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CHAPTER 1

INTRODUCTION

Only that nation can progress among the nations in the world, which has a

clear goal to achieve. Because the national identity, consolidation and harmony

depends upon this purpose. These blessings do not exist without specify objectives.

That is why the achievement of these targets is given priority in all walks of life. Out

of all spheres of life the most important is education. Because every nation depends

upon education for the transformation, theories, religion, civilization culture and

tradition. Without it, harmony, social values, feelings of love and sincerity for society

and its individuals and social stability in a healthy society in impossible. keeping in

view the significance of education, every nation is paying full attention to it. The

objectives of education are also changing with the changing conditions and demands

of the time, along with the availability of financial and material resources because the

concept of progress is impossible without education progress. Only social progress

assures the existence and security of a nation. When we looked at the developed

nation, the secret of their progress lies in the education .no country can make progress

unless her inhabitants are educated.

But if we see, our country, in spite of having passed seventy years, is called an

under developed country. Negligence about the right education is the major cause of

it. Many factors are responsible for this instance, politicians, writers, students,

teachers and our government. They did not give proper attention to education. It gives

a conscience of life to an individual. It helps him to understands his problems, solve

them and settle the affairs of life. Just as it is important to make education universal

for the progress of a nation, it is also necessary that every man should participate to

make a work of good standard.

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No objectives can be attained without proper interest. To fulfill one’s need and

to satisfy one’s desires one has to work pretty hard. He can achieve all this only if he

shows prefect interest and participation in his work. Students have to show a been

participation in his studies, “classrooms are busy places, every day in every classroom

teacher make decisions about their pupil’s behaviors the success of their instruction

the classroom climate (Garside, 1996).

In the classroom, participants are necessary for the progress of instruction

participation is not confined only to physical presence but it means their mental

presence in class, their interaction should take interest in the class, work attentively

and listen to the teacher and give a good response.

Interaction is a stimulus response situation with some degree of verbal or non-

verbal exchange that would result in position or negative feeling in the individuals

who functions as the agents of the interaction. Interaction is a creative and productive

factor as even elementary forms of interaction that happen among human individuals

involve intellectual and imaginative organization of elements involved in the

interactional situation (Rocca, 2010).

Students can participate properly if he is free from all confusions and

problems. Some students do not participate properly; they present in the class but do

not pay attention to study. They do not listen to the teacher attentively and feel bored.

Now we have to see the factors, which affect the action of the students in the class.

Why they remain restless? Why they do not pay attention to the study?

Many factors affect their response parents’ attitudes is very significant. A

neglected child feels helpless and lonely similarly unfair security can also make him

irresponsible, selfish and careless. Personal and domestic problems, defective training

of the teachers, their attitude, unsuitable course, way of examination, improper

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environment of school, mental level, deficiency of educational facilities, conduct of

class fellows, partial treatment, act affect the participation of students.

It is required to make a research whether these affect the response of students.

if yes, then how can these problems be resolved and how can enable students to

participate actively in the class.

1.1 Statement of the Problem

The objective of this study was:

"Recognizing Factors Affecting Students' Participating in the Classroom".

1.2 Objectives of the Study

Main objectives of the study were:

1. To give awareness about psychological factors affecting students' participation

in the classroom.

2 To investigate physical factors that affect participation of students in the class.

3 To identify domestic problems that affect students' participation in the

classroom.

4 To analyze social factors affecting students' participation.

5 To identify mental factors that affect student’s participation in the class.

1.3 Significance of the Study

It may be helpful for teachers to sort those factors which affecting the lack of

participation on the part of students in the class room. The research will aware the

parents how can they improve their attitude to their children? The research will be

helpful for teachers to amend the students in the light of these factors. The research

will provide information of factors affect the students in the light of these factors. The

research will provide a strong basis to do more research in this field. The research will

provide information for policy makers.

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1.4 Research Question

Which factors in the classroom learning environment affect student’s

participation among undergraduate students of the Allama Iqbal Open University

Islamabad, Dera Ghazi Khan Campus.

1.5 Methodology

The researcher used survey method to collect the information about the

classifying factors disturbing students' partaking in the classroom and for this tenacity

a survey administered.

1.6 Delimitation of the Study

1. The study was surrounded to the students of the Allama Iqbal Open University

Islamabad, Dera Ghazi Khan Campus

2 The study was delimited to the students of Allama Iqbal Open University

Islamabad, Dera Ghazi Khan Campus at Bachelor Level.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

Mark (2007) elaborates the concept of Participation in Learning Projects and

Programmes. As will now be apparent, the motives for engagement in learning

projects are often mixed and can operate at a number of levels. McGivney (1990) has

provided a useful summary of some of the better known theories which she divides

into single strand and composite. Later we will look at an influential 'composite'

theory - that of Cross, for now we will look at McGivney's summary.

2.1 Theories of Participation

2.1.1 Need Hierarchy Theory

The main line of argument here is that participation depends on the extent to

which a person has been able to meet a range of primary and secondary needs

(Fassinger 1995) and the influence of positive and negative forces. For example, as

basic primary needs are met, higher needs are activated, and the balance between

negative and positive forces shifts. As a result, people are more prepared to take part

in educational activities. (Fassinger 2000).

Congruence model: In this model it is suggested that people are more likely

to participate in educational activities where there is some congruence between their

perception of themselves and the nature of the education programmed/environment.

One of the key findings in the North American literature which has driven this is the

correlation between the number of years spent at school and college, and the

likelihood of taking part in education programmes after that.

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Force-field theory: This approach draws heavily on the work of Lewin (1947;

1952). Miller (1967), in particular, sought to draw together Maslow's and Lewin's

theories to explain why class is linked to participation in adult education. He charts

positive forces and negative forces and their relative strengths. This is then taken a

step further by (Roehling et al., 2011.) He argues that education, like work, is an

achievement-orientated activity, 'meaning that people who want to get ahead will put

effort into personal achievement. Roehling suggested that motivation emerges from

the interaction of two factors: expectancy and valence.

2.1.2 Life Transitions Theory

The notion of 'transition' has assumed a much larger role in thinking about the

take-up of education. This has been reflected, for example, in shifts in UK research

concerning young people's participation in further education (Burchfield &

Sappington, 1999.). In North America populist accounts of the impact of life-changes

have had a significant impact. The basic hypothesis involved is that participation in

education projects is frequently linked to changes in life circumstances such as

changes in job, the break-up of relationships, having children, bereavement and

retirement.

2.1.3 Reference Group Theory

This theory is based around the assertion that people identify with the social

and cultural group to which they belong - 'normative reference group (NRG) - or with

another to which they aspire to belong – 'comparative' reference group (CRG).

A number of studies point to the extent to which people's total environment

and group membership creates an orientation to involvement in educational projects

and programmes (Weaver & Qi, 2005.).

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2.1.4 Social Participation Theory

This approach has now been developed at some length by (Fassinger, 2000, p.

39). He argues that significant learning often takes place in organizational settings.

Thus to seek motivation for learning, 'we might seek for those factors which motivate

people to join or be part of organizations or for reasons why organizations compel as

well as encourage forms of voluntary participation.

2.2 Classroom Structures that Encourage Student Participation

Dancer and Kamvounias (2005) provided a table form of classroom structures

that encourage student participation as follows:

Table adopted from Dancer and Kamvounias (2005)

2.3 Classroom Management

Education Encyclopedia (2008) describes that Classroom management is the

orchestration of the learning environment of a group of individuals within a classroom

setting. In the early 1970s classroom management was seen as separate from

classroom instruction. Teachers' management decisions were viewed as precursors to

instruction, and were treated in the literature as if they were content-free. The image

was of a teacher first attending to classroom management, and then beginning

instruction without further reference to management decisions. Research in the 1980s,

however, demonstrated that management and instruction are not separate, but are

inextricably interwoven and complex.

2.3.1 Creating a Learning Environment

Creating and implementing a learning environment means careful planning for

the start of the school year. The learning environment must be envisioned in both a

physical space and a cognitive space. The physical space of the classroom is managed
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as the teacher prepares the classroom for the students. Is the space warm and inviting?

Does the room arrangement match the teacher's philosophy of learning? Do the

students have access to necessary materials? Are the distracting features of a room

eliminated? Attending to these and similar questions aids a teacher in managing the

physical space of the classroom.

2.3.2 Setting Expectations

In both elementary and secondary classrooms, the start of the school year is

crucial to effective management. A significant aspect of this beginning is the teacher's

establishment of expectations for student behavior, which are expressed through rules

and procedures. Rules indicate the expectations for behavior in the classroom, and for

how one interacts with one's peers and the teacher. Procedures have to do with how

things get done. Rules can be, and frequently are, developed with the students' help,

which increases the likelihood of compliance.

2.3.3 Motivational Climate

An essential part of organizing the classroom involves developing a climate in

which teachers encourage students to do their best and to be excited about what they

are learning. There are two factors that are critical in creating such a motivational

climate: value and effort. To be motivated, students must see the worth of the work

that they are doing and the work others do. A teacher's demonstration of value shows

students how their work is worthwhile and is connected to things that are important

for them, including other learning and interests. Effort ties the time, energy, and

creativity a student uses to develop the "work," to the value that the work holds. One

way that teachers encourage effort is through specific praise, telling students

specifically what it is that they are doing that is worthwhile and good. In combination
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an understanding of the value of academic tasks and the effort necessary to complete

these tasks motivate students to learn.

2.3.4 Maintaining a Learning Environment

A teacher's classroom management decisions do not stop after the planning

and establishment that is crucial to beginning the school year. As the school year

progresses, classroom management involve maintaining the learning environment

through conscientious decision-making concerning students and the classroom.

Teachers in a classroom teach groups of children. Maintaining the learning

environment, therefore, requires teachers to focus on group processes. Jacob Kounin's

landmark findings from the late 1960s on the management of classroom groups

identified that the means by which teachers prevent problems from occurring in the

first place differentiated them as more effective managers.

Kounin, whose work was reaffirmed by Paul Gump, a noted ecological

psychologist in Kansas in the 1980s, identified several strategies that teachers use to

elicit high levels of work involvement and low levels of misbehavior. These strategies

are: (1) with-it-ness (communicating awareness of student behavior), (2) overlapping

(doing more than one thing at once),(3) smoothness and momentum (moving in and

out of activities smoothly, with appropriately paced and sequenced instruction), and

(4) group alerting (keeping all students attentive in a whole-group focus). These tools

help teachers to maintain the flow of instruction. A significant stumbling block to the

flow of instruction is in attention to transitions between activities, lessons, subjects, or

class periods. It is here that teacher is likely to feel that they are less effective in

maintaining the flow of instruction.

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2.3.5 When Problems Occur

Though effective managers anticipate and monitor student behavior and

learning, misbehavior and misunderstanding do occur. When inappropriate

behavior occurs, effective managers handle it promptly to keep it from continuing and

spreading. Though teachers can handle most misbehavior unobtrusively with

techniques such as physical proximity or eye contact, more serious misbehavior

requires more direct intervention. The success of intervention depends on orderly

structures having been created and implemented at the beginning of the school year.

2.4 Encouraging Student Participation in Discussion

Students' enthusiasm, involvement, and willingness to participate affect the

quality of class discussion as an opportunity for learning. Your challenge is to engage

all students, keep them talking to each other about the same topic, and help them

develop insights into the material.

2.5 General strategies

2.5.1 Encourage students to learn each other's names and

interests.

Students are more likely to participate in class if they feel they are among

friends rather than strangers; so at the beginning of the term, ask students to introduce

themselves and describe their primary interests or background in the subject

(Fritschner 2000). These introductions may also give you some clues about framing

discussion questions that address students' interests. See "The First Day of Class" for

ideas on helping students get to know one another.

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2.5.2 Get to know as many of your students as class size

permits.

In classes of thirty or less, learn all your students' names. ("The First Day of

Class" lists several ways to do this.) If you require students to come to your office

once during the first few weeks of class, you can also learn about their interests. Class

participation often improves after students have had an opportunity to talk informally

with their instructor.

2.5.3 Arrange seating to promote discussion.

If your room has movable chairs, ask students to sit in a semicircle so that they

can see one another. At a long seminar table, seat yourself along the side rather than at

the head. If appropriate, ask students to print their names on name cards and display

them on their desk or the table. Research reported by Armstrong & Boud (1983)

shows that people tend to talk to the person sitting opposite them, that people sitting

next to each other tend not to talk to one another, that the most centrally placed

member of a group tends to emerge as leader, and that leaders tend to sit in the least

crowded parts of a room.

2.5.4 Allow the class time to warm up before you launch into
the discussion.

Consider arriving two to three minutes early to talk informally with students.

Or open class with a few minutes of conversation about relevant current events,

campus activities, or administrative matters.

2.5.5 Limit your own comments

Some teachers talk too much and turn a discussion into a lecture or a series of

instructor-student dialogues. Brown and Atkins (1988) report a series of studies by

various researchers that found that most discussion classes are dominated by
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instructors. In one study faculty talked 86 percent of the time. Avoid the temptation to

respond to every student's contribution. Instead, allow students to develop their ideas

and respond to one another.

2.6 Tactics to Increase Student Participation

2.6.1 Make certain each student has an opportunity to talk in

class during the first two or three weeks.

Barbara Gross Davis (1993) describes that the longer a student goes without

speaking in class, the more difficult it will be for him or her to contribute. Devise

small group or pair work early in the term so that all students can participate and hear

their own voices in nonthreatening circumstances.

2.6.2 Plan an icebreaker activity early in the semester.

For example, a professor teaching plant domestication in cultural geography

asks students to bring to class a fruit or vegetable from another culture or region. The

discussion focuses on the countries of origin and the relationship between food and

culture. At the end of class students eat what they brought. See "The First Day of

Class" for other suggestions.

2.6.3 Ask students to identify characteristics of an effective

Discussion. Ask students individually or in small groups to recall discussions

and seminars in which they have participated and to list the characteristics of those

that were worthwhile. Then ask students to list the characteristics of poor discussions.

Write the items on the board, tallying those items mentioned by more than one student

or group. With the entire class, explore ways in which class members can maximize

those aspects that make for a good discussion and minimize those aspects that make

for a poor discussion.

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2.6.4 Periodically divide students into small groups.

Students find it easier to speak to groups of three or four than to an entire

class. Divide students into small groups, have them discuss a question or issue for five

or ten minutes, and then return to a plenary format. Choose topics that are focused and

straightforward: "What are the two most important characteristics of goal-free

evaluation?" or "Why did the experiment fail?" Have each group report orally and

record the results on the board. Once students have spoken in small groups, they may

be less reluctant to speak to the class as a whole.

2.6.5 Assign roles to students.

Ask two or three students to lead a discussion session sometime during the

term. Meet with the student discussion leaders beforehand to go over their questions

and proposed format. Have the leaders distribute three to six discussion questions to

the class a week before the discussion. During class the leaders assume responsibility

for generating and facilitating the discussion. For discussions you lead, assign one or

two students per session to be observers responsible for commenting on the

discussion. Other student roles include periodic summarizer (to summarize the main

substantive points two or three times during the session), recorder (to serve as the

group's memory), timekeeper (to keep the class on schedule), and designated first

speaker. (Crone, 1997)

2.6.6 Use poker chips or "comment cards" to encourage

discussion.

One faculty member distributes three poker chips to each student in her class.

Each time a student speaks, a chip is turned over to the instructor. Students must

spend all their chips by the end of the period. The professor reports that this strategy

limits students who dominate the discussion and encourages quiet students to speak
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up. Another professor hands out a "comment card" each time a student provides a

strong response or insightful comment. Students turn back the cards at the end of the

period, and the professor notes on the course roster the number of cards each student

received (Smith, 1977).

2.6.7 Use electronic mail to start a discussion.

One faculty member in the biological sciences poses a question through

electronic mail and asks the students to write in their responses and comments. He

then hands out copies of all the responses to initiate the class discussion.

2.7 Tactics to Keep Students Talking

2.7.1 Build rapport with students.

Simply saying that you are interested in what your students think and that you

value their opinions may not be enough. In addition, comment positively about a

student's contribution and reinforce good points by paraphrasing or summarizing

them. If a student makes a good observation that is ignored by the class, point this out:

"Thank you, Steve. Karen also raised that issue earlier, but we didn't pick up on it.

Perhaps now is the time to address it. Thank you for your patience, Karen" (Junn,

1994). Wade (1994) suggests tagging important assertions or questions with the

student's name: The Amy argument or the Haruko hypothesis. Junn (1994) warns

against overdoing this, however, because a class may get tired of being reminded that

they are discussing so-and-so's point.

2.7.2 Bring students' outside comments into class.

Talk to students during office hours, in hallways, and around campus. If they

make a good comment, check with them first to see whether they are willing to raise
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the idea in class, then say: "Jana, you were saying something about that in the hall

yesterday Would you repeat it for the rest of the class."

2.7.3 Use nonverbal cues to encourage participation.

For example, smile expectantly and nod as students talk. Maintain eye contact

with students. Look relaxed and interested.

2.7.4 Draw all students into the discussion.

Students can be involved more by asking whether they agree with what has

just been said or whether someone can provide another example to support or

contradict a point: "How do the rest of you feel about that?" or "Does anyone who

hasn't spoken care to comment on the plans for People's Park?" Moreover, if you

move away from – rather than toward – a student who makes a comment, the student

will speak up and outward, drawing everyone into the conversation. The comment

will be "on the floor," open for students to respond to.

2.7.5 Give quiet student’s special encouragement.

Quiet students are not necessarily uninvolved, so avoid excessive efforts to

draw them out. Some quiet students, though, are just waiting for a no threatening

opportunity to speak. To help these students, consider the

2.7.6 Following strategies:

 Arrange small group (two to four students) discussions.

 Pose casual questions that don't call for a detailed correct response:

 "What are some reasons why people may not vote?" or "What do you

remember most from the reading?" or "Which of the articles did you

find most difficult?" (Neer 1987).

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 Assign a small specific task to a quiet student: "Carrie, would you find

out for next class session what Chile's GNP was last year?"

 Reward infrequent contributors with a smile.

 Bolster students' self-confidence by writing their comments on the

board.

 Stand or sit next to someone who has not contributed; your proximity

may draw a hesitant student into the discussion.

2.7.7 Discourage students who monopolize the discussion.

As reported in "The One or Two Who Talk Too Much" (1976), researchers

Karp and Yoels found that in classes with fewer than forty students, four or five

students accounted for 75 percent of the total interactions per session. In classes with

more than forty students, two or three students accounted for 51 percent of the

exchanges. Here are some ways to handle dominating students:

 Break the class into small groups or assign tasks to pairs of students.

 Ask everyone to jot down a response to your question and then choose

someone to speak.

 If only the dominant students raise their hand, restate your desire for

greater student participation: "I'd like to hear from others in the class."

 Avoid making eye contact with the talkative.

 If one student has been dominating the discussion, ask other students

whether they agree or disagree with that student.

 Explain that the discussion has become too one-sided and ask the

monopolizer to help by remaining silent: "Larry, since we must move

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on, would you briefly summarize your remarks, and then we'll hear the

reactions of other group members."

 Assign a specific role to the dominant student that limits participation

(for example, periodic summarizer).

 Acknowledge the time constraints: "Jon, I notice that our time is

running out. Let's set a thirty-second limit on everybody's comments

from now on."

 If the monopolizer is a serious problem, speak to him or her after class

or during office hours. Tell the student that you value his or her

participation and wish more students contributed. If this student's

comments are good, say so; but point out that learning results from

give-and-take and that everyone benefits from hearing a range of

opinions and views.

2.7.8 Tactfully correct wrong answers.

Any type of put-down or disapproval will inhibit students from speaking up

and from learning. Say something positive about those aspects of the response that are

insightful or creative and point out those aspects that is off base. Provide hints,

suggestions, or follow-up questions that will enable students to understand and correct

their own errors. Cohen (1991) suggests prompts such as "Good–now let's take. it a

step further"; "Keep going"; "Not quite, but keep thinking about it."

2.7.9 Reward but do not grade student participation.

Some faculty members assign grades based on participation or reward student

participation with bonus points when assigning final grades. Tatar (2005) describes a

grading scheme based on peer and professor evaluation: Students are asked to rate the
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class participation of each of their classmates as high, medium, or low If the median

peer rating is higher than the instructor's rating of that student, the two ratings are

averaged. If the peer rating is lower, the student receives the instructor's rating. Other

faculty members believe that grading based on participation is inappropriate, that is,

subjective and not defensible if challenged. They also note that such a policy may

discourage free and open discussion, making students hesitant to talk for fear of

revealing their ignorance or being perceived as trying to gain grade points. In

addition, faculty argues, thoughtful silence is not unproductive, and shy students

should not be placed at a disadvantage simply because they are shy. There are means

other than grades to encourage and reward participation: verbal praise of good points,

acknowledgment of valued contributions, or even written notes to students who have

added significantly to the discussion. One faculty member uses lottery tickets to

recognize excellent student responses or questions when they occur. He doesn't

announce this in advance but distributes the first ticket as a surprise. Tickets can be

given to individuals or to small groups. Over the term, he may hand out fifteen to

twenty lottery tickets. In a small class, you may be able to keep notes on students'

participation and devote some office hours to helping students develop their skills in

presenting their points of view and listening to their classmates (Kao

& Gansneder, 1995).

2.8 Psychological dimensions of classroom

2.8.1 Interaction

Howard (2002) describes that classroom interaction to be understood as a

psychological factoring in order to have the right perspective of its role in the

development of the classroom in general and in the learning of a second language in

particular. Interaction is basically a psychological factor and needs to view with

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reference to other factor and needs to be viewed with reference to other factors in

psychology that determine classroom learning. Interaction is a process individual,

situation and other factor co-ordinate together to produce an even with its purpose its

nucleus.

2.8.2 Interaction and Motivation

There is a definite relationship between classroom interaction and motivation.

Motivation is one of the fundamental psychological factors at work behind learning.

The teacher by creating interaction atmosphere can enhance the motivation of the

bright learner, the overage learner and the slow learner in various degrees. Interaction

thus function as a principal device in providing added motivation to all function of the

class.

2.8.3 Interaction and achievement

Classroom interaction is the environment in which student achievement is

realized and enhanced. Interaction and achievement are closely linked in the learner. A

class that is activity centered and interaction-oriented has great scope for the learning,

practice and use of the language and feel satisfied because of the level of achievement

the classes able to secure in one way or other. Interaction function both a means to

and a measure of achievement.

2.8.4 Interaction and Memory

Classroom interaction one-way or other on overt, concrete and perceptible

phenomenon which student even as silent spectators take benefit from. Memory as a

psychological factor of learning depends on the learning stimuli being overt, concrete

and perceptible. The more concrete and organized the material is the better will it be

impressed in the minds of the learner what ever his age may be. When learning
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involves concreteness i.e. concrete images, especially visual image or auditory images

of varying kind, the material hangs on in his memory, the intake component, the

retention component and the recall component of memory.

2.8.5 Interaction and creativity

Classroom interaction is a fundamental factor in developing and exploiting

student’s creative ability. Creativity is viewed as the individual’s endowment to

organize his environment in such a way to produce new and meaningful experiences.

Aspects of creativity are based on classroom interaction. When classroom interaction

is adequate the student finds himself in a challenging situation in which there occurs

greater student finds himself in a challenging situation in which there occurs greater

student involvement and participation. This is the environment that creativity requires

for its development of his creativity in a significant way. The teacher needs to

understand and be aware of the role interaction plays thus and organize his reaching in

this direction.

2.8.6 Interaction and skill

The development of any skill forming part of classroom interaction. By skill is

meant in general any component of behavior that can be acquired and development

only through certain well-defined habits.

2.8.7 Interaction and communication

Communication is most fundamental as psychological factor in the

development of personality. The learner in the classroom is placed in that situation in

order members of the community. The whole process is psychological. a

communication act is defined with references to the speaker, listener and the message

that is communicated.
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2.9 Student impressions of the value of participation

Morgan, J.B (1942) describes that from students comments it is possible to

create a rough typology of eight aspects of participation which students though were

potentially valuable.

2.9.1 Hones reasoning skills

It helped in development of academic skills such as argument and debate.

2.9.2 Encouraging critical ability

It allowed an opportunity to test ideas and some emphasized that participation

helped reline their thinking through feedback and criticism.

2.9.3 Accumulating and remembering facts and ideas

Other saw it more practically as opportunity to exchange information and

consolidate reading. It also helped them to clarity areas of confusion and concepts.

2.9.4 Enjoyment

Participation served the used function of keeping attention level high and

students alert. It could also as one noted, make the class enjoyable.

2.9.5 Motivation

At a basic level, the requirement to take part in participation sessions obliged

students to do the work needed. Participation gave them an incentive to study. Some

noted that they were motivated because participation was more interesting than

solitary study.

2.9.6 Chance for consultation

Participation sessions were also often informal opportunities to use the lecture

to clarify issues.
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2.9.7 Social skill

Participation assisted in the development of social skills, participation

confidence and people skills, from the need to interact.

2.9.8 Transferable skills

Humanities students often noted that it encouraged the development of

transferable skills, such a public speaking, presentation or quick thinking.

2.10 Factors affecting the lack of participation on the part of

students in the Classroom

2.10.1 Physical problems

Oldfather (2008) describes that the child may suffer from some ailment which

has led to assesses from school or non-participate in class or which renders it difficult

for him or her to perform certain of the motor skills associated with learning.

Ailments in the second category e.g., poor sight, Poor hearing, bronchial problems

mild brain damage affecting motor co-donation may have gone unrecognized for

some fear, even by the child him herself alternatively, in the case of stuttering for

example, they may be all too painfully obvious and may hold the unfortunate child up

to ridicule from teachers themselves.

2.10.2 Personal problem

These could have included such relatively simple factors as frequent changes

of school or of class or more complex ones such as limited attention span and high

distractibility. Frequent changes of schooling lead to problems of adjusting to new

teachers, new syllabuses and new teaching method and to new peer groups and

surroundings. Such changes, in addition to the cognitive strains they impose, leave

children feeling emotionally insecure and vulnerable, limited attention span and high
 23

distractibility are not dealt with so easily. Children faced with these difficulties find its

extra hard to settle to work, to concentrate for any length of time and therefore, to

undertake learning task successfully. In some cases, where the distractibility is of a

particularly marked kind and accompanied by almost constant physical activity.

2.10.3 Environmental problem

These include a poor or depressed background in which the child has no

encouragement to read or to use language, in which there are no facilities for home

work or private study, and in which the values the school are rejected and perhaps

even held up to ridicule. There may also be cases of actual physical rejection, perhaps

brought about by a broken home or by alcoholism in one or both parents.

2.10.4 Emotional problems

Morse (1971) describes that more relay, children may feel acute physical fear

of a teacher and go in dread of his or her lessons and teachings subject and find that

even the general class atmosphere becomes a source of disturbance and anxiety to

them whatever their cause, emotional problems can become a major hindrance to

participation and if allowed to go untreated can lead to a syndrome in which children

and their teachers become increasingly alienated from each other. Such children, s

parents disappointed by lack of progress in school upon them to work harder, thus

leaving the children with the feeling that no one understands their difficulties nor take

an in interests in helping solve them.

2.10.5 Atmosphere and other condition

According to experimental evidence, a hot stagnant air condition, noise etc

need not retarded the participation process, provided adequate stimulation is present.
 24

However, covered comparatively short periods of time and showed merely that when

is undertaken with a will, physical discomforts can be overcome.

2.10.6 Drug alcohol, caffeine, tobacco, Underage Drinking: A

Major Public Health Challenge

Home drug testing kit (2008) that by the time they reach the eighth grade,

nearly 50 percent of adolescents have had at least one drink, and over 20 percent

report having been "drunk" (1). Approximately 20 percent of 8th graders and almost

50 percent of 12th graders have consumed alcohol within the past 30 days (1). Among

12th graders, almost 30 percent report drinking on 3 or more occasions per month (2).

