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Action Research entitled: Improving Classroom Participation to Enhance

Academic Performance

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 Dungtse Central School

Phongmey: Trashigang

Action Research entitled:

Improving Classroom Participation to Enhance

Academic Performance

Research scholars:

Mr. Shedrup Zinjay (Lead Researcher)

Ms. Pema Wangmo
Ms. Sonam Pelden
Mr. Suraj Rai
Mr. Karma Thinley

2019

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 Table of Contents

1. Abstract……………………………………………………………………………………3
2. Introduction…………………………………………………………..……….………..… 4
3. Reconnaissance……………………………………………………….…..…………..…...5
4. Aims and Objectives…………………………………………………..…...…….…..…..10
5. AR Question………………………………………………………………………...……10
6. Data plan (Methodology)…………………………………………..…..………………...11
7. Action plan (Timeline)……………………………………………….....………………..11
8. Acting………………………………………………………………….…………………12
9. Observing: Data analysis and discussions…………………………………...…………..13
10. Reflecting: ………………………………….…………………………….….…………..22
11. Conclusion………………………………………………………………….……………23
12. Findings………………………………………………………………………………….23
13. Recommendation………………………………………………………………………...24
14. References…………………………………………………………….…….……………25
15. Appendixes………………………………………………………………....……………27

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AR topic: Improving Classroom Participation to Enhance Academic Performance

Abstract

Classroom participation is must for the enhancement of academic learning. This paper
looks specifically on the strategy on how to improve the learners’ classroom participation to
enhance their academic learning. The aims and objectives of this action research is to improve
students’ active participation in classroom teaching and learning, explore the reasons why
students hardly take part in classroom teaching and learning, and to investigate the relationship
between class participation and academic performance. The researchers have adopted
quantitative data collection method. The data has been gathered through the survey
questionnaires and class test. After collecting the data, the descriptive analysis is used in order
to explain the quantitative data using frequencies, mean, percentage, and standard deviation to
conclude the findings. It has used the experimental design as its purpose was to find the
improvement in classroom participation and its relationship to the academic performance. While
sampling, the gender equity was ensured and adopted fifteen boys and fifteen girls. The
researchers used marginal error of ±2 as sampling error. Therefore, the researchers concluded
the findings to 86.67% confidential level (26 out of total population 30). The researchers have
used the interventions like being approachable to the learners and motivating them through
reinforcement. These interventions are helpful for the learner to enhance their academic
learning.

Key words: classroom participation, enhance academic learning, approachable, academic

performance

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 Introduction

Classroom participation is an important method of learning. Learning is not just between

the student and the teacher but a part of whole classroom experience. Students learn best when
learning is active. When the students are actively engaged in the learning process, the outcