
study indicated that students were more likely to participate frequently in courses taught by male
instructors; however, a higher percentage of students were inclined to participate in courses
taught by female instructors. This study found no difference in student participation levels based
on the teacher's gender. Overall, it appears that creating a comfortable classroom climate is more
crucial than the instructor's gender, although females may be more likely to establish such an
environment. It should be noted again that there are mixed results regarding the impact of
professor gender on student participation, just as there are conflicting findings based solely on
student gender.

3.5. Biological sex: The reason for conflicting findings in studies on sex differences may be
due to the different ways in which sex is measured. Previous research has primarily focused on
19
biological sex, whether individuals are male or female. However, when examining student
questioning, there were minimal differences based on biological sex. Instead, when considering
gender as a psychological construct, it was found that students who had a more masculine
orientation were more likely to ask questions in class, regardless of their biological sex. Another
study specifically looked at female participation behavior and assessed the thinking and feeling
dimensions using the Myers-Briggs Type Indicator. It was discovered that those who scored
higher on the feeling dimension were more satisfied with classrooms that had a supportive and
interactive atmosphere. On the other hand, those who scored higher on the thinking dimension
did not have a preference. The authors suggested that participation is not solely determined by
one's biological sex but rather by a personality factor related to sex. This can help explain why
there is a mix of findings regarding teacher and student sex, as most studies focus on biological
sex rather than gender.

Chapter Four

4.1. What students should do for class participation

The topic is about not giving up and finding it easier to speak in class over time. It
emphasizes the importance of perseverance and reminds the reader that speaking in class can
become easier with practice and experience.The statement encourages students to keep trying
even if they initially struggle with speaking in class. It acknowledges that speaking in front of
others can be challenging, but it also suggests that with time and effort, it can become more
comfortable.The phrase "over time" implies that improvement may not happen immediately, but
with consistent effort, progress can be made. This highlights the need for patience and
persistence when facing difficulties.Furthermore, the statementreminds students that they are not
alone in their journey. Instructors and peers are mentioned as sources of support and assistance.
This suggests that seeking help from teachers or engaging with classmates can provide valuable
guidance and encouragement.Overall, the message is one of encouragement, reminding students
to stay determined, practice regularly, and seek support when needed. With these strategies,
speaking in
.class can become less daunting over time
4.2. Class Participation Starts before You Even Get to Class: To actively engage in
class, it is essential to possess a strong comprehension of the subject matter that has been taught
thus far. Take the time to revisit your study notes from previous classes and compile a collection
of key concepts, ideas, and facts that you can inquire about. 1. It is crucial to understand that .
you cannot engage if you are absent. 2. Being present, either in a physical classroom or through
online platforms, is essential for participation .3. It is necessary to be actively involved during
class sessions, online chats, or discussion board

Ask a Question There are multiple methods to engage in a class discussion. One approach is
to inquire about a topic that relates to the content discussed in class or the assigned readings. By
posing a well-considered question, you demonstrate your active involvement with the material.
Additionally, your peers may appreciate that you asked a question they were also pondering.

Give and Take You might be requested to engage in a collaborative task during your class. Be
prepared to collaborate with others in a small group. Pay attention and communicate with your
classmates while showing respect for their opinions. Avoid staying quiet or being excessively
loud. Be prepared to both contribute and compromise. Your instructor may request students to
participate in a role play or an activity. Make an effort to fully engage in the task. Becoming
more actively involved in the activity will enhance your interest and facilitate your learning
process.

Conclusion The ideal class discussion is one where all students are actively engaged, learning,
and attentively listening to each other's ideas, comments, and questions. This is crucial for the
success of the class. Various factors such as logistical issues, student confidence, and the
instructor's role have a significant impact on student participation. Creating a supportive
classroom environment is essential for encouraging higher levels of participation. The more
students participate, the more knowledge they acquire and the more they engage in critical
thinking skills like interpretation, analysis, and synthesis. Class size also plays a role in student
participation. In larger classes, students may feel more comfortable participating while in smaller
classes, they may be less likely to "hide." Additionally, large class sizes can facilitate
communication. Studies have shown that student confidence is a motivating factor for their
participation. Students who have opportunities to discuss topics with peers or complete
assignments before class are more likely to participate.Younger, inexperienced, and immature
students may be less inclined to participate if they are surrounded by more experienced peers.
21
Students' assertiveness and responsiveness also influence their participation in class discussions.
Those who possess both traits are more likely to communicate for functional reasons while those
who are assertive may engage in excusemaking.Instructors' behavior towards students also
affects their willingness to participate. If instructors ignore or belittle students or create a serious
atmosphere, students are less likely to engage. On the other hand, a classroom climate
characterized by mutual respect between teacher and students as well as among students
themselves promotes participation by boosting student confidence and creating a relaxed
environment.Furthermore, there is a gender difference in participation rates with male students
tending to participate more than females. This could be attributed to males having had more
practice participating throughout their education. Interestingly, female instructors were found to
create an environment that encourages greater student participation.Overall, creating an inclusive
and supportive classroom climate where all
.students feel respected and valued is crucial for fostering active participation in class discussions

First A research has be done by Susak , (2016) . Factors, that affect classroom
participation, Rochester institute technology. There was some problem many student participants
in the class. Research problem their participation levels. It was discovered that logistics student
traits, classroom climate, and the professor impact the level of participation within the classroom.
Participation levels were identified to be higher in classroom environments that were smaller in
size qualitative in order to identify which factors affect the rates of participation in the classroom.
This investigation was developed as a narrative research with a constructivist philosophical
worldview. The inductive research approach enabled the author to gain an in-depth
understanding of how students view participation in the classroom and allowed the author to
analyze the results for common themes and ultimately have a detailed understanding of what
drives and impedes classroom participation levels. This. The research question has that research
question which factors in the classroom learning environment affect student participation among
sophomore undergraduate business students at rit croatia in zagreb? The research date collection
has that data collection the research design used for this study was method allowed the author to
capture the emotional behavioral aspect of students’ responses. And this is finding students in
this section, the researcher describes the results of the interview data including emerging will
provide detailed accounts of their experiences within the classroom setting. This section will
highlight the students’ account of the benefits and challenges associated with classroom
participation. Themes that were identified in the coding process in order to respond to the
research question. This sec ton focuses on the students’ perspective of participation within the
classroom and: the previous section described how the data was gathered and analyzed through
interviews with
Second A research has be done by Acedill , (2023). Students' lack of interest, motivation in
learning, and classroom participation how to motivate them, psychology and education. there was
some problem many student participants in the class. Research problem this study aimed to
assess and identify the level of students’ interest and motivation in learning and their active
participation in classroom discussions. The results would be the basis for an action plan or
intervention program on how to motivate the students’ learning interests at school. The study
with the teachers and pupils. The study provides findings, ramifications, and key themes that
arose from the responses of the interviewees. According to the results, teacher-participants were
being classroom-based research that employed a qualitative research design and was descriptive
in nature. The participants consisted of pupils and teachers. A purposive sampling technique has
been utilized in selecting the participants. The data were properly collected through classroom
observations and interviews concerned about the lack of motivation and engagement of the
learners in the classroom the research date collection has that research question: what are the
reasons why students have a lack of interest in learning at school? What are the factors that
contribute to the students' lack of motivation and participation in the classroom? How could
teachers motivate the students towards learning in such a manner that they could participate in
the classroom setting? The research date collection has that data collocation: this study was
classroom-based research that focused on finding a solution to the motivational problem in the
classroom setting. The primary goals were to determine why some students or learners were not
interested in the lesson or were not participating in classroom activities, and to find ways to
increase their motivation to learn. The result was that finding: the study has been conducted to
assess and evaluate the level of students’ interest and motivation in learning and their active
participation in the classroom setting. The study would be the basis for an action plan or
intervention program on how to motivate the students’ learning interests at school. The first
theme from the interview sessions was the limited time when students were motivated to learn
and participate in the classroom. According to their responses, the teacher had limited time to
teach due to the scheduled time by the other teacher that they needed to begin with their lesson as
well. Also, their responses focus on the short time spent discussing the lesson, which limits the
participation of the learners in the classroom. The second theme is the causes and reasons for the
23
lack of motivational interest in students in the classroom atmosphere. The teacherparticipant
response is on due to the difficulties in concentration during class discussions that may
discourage the learners from participating and being motivated school?

Third a research has be done by Ahmad, (2021). Causes of students’ reluctance to

participate in classroom discussions, ASEAN journal of science and engineering education.
There was some problem many student participants in the class. Research problem what are the
factor that the student participates in the school this is research question in this research question.
What is the profile of the respondents in terms of (a) sex, (b) course, (c) year level, and ethnicity?
What are the causes of the respondents’ reluctance to participate in classroom discussions? What
are the strategies used by the students when participating in classroom discussions? The research
date collection has that data collection: research problem on the profile of the respondents, the
highest and lowest frequency counts and percentage distribution were highlighted in the
discussion of the findings. Further, to analyze the causes of students’ reluctance to participate in
classroom discussions, the top three and the lowest mean ratings of items were focused in the
presentation and interpretation of findings. To analyze the results on the strategies used by the
respondents to participate in classroom discussions, the highest and lowest number of frequencies
were highlighted in the discussion of findings. To describe the causes of students’ reluctance to
participate in classroom discussions, the following ranges of means in a 4-point Likert scale with
corresponding description and interpretation were utilized. The result was that finding: further
findings show that generally, the investigated causes of students’ reluctance to participate in
classroom discussions are moderately prevalent. The top three causes are being tensed when
forced by teachers to answer a question; getting tensed and nervous to speak in front of the whole
class, and having faulty pronunciation in English. Also, the most popular strategy used by
students to Fourth a research his be done by abdullah, (2012). Students participation in
classroom what motivates them to speak up , sciverse scicencedirect, there was some problem
many student participants in the class. Research problem exploring the factors that motivate
student participation in teacher education programs with an emphasis on democratic values,
engagement, and learning for a future profession. This is research question in this research
question what motivate students to speak up in classroom. The research date collection has that
data collection this study aims to investigate the culture of student participation in the learning
process. The focus of the study is on the issue of students’ involvement in the classroom. The
study was conducted on students of faculty of social sciences and humanities, at the national
university of Malaysia. The research design employed in the study was observation on
classrooms and focus group discussion or FGD. Observation was done on three classes, namely
two undergraduate classes at second year (class 1) and third year (class 2) respectively and one
postgraduate class (class 3). The number of students in each class are 39, 31, and 29 respectively.
The purpose of observation is to identify the forms and level of participation and subsequently to
categorized students from those classrooms for focus group discussion. Observation was done for
a period of 5 weeks’ lectures. Their forms and frequency of participation are recorded throughout
the lecture hours. The focus group discussions were then conducted on six groups of students,
comprising three groups each of active and passive students from the three classes. Active and
passive students were identified by their number of participations in the classroom throughout the
five weeks’ observation. Each group comprised of six students. Each of the discussions lasted for
between one to two hours. The students are asked questions on the factors that motivate them to
speak up or not to speak in the classroom. The result was that finding discussion: focus group
discussion (FGD) sessions were conducted for one to two hours for each group of active and
passive students. Aspects discussed in FGD are related to personality and traits of instructors,
students and peers, culture and environment. These variables were selected with reference to
some past studies which showed that all of these aspects were related to the participation of
students in classroom.
Fifth A research has been done by Bergmark, (2018). Student participation within teacher
education: emphasizing democratic values, engagement and learning for a future profession,
higher education research & development. There was some problem many student participants in
the class. Research Problem classroom students impacting on curriculum design and students’
feeling of belonging to a community. This is research question in this research question What are
the key factors that contribute to student participation within teacher education programs, with an
emphasis on democratic values, engagement, and learning for a future profession? The research
date collection has that Data Collection in this study, we used latent content analysis. The overall
unit of analysis was student participation in teaching and learning within teacher education, based
on the students’ experiences. The units of meaning were based on the research questions, and
defined as ‘processes of student participation in teaching and learning’, ‘benefits and challenges
of student participation in teacher education’, and ‘motivations for promoting student
participation in higher education’. The units of meaning served as guiding principles, as they
helped us in the condensation phase, com- paring similarities and differences and finding patterns
25
in the empirical data. When moving on to the abstraction phase, emerging themes were
formulated. In our attempt to understand the students’ experiences of student participation in
teaching and learning, we found it crucial to go beyond individual experiences and focus on the
collective under-standing of the research topic. The findings consist of three themes, with
underlying aspects, which will be explored in the following. The result was that Finding revealed
that students have diverse understandings of student participation and that the degree of
participation is dependent on students’ and teachers’ engagement, expectations and
responsibility. Student teachers also connected student participation to them.