Approximately 30 percent of 12th graders engage in heavy episodic drinking, now

popularly termed "binge" drinking—that is, having at least five or more drinks on one

occasion within the past 2 weeks—and it is estimated that 20 percent do so on more

than one occasion (2).

2.10.7 Injury and Social problem

Underage alcohol use is more likely to kill young people than all illegal drugs

combined (5,6). Some of the most serious and widespread alcohol–related problems

among adolescents are discussed below. For a more detailed discussion of alcohol

problems in the college–age population, see Alcohol Alert No. 58 (7). Drinking and

Driving. Motor vehicle crashes are the leading cause of death among youth ages 15 to

20 (8). Adolescents already are at increased risk through their relative lack of driving

experience (9), and drivers younger than 21 are more susceptible than older drivers to

the alcohol–induced impairment of driving skills (4,9). The rate of fatal crashes

among alcohol–involved drivers between 16 and 20 years old is more than twice the

rate for alcohol–involved drivers 21 and older (10). Personal and private alcohol drug
 25

testing is an important part of helping an addict stops their substance abuse. Please

visit.

2.10.8 Domestic Violence problem

Public awareness is rapidly growing regarding the serious psychological and

physical harm that witnessing domestic violence can cause to children. In the past,

most of the focus has been on the grave harm that domestic violence causes to the

battered women and very little attention on the harm suffered by millions of children

who witness it. However, there is a growing concern about how exposure to violence

impacts a child. Research suggests that between 3.3 million and 10 million children in

the United States are exposed to domestic violence each year (Moore (2003).

Exposure to family violence has significant negative repercussions for children’s

social, emotional, behavioral, and academic functioning. These problems may be seen

in the different realms of the child’s life, especially regarding his/her performance at

school. While several researchers have already shown that domestic violence disrupts

a child’s academic as well as behavioral performance at school, I wanted to find out

how this process occurs. Exactly how does the violence among family members at

home translate into a child’s school life? Although many researchers agree that

millions of children are exposed to domestic violence each year, there is no consensus

regarding the specific number of children affected?

2.10.9 Cultural Differences problem

Motivation is a key issue in teaching a foreign language as well as other

subjects. One crucial difference is that teaching a foreign language has a significant

impact on the social nature of learners since it sometimes requires learners to adopt

new social and cultural behaviors (Auster and MacRone, 1994). Given that
 26

motivation is a complex, multi-dimensional construct whose influence is both internal

and external, Hyde and Ruth (2002) divide motivational components into two

categories: internal and external influences with a number of subcomponents. In the

process of language education, how do teachers' remarks affect their students'

motivation to learn? A questionnaire was organized and distributed to 90 students in

Japan and 88 students in the United States. Respondents were asked to review

remarks by native English-speaking teachers that had had negative effects on some

Japanese students and suggest responses that the teachers might have given so as not

to demotivate students.

2.10.10 Employment and domestic situations problem

Students select combinations of paid employment, domestic work, study

(including class attendance and associated activities), sleep and leisure. Assuming

non-compulsory class attendance, as in this case, paid employment will generally be

the least flexible activity, with domestic activities involving care and management of

dependents, especially small, disabled or primary school children also being relatively

time inflexible. All time not spent on paid or domestic work could be considered as

available for study and an increase in the former will reduce the latter. From that

comes the main hypothesis for this study that total study and paid and domestic

workload will be inversely correlated with achievement levels. The origin of this

study was in an observation by teaching staff that the two higher final grades (75

percent or more) in introductory economics seemed to be disproportionately achieved

by ‘internal’ or on-campus students, compared to ‘external’ or distance students. It is a

university goal to try and ameliorate as much as possible any disadvantage that might

be associated with being an external student. If domestic and employment

responsibilities are found to throw up barriers to achievement, then this poses some
 27

dilemmas with regard to university policies for how much latitude and assistance

should be extended to affected students. For example, course leaders may accept work

and domestic responsibilities as an acceptable reason for late submission of

assessments. In the first of what was to become a sequence of three annual surveys,

student results were analyzed considering variables that included learning mode

(external or internal) and other social and educational variables identified in other

.studies of achievement in tertiary education in general and economics in particular

2.10.11 Fatigue

Muscular, sensory and mental fatigues are generally differentiated from each

other muscular and sensory are conveniently designated as bodily fatigue. The chief

effect on the participation process in the accompanying disposition against sustained

intellectual activity. Experimental evidence shows that mental fatigue is extremely

.difficult to produce

2.10.12 Sex differences in fatigue

There is some evidence that during the secondary school years in particular,

gives are more susceptible to strain and worry than the majority of boys not only have

greater resistance physiologically, but being less conscientious, as a rule, acquire a

degree of immunity to fatigue by given up work that requires too much scholastic

.efforts (Gagne, 1970)

2.10.13 The effect of age on participation

Popular opinion concerning this importance problem has found concrete

expression in the maxim, you can’t teach an old dog new tricks; people may have

always realized that this maxim is only a half-truth the conviction remains that at forty

years of age or so. The following factors must be taken into account. The age of

maximum mental growth. The interests, motivation imperceptive background etc.

 28

Present at the age compared. The elasticity and general responsiveness of the nervous

.system (Blair, 1954)

2.10.14 Parent’s attitude

One of the important factors the participation of students in the classroom

physically and psychologically are parents. Parents are very important factor in the

.interaction of Students

2.10.15 Anxiety

Important psychological feeling during participation the existence of anxiety.

There can be many causes for it student’s interaction seems to get upset by little

things. Little unfriendliness or disproval will have disturbed them. Stresses and

uncertainties tied to human existences that affect the lives of all people. Difficulties

.associated with unresolved problems and conflicts in the student’s interaction

2.10.16 Learning problems

This included responses such poor attainment in basic subject, low ability,

.poor concentration, lazy and son on

2.10.17 Home problems

This included responses referring to poor home situations, parental neglect,

,parental instability, parental imprisonment or absence etc

2.10.18 Attention seeking

This was included because a number of responses were expressed simply as

.attention seeking with no indication of how this was manifested

2.10.19 Lack of motivation

Motivation is one of the basic factors of participation. Motivation in simply

.language means interest. Learning is directly proportional to our interest in learning

 29

2.10.20 Lack of clarity of presentation.

The subject matter must be presented clearly before the students, so that they

understand it properly. This is a very important factor of participation in the class. The

teacher has mental images of the subject matter that he likes to be teach to the

students. The success of teaching as well as learning will depend upon clarity of this

mental image. If a clear image is not formed on their minds, they will not participate

in their study properly. Therefore, the presentation of the subject matter should be as

.possible to make participation effective and successful

2.10.21 Love mental level of students

Interaction to a considerable extent depends upon level of intelligence of the

students. Though the teacher cannot be mush in this regard because level of one’s

intelligence is determined by heredity, the knowledge of the mental level of the

student can greatly help the teacher devise methods of teaching suited to the student’s

level of intelligence. The methods of teaching, therefore, have to the level of

.intelligence of the students

2.10.22 Lack of academic atmosphere

A very important and significant factor of participation is the provision of

academic and intellectual type of atmosphere for the students. The academic type of

atmosphere prevailing in the home and the school is a perpetual inspiration for the

children to learn more and more. If the academic atmosphere created in the class, the

students will more participate in the class. The lack of academic atmosphere affects

.the participation of the students in the class

2.10.23 Defective methods of teaching

Better and effective methods of teaching are essential for interaction. Mostly

poor interaction is the results of faulty methods of teaching. Instead of the old and
 30

traditional methods of teaching, modern psychological methods of teaching should be

used. Bad learning is mostly due to the fact that the subject matter is not clear to

.students on account of employing faulty methods of teaching

2.10.24 Lack of true reinforcement

Reinforcement is a procedure of associating pleasant or unpleasant

experiences, objects or events with the responses made by the students. The basic

idea of reinforcing a response or to weaken it strengthen a response or to weaken it.

Reinforcement plays a significant part in interaction and therefore the teacher should

.make use of this technique in the participation process (Shahid, 2000)

2.10.25 Lack of fresh air and sunlight

The size, general health condition and maturity of age of the child are

influenced by the amount of fresh air and sunlight that the child gets especially during

the participation in classroom. This is evident when comparisons are made between

.children of good and bad environment

2.10.26 Poor health

Good health is reflected in pleasant emotions, while poor health likes fatigue;

make a child cranky and irritable. When the child is very sick, he cannot proper.

participate in his study in the classroom. This is turn, makes his care increasingly

difficult. (Kundu, 1998)

2.10.27 Fears

Some times, fear limits us even before we get startled. We do not try our best,

because we are afraid of failure and perhaps ridicule. As a result, our superior abilities

.may never be discovered

 31

2.10.28 Economic condition

Economic factors affect participation considerable. Poverty contributes to

many though not all cases of delinquency. Conditions, which accompany poverty

(poor neighborhood, over crowding at home, parental worry and inharmonious

.homes) cause juvenile delinquency more than poverty itself (Skinner, 1964)
 32

CHAPTER 3

METHODOLOGY AND PROCEDURE

This section deals with the method and way of the study. It also defines nature

of design, sampling population and sampling methods of the study. It expresses about

the tool and its authentication of the tool.

a. Objectives of the Study

Main objectives of the study were:

2. To give awareness about psychological factors affecting students' participation

in the classroom.

6 To investigate physical factors that affect participation of students in the class.

7 To identify domestic problems that affect students' participation in the

classroom.

8 To analyze social factors affecting students' participation.

9 To identify mental factors that affect student’s participation in the class.

3.2 Nature of Design

The researcher used survey technique to accumulate the data about the

identifying factors affecting students' participation in the classroom and for this

purpose a questionnaire is managed.

3.1 Population and Target Population

All the learners of the Allama Iqbal Open University Islamabad, Dera Ghazi

Khan Campus were population of this study. Students of Master Level of Allama

Iqbal Open University Islamabad, Dera Ghazi Khan Campus were the target

population for gathering of facts and data.

 33

3.2 Sample and Sampling Technique

One hundred students of Allama Iqbal Open University Islamabad, Dera

Ghazi Khan Campus were chosen at Master Level and appropriate sampling

procedure was used to choice the sample.

3.3 The Instrument and Validation of the Instrument

The tool was trial verified to extent the rationality and dependability. For sake

of rationality the tool was discussed with a board of professionals. The tool was also

field verified to make it comprehensible for the defendants. The Cronbach reliability

coefficient was found to be 0.87.

3.4 Data Collection

The researcher individually visited all the postgraduate departments of the

Allama Iqbal Open University Islamabad, Dera Ghazi Khan Campus for data

gathering. 107 replies were received from the 120 respondents, therefore the response

rate was 88.6%, to which 7 were rejected and 100 responses were nominated for

exploration.

3.5 Analysis of Data

Data collected, tabularized, inferred and examined in relations of percentage.

 34

CHAPTER 4

DATA ANALYSIS

This section deals with the tabularization, investigation and explanation of the

information gathered from 100 learners of Allama Iqbal Open University Islamabad,

Dera Ghazi Khan Campus. The replies of questionnaire were tabularized and

conveyed in relations of percentage with the advantage of the Microsoft Excel for

extra analysis as follows:

Home Factors
Table 1: Identifying Home Factors Effecting Students'
Participation in the Classroom
Sr. SA A U D SD
Statement
No. % % % % %
Parents' illiteracy is the cause of less
1 25 45 10 17 3
participation in class.
Harsh and bad behaviour of parents makes
2 27 37 13 10 13
students less participant in class.
Students who do not enjoy love and care of
3 38 38 14 4 6
parents participate less in the class.
Domestic/financial problems are of one of the
4 reasons of student's less participation in 22 34 18 22 4
classroom.
Students who have to face domestic riots of
5 14 34 26 20 6
parents become less participated in the class.

School Factors
 35

Table 2: Identifying School Factors Effecting Students'

Participation in the Classroom
Sr. SA A U D SD
Statement
No. % % % % %
Bad seating arrangement in the classroom
6 20 48 16 10 6
makes students less participant in the class.
Difference between mother and
7 institutional language also makes students 24 33 19 17 7
less participant in class.
Lack of motivation from both parents and
8 teachers is the cause of less participation of 22 38 22 14 4
students in class.
Teachers providing less time for enjoyment
9 28 44 14 14 0
make students less participant.
Students having less interaction with other
10 23 44 23 7 5
classmates have less participation in class.

Physical Factors
Table 3: Identifying Physical Factors Effecting Students'
Participation in the Classroom
Sr. SA A U D SD
Statement
No. % % % % %
Weak eye sight also defects students ability
11 24 39 14 13 12
to participate in class.
Poor hearing skill damages student's
12 29 50 15 5 3
capability to participate in class.
Physical weakness hinders students to
13 17 53 13 15 2
participate in class.
Mental weakness of the students badly
14 40 40 14 4 2
affects in classroom participation.
Inferiority complex also makes students
15 20 37 30 12 3
less participant in class.
 36

Home Factors
Table 4: Parents' illiteracy is the cause of less participation in class.

Sr. SA A U D SD
Statement
No. % % % % %
Parents' illiteracy is the cause of less
1 25 45 10 17 3
participation in class.

Mean 20
Variance 266
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 1

Table 4& Figure 1 displays that 25% Strongly Agreed, 45% Agreed, 10% Undecided,

17% Disagreed and 3% Strongly Disagreed with the statement.

 37

Table 5: Harsh and bad behaviour of parents makes students less participant in

class.

Sr. SA A U D SD
Statement
No. % % % % %
Harsh and bad behavior of parents makes
2 27 37 13 10 13
students less participant in class.

Mean 20
Variance 154
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 2

Table 5& Figure 2 displays that 27% Strongly Agreed, 37% Agreed, 13% Undecided,

10% Disagreed and 13% Strongly Disagreed with the statement.

 38

Table 6: Students who do not enjoy love and care of parents participate less in

the class.

Sr. SA A U D SD
Statement
No. % % % % %
Students who do not enjoy love and care of
3 38 38 14 4 6
parents participate less in the class.

Mean 20
Variance 284
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 3

Table 6& Figure 3 shows that 38% Strongly Agreed, 38% Agreed, 14% Undecided,

4% Disagreed and 6% Strongly Disagreed with the statement.