Chapter Five

5.1. Methodology
5.2. Design: my research design as quantitative because that can easily have utilized
and analyze. I choose this research we are study quantitative research

5.3. Participants
My population sampling was all of 330 students in the paktia university. My target
population sample are 100 students 5.4. Instruments

the research instrument for investigating the lack of student’s participants in the class
consist of questionnaire divided in two parts the first parts focuses gathering demographic
information about the participants while the second parts delve in to the topic itself the
questionnaire is designed based on a previous study conducted by Susak ,(2016) with some
modification suggested by the adviser Sifullha Muaslim the question in questionnaire are
structured as yes or no response to ensure clarity and ease of analysis

5.5. Procedure: (1 paragraph) Describe how the data collection process was
conducted, including the administration of the questionnaire or survey, data recording, and any
ethical considerations. Explain the data analysis, including any software or tools used, and
provide a justification for their selection.
 5.6. Results/Findings
The below table consist of questionnaire all of the questionnaire belong to the research
this questionnaire consist of two pats. one that belong to the graphical information and anther one
beast on problem the questionnaire responded by YES or NO
On Data analysis shows No Yes

1 Do you actively participate in class

discussions or activities?
40 60
2 Do you feel confident in your knowledge and
abilities to participate in class? 50 50

3 do you follow the course?

10 90

4 Do you find the subject matter of the class

interesting or relevant? 50 50

5 Are you a shy or introverted person?

40 50

6 Do the teaching methods used in class

encourage student participation? 70 30

7 Do you have a high workload or time

constraints that prevent you from participating in 30 70
class?

8 Are you afraid of making mistakes or being

wrong if you participate in class? 30 70

27
 9 Have you observed other students not
participating in class? 0 100

10 where are you taking this Back Middle front In

class?
40 30 30

discussions or activates

1. Do you actively participate in class discussions or activities? In terms of active

participation in class discussions or activities, it seems that there is a relatively equal split
among students. 40 students responded “No” while 60 students responded “Yes”. This suggests
that there is a mix of students who actively engage in class discussions or activities and those
who do not.
discussions or activites
Axis Title

60

40

20

0
1 2
Series1 60 Axis Title

knowledge and abilities

1. do you feel confident in your knowledge and abilities to participate in class?

4. Many students the lack of participate in the class they have lack of knowledge and
vocabulary cause is that the lack of participation in the class they don’t have anything to
see some participation in the class50% student unparticipating in the class. Regarding
confidence in knowledge and abilities to participate in the class, the responses are evenly
divided again. 50 students responded “No” while 50 students responded “Yes”. This
 indicates that there is an equal number of students who feel confident and those who do
not.

knowlesge and abilities

1 2
50% 50%

shy or introverted

1. In terms of being shy or introverted, there is a slight majority of students who responded
“Yes”. 60 students indicated that they are shy or introverted, while 40 students responded
“No”. This suggests that a slightly higher number of students identify as shy

70
shy or introverted

0 10 20 30 40 50 60

29
 Series2 Series1

Where are taking in the class

Our class have 330 students they are taking different place in the class. Our class 30%
student taking in the class back of the class and another student they are sit in middle 30% in the
class. The 40% sit in front of the class

WHERE ARE TAKING IN THE CLASS

30% MIDDLE
40% BACK

30% INFRONT

1 2 3 4

Teacher mothed
2 do the teaching method used in class encourage student participation?
3 are you afraid of making or being wrong If you participate in class?

NO gender yes no Percentage Percentage Particip

yes no

2 Male 30 70 30% 70% 100

3 Male 30 70 30% 70%. 100

2: The methodology is not good. Teacher don’t apply teaching mothed the student
unhappy whit teacher. The caused is that student don’t participation in the class. Teachers don’t
motivation student in the class for the participation in the class.
Fears whit mistakes
3: The students have fears whit mistakes the cause is that student don’t participate in the
class. This is the cause student don’t believe in their self don’t participation in the class. Students
learn aloft thing, but the can’t shear in the class they have anxiety.
 5. Subject matter
6. When it comes to finding the subject matter of the class interesting or relevant, the
responses are once again equally split. 50 students responded “No” while 50 students
responded “Yes”. This implies that there is an equal number of students who find the s
ubject matter interesting and those who do not.