 39

Table 7: Domestic/financial problems are of one of the reasons of students less

participation in classroom.

Sr. SA A U D SD
Statement
No. % % % % %
Domestic/financial problems are of one of
4 the reasons of student's less participation in 22 34 18 22 4
classroom.

Mean 20
Variance 116
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 4

Table 7& Figure 4 shows that 22% Strongly Agreed, 34% Agreed, 18% Undecided,

22% Disagreed and 4 % Strongly Disagreed with the statement.

 40

Table 8: Students who have to face domestic riots of parents become less

participated in the class.

Sr. SA A U D SD
Statement
No. % % % % %
Students who have to face domestic riots of
5 parents become less participated in the 14 34 26 20 6
class.

Mean 20
Variance 116
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 5

Table 8& Figure 5 shows that 14% Strongly Agreed, 34% Agreed, 26% Undecided,

20% Disagreed and 6% Strongly Disagreed with the statement.

 41

School Factors
Table 9: Bad sitting arrangement in the classroom makes students less

participant in the class.

Sr. SA A U D SD
Statement
No. % % % % %
Bad sitting arrangement in the classroom
6 20 48 16 10 6
makes students less participant in the class.

Mean 20
Variance 274
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 6

Table 9& Figure 6 shows that 20% Strongly Agreed, 48% Agreed, 16% Undecided,

10% Disagreed and 6% Strongly Disagreed with the statement.

 42

Table 10: Difference between mother and institutional language also makes

students less participant in class.

Sr. SA A U D SD
Statement
No. % % % % %
Difference between mother and
7 institutional language also makes students 24 33 19 17 7
less participant in class.

Mean 20
Variance 94
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 7

Table 10 & Figure 7 indicates that 24% Strongly Agreed, 33% Agreed, 19%

Undecided, 17% Disagreed and 7% Strongly Disagreed with the statement.

 43

Table 11: Lack of motivation from both parents and teachers is the cause of less

participation of students in class.

Sr. SA A U D SD
Statement
No. % % % % %
Lack of motivation from both parents and
8 teachers is the cause of less participation of 22 38 22 14 4
students in class.

Mean 20
Variance 156
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 8

Table 11 & Figure 8 shows that 22% Strongly Agreed, 38% Agreed, 22% Undecided,

14% Disagreed and 4% Strongly Disagreed with the statement

 44

Table 12: Teachers providing less time for enjoyment make students less

participant.

Sr. SA A U D SD
Statement
No. % % % % %
Teachers providing less time for enjoyment
9 28 44 14 14 0
make students less participant.

Mean 20
Variance 278
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 9

Table 12& Figure 9 shows that 28% Strongly Agreed, 44% Agreed, 14% Undecided,

14% Disagreed and 0% Strongly Disagreed with the statement.

 45

Table 13: Students having less interaction with other classmates have less

participation in class.

Sr. SA A U D SD
Statement
No. % % % % %
Students having less interaction with other
10 23 44 23 7 5
classmates have less participation in class.

Mean 20
Variance 262
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 10

Table 13 & Figure 10 displays that 23% Strongly Agreed, 44% Agreed, 23%

Undecided, 7% Disagreed and 5% Strongly Disagreed with the statement.

Physical Factors
 46

Table 14: Weak eye sight also defects student’s ability to participate in class.

Sr. SA A U D SD
Statement
No. % % % % %
Weak eye sight also defects students ability
11 24 39 14 13 12
to participate in class.

Mean 20
Variance 126
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 11

Table 14& Figure 11 displays that 24% Strongly Agreed, 39% Agreed, 14%

Undecided, 13% Disagreed and 12 % Strongly Disagreed with the account.

Table 15: Poor hearing skill damages student's capability to participate in class.
 47

Sr. SA A U D SD
Statement
No. % % % % %
Poor hearing skill damages student's
12 29 50 15 5 3
capability to participate in class.

Mean 20
Variance 380
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 12

Table 15& Figure 12 displays that 29% Strongly Agreed, 50% Agreed, 15%

Undecided, 5% Disagreed and 3 % Strongly Disagreed with the account.

Table 16: Physical weakness hinders students to participate in class.

 48

Sr. SA A U D SD
Statement
No. % % % % %
Physical weakness hinders students to
13 17 53 13 15 2
participate in class.

Mean 20
Variance 394
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 13

Table 16 & Figure 13 displays that 17% Strongly Agreed, 53% Agreed, 13%

Undecided, 15% Disagreed and 2 % Strongly Disagreed with the statement.

Table 17: Mental weakness of the students badly affects in classroom

participation.
 49

Sr. SA A U D SD
Statement
No. % % % % %
Mental weakness of the students badly
14 40 40 14 4 2
affects in classroom participation.

Mean 20
Variance 354
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 14

Table 17 & Figure 14 shows that 40% Strongly Agreed, 40% Agreed, 14%

Undecided, 4% Disagreed and 2% Strongly Disagreed with the statement.

Table 18: Inferiority complex also makes students less participant in class.

Sr. Statement SA A U D SD
No.
 50

% % % % %
Inferiority complex also makes students
15 20 37 30 12 3
less participant in class.

Mean 20
Variance 186
Observations 5
Df 4
P(T<=t) one-tail 0.5
t Critical one-tail 2.131847
P(T<=t) two-tail 1
t Critical two-tail 2.776445

Figure 15

Table 18 & Figure 15 displays that 20% Strongly Agreed, 37% Agreed, 30%

Undecided, 12% Disagreed and 3% Strongly Disagreed with the statement.

CHAPTER 5
 51

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

5.1 Summary

The purpose of this paper is to identify the factors effecting students’

participation in the classroom. The researchers conducted a survey study be

developing a questionnaire comprising of such factors and administered it to the

students of Allama Iqbal Open University Islamabad, Dera Ghazi Khan Campus. The

objectives of this study were: 1) To give awareness about psychological factors

affecting students' participation in the classroom. 2) To investigate physical factors

that affect participation of students in the class. 3) To identify domestic problems that

affect students' participation in the classroom. 4) To analyze social factors affecting

students' participation. 5) To identify mental factors that affect student’s participation

in the class. All students of Allama Iqbal Open University Islamabad, Dera Ghazi

Khan Campus were the population of the study and data were collected from 100

students of different departments of Allama Iqbal Open University Islamabad, Dera

Ghazi Khan Campus as sample. The data were analyzed and interpreted in terms of

percentage. It was concluded that different factors like domestic, psychological,

physical environmental and social factors affect students’ participation in the

classroom. The researchers also recommended suggestion for the removal of those

factors.

5.2 Findings
 52

The findings of the study were as follows:

1. 25% Strongly Agreed, 45% Agreed, 10% Undecided, 17% Disagreed and 3%

Strongly Disagreed with the statement that Parents' illiteracy is the result of

less contribution in lecture.

2. Strongly Agreed, 37% Agreed, 13% Undecided, 10% Disagreed and 13%

Strongly Disagreed with the statement that Bad and Harsh manners of parents

marks students less contributor in class.

3. 37% Strongly Agreed, 37% Agreed, 15% Undecided, 5% Disagreed and 6%

Strongly Disagreed with the statement that Students who do not adore

affection and attention of parents contribute less in the class.

4. 22% Strongly Agreed, 35% Agreed, 17% Undecided, 21% Disagreed and 5 %

Strongly Disagreed with the report that Home/economic problems are of one

of the causes of students less contribution in classroom.

5. 15% Strongly Agreed, 33% Agreed, 27% Undecided, 20% Disagreed and 5%

Strongly Disagreed with the statement that Students who look home unrests of

parents develop less contribution in the class.

6. 20% Strongly Agreed, 49% Agreed, 17% Undecided, 10% Disagreed and 5%

Strongly Disagreed with the statement that Bad seating arrangement in the

classroom makes students less contributor in the class.

7. 24% Strongly Agreed, 33% Agreed, 19% Undecided, 17% Disagreed and 7%

Strongly Disagreed with the statement that Dissimilarity among mother and

institutional language also makes students less contribution in class.

8. 23% Strongly Agreed, 39% Agreed, 21% Undecided, 14% Disagreed and 5%

Strongly Disagreed with the statement that Absence of inspiration from both

parents and teachers is the cause of less contribution of students in class.

 53

9. 29% Strongly Agreed, 43% Agreed, 13% Undecided, 13% Disagreed and 2%

Strongly Disagreed with the statement that Teachers given less time for

pleasure make students less contributor.

10. 23% Strongly Agreed, 44% Agreed, 23% Undecided, 7% Disagreed and 5%

Strongly Disagreed with the statement that Students having less collaboration

with other age group have less contribution in class.

11. 24% Strongly Agreed, 39% Agreed, 14% Undecided, 13% Disagreed and 12

% Strongly Disagreed with the account that Weak eye sight also defects

student’s ability to participate in class.

12. 29% Strongly Agreed, 50% Agreed, 15% Undecided, 5% Disagreed and 3 %

Strongly Disagreed with the account that Poor hearing skill damages student's

capability to participate in class.

13. 17% Strongly Agreed, 53% Agreed, 13% Undecided, 15% Disagreed and 2 %

Strongly Disagreed with the statement that Physical weakness hinders students

to participate in class.

14. 41% Strongly Agreed, 41% Agreed, 13% Undecided, 3% Disagreed and 2%

Strongly Disagreed with the statement that Mental weakness of the students

badly affects in classroom participation.

15. 20% Strongly Agreed, 37% Agreed, 30% Undecided, 12% Disagreed and 3%

Strongly Disagreed with the statement that Inferiority complex also makes

students less participant in class.

5.3 Conclusions
 54

On the basis of findings, it was concluded that Weak eye sight also defected

students ability to participate in class, Poor hearing skill damaged student's capability

to participate in class, Physical weakness hindered students to participate in class, Age

difference did not affect students' participation in the class, Mental weakness of the

students badly affected in classroom participation, Pollution had some damaging

effects on student's ability to take part in the class, Bad sitting arrangement in the

classroom made students less participant in the class, Climatic changes had a minimal

effect on the participation of students in the class, Teachers providing less time for

enjoyment made students less participant, Parents' illiteracy was the cause of less

participation in the class, Students had less participation in class because they were

indulged in unhealthy activities, Harsh and bad behavior of parents made students less

participant in the class, Students who did not enjoy love and care of parents

participated less in the class, Domestic/financial problems were of one of those

reasons of student's less participation in classroom, Students who had to face domestic

riots of parents become less participated in the class, Difference between mother and

institutional language also made students less participant in the class, Lack of

motivation from both parents and teachers was the cause of less participation of

students in class, Lack of confidence also discouraged students to participate in class,

Aggressive attitude of students became a cause of less participation in class, Students

having less interest in their studies participated less in the class, Students facing

family economic problems participated less in the class, Inferiority complex also

made students less participant in class, Students who watched TV excessively had a

minimal effect on the participation of students in the class, Students having bad

company remained less predicated in class, Students having less interaction with other

classmates had less participation in the class.

 55

5.4 Recommendations

On the basis of conclusions, the researcher recommended that:

1. Teachers should identify those students who have lack of lacking participation

in the class due to their weak eye sight and poor hearing skill, immediately

contact with their parents so that this deficiency could be removed with the

consultation of consultant and medical cure.

2. Students having mental weakness should properly be dealt with. Teachers

should give proper attention towards those students and involve them in

different types of activities with peers.

3. The class should properly be cleaned and decorated. There should be no

activity which created pollution as it disturbs the teaching learning process.

4. Proper sitting arrangement in the classroom can boost up students'

participation so that students may have no difficulty in viewing the

whiteboard, listening teacher's lecture.

5. Classrooms should be constructed according to learning environment so that

any climatic change may not affect participation of students in the classroom.

6. Teachers should also conduct healthy co-curricular activities like sports, tours

and be frank with their students.

7. Teachers should give more time to students whose parents are illiterate.

8. Parents should also give proper attention towards their children by having

regular contact with teachers.

9. Teachers should identify those students who are having domestic/financial

problems. These students should properly be guided in fee concession and

book bank facilitated by the institution and also get aware of them about

scholarships as well.
 56

10. Students who are facing language problems should gradually be habituated

with the institutional language. Presentations, dialogues and other activities

should be conducted in the classroom for increasing confidence.

11. Teachers should develop peer to peer relationship among students. Aggressive

attitude of students should be discouraged.

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 61

APPENDIX – A

QUESTIONNAIRE

Institution: Department of Education, University of Sargodha, Sargodha.

Name of Respondent:

Class: Age:

Please read the statements carefully and encircle the number which best shows your

view point.

Strongly Agree --- (SA) Agree --- (A) Undecided --- (U)

Disagree --- (D) Strongly Disagree --- (SD)

Home Factors
Table 1: Identifying Home Factors Effecting Students'
Participation in the Classroom
Sr. SA A U D SD
Statement
No. % % % % %
Parents' illiteracy is the cause of less
1
participation in class.
Harsh and bad behaviour of parents makes
2
students less participant in class.
Students who do not enjoy love and care of
3
parents participate less in the class.
Domestic/financial problems are of one of
4 the reasons of student's less participation in
classroom.
Students who have to face domestic riots of
5 parents become less participated in the
class.
 62

School Factors
Table 2: Identifying School Factors Effecting Students'
Participation in the Classroom
Sr. SA A U D SD
Statement
No. % % % % %
Bad seating arrangement in the classroom
6
makes students less participant in the class.
Difference between mother and
7 institutional language also makes students
less participant in class.
Lack of motivation from both parents and
8 teachers is the cause of less participation of
students in class.
Teachers providing less time for enjoyment
9
make students less participant.
Students having less interaction with other
10
classmates have less participation in class.

Physical Factors
Table 3: Identifying Physical Factors Effecting Students'
Participation in the Classroom
Sr. SA A U D SD
Statement
No. % % % % %
Weak eye sight also defects students ability
11
to participate in class.
Poor hearing skill damages student's
12
capability to participate in class.
Physical weakness hinders students to
13
participate in class.
Mental weakness of the students badly
14
affects in classroom participation.
Inferiority complex also makes students
15
less participant in class.
63