subject matter

0 10 20 30 40 50
60

5.7. Discussions
I found in this research two main problem in our project. First: lack of student
participation in the class one reason is that teacher mothed is not good. Because student lack of
participation in the class. the student unhappy whit teacher mothed, and another one is student
they have anxiety with mistake the cause is that student don’t participation in the class. However,
the existing literature highlighting differences. There are focus in existing literature on
motivation in the class. Motivation different away student in the class for the participation. The
used many kinds away for student. interview in the class and give great mark how participation
in the class, and group working the participation in the class.
According to (Aceill, N. B 2023) “this study was classroom-based research that focused
on finding a solution to the motivational problem in the classroom setting, and to find ways to
increase their motivation to learn.” According to (Suask, m .2016) this section emphasize on the
students idea of participation within the classroom and the previous farts described of motivation.
According to (Abdullah,y . 2012) Paraphrased: Focus Group Discussion (FGD)sessions were
31
held for active and passive students, lasting one to two hours per group. The FGDs covered
various topics, including the characteristics of instructors, students, and peers, as well as the
influence of culture and environment. These factors were chosen based on previous research that
demonstrated their connection to student engagement in the classroom.

In my existing know lag. I found that we have some different between our and them for
exempla: environment, culture, education, and accessibility because there are present some
different. We don’t have this kind accessibility which kind in the anther world. We don’t have a
good school for the student and in this kind we don’t have an educated high level teacher in the
school and university the make a good plan for the teaching and the used new technique for the
student’s participation in the class. Another one cause lack of teacher behavior not good because
students. Student have fears with teacher because students don’t participation in the class. We
don’t have accessibility for example technology, building, and anther instruments than another
world. The have more accessibility than our society. Just the need for motivation. The don’t have
any problem in student’s participation in the class

5.8. Conclusions
summarizing my research question is that tow thing is more important student
participation in the class. First teaching mothed is more important for student. second is fears is
coming this is the cause of teacher behavior. I found more factors about students’ participation in
general first factors of class participation in class. In this parts they have three parts 1 class room
factors and number two teacher factors in number three student factors. Another away I divide
sex differences they have affect student participation in class. For example: Aug and, gender. I
discus many factors in this issue every side to found the mean problem. Lack of student
participation in the class this is so important for every one student in the class. In this issue I done
one research lack of student participation in the class. In my research many people participations
in our research many students show many problems they cause show the lack of student
participation In the class. One cause is that a lot of seat in back up the class. Some student the

have lack of vocabulary and know lag because student lack of participation in the class.

5.9. Limitations
One limitation of the study on the lack of student participation in class is the narrow focus
on male students from Paktia University. By only including male students from one specific
university, the findings may not be representative of the broader student population or applicable
to other educational institutions. This limitation restricts the generalizability of the results and
limits our understanding of potential factors influencing student participation in a more diverse
context. To gain a comprehensive understanding, future research should consider including a
more diverse sample of students from different universities and educational backgrounds.

5.10. Suggestions
To address the lack of student participation in the class, there are several suggestions that
can be implemented. Firstly, create a positive and inclusive classroom environment where
students feel comfortable expressing their thoughts and ideas. Encourage active learning by
incorporating interactive activities, group discussions, and hands-on projects that promote
engagement. Incorporate technology tools such as online forums or polling apps to encourage
participation and provide opportunities for shy or introverted students to contribute. Vary
teaching methods and incorporate real-life examples to make the content more relatable and
interesting for students. Provide timely feedback on student contributions to reinforce their
efforts and encourage further participation. Lastly, establish clear expectations for participation
and hold regular class discussions on the importance of active engagement in learning

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5.12. Appendixes
Consent litter you are facing an issue regarding a lack of participation in your class at
Paktia University's Education English Department. You are conducting a research procedure
related to your instructor, Saifullah Muslim, and you would like to gather information from your
fellow students about their participation in the class. You kindly request that the students provide
honest answers to your questions without using any personal information roughly. To improve
my understanding, could you please clarify what specific information or answers you are seeking
from the students? Additionally, if there are any specific questions you would like me to address,
please let me know.

Choose the answer question YES NO

1. Do you actively participate in class discussions or activities?

Yes NO

2. Do you feel confident in your knowledge and abilities to participate in

class?

Yes

NO

3. Do you follow the course?

Yes NO

4. Do you find the subject matter of the class interesting or relevant?

 Yes NO

5. Are you a shy or introverted person?

Yes NO

6. Do the teaching methods used in class encourage student participation?

Yes NO

7. Do you have a high workload or time constraints that prevent you from
participating in class?

Yes NO

8. Are you afraid of making mistakes or being wrong if you participate in

class?

Yes NO

9. Have you observed other students not participating in class?

Yes NO

Where are you taking in the class?

Yes NO

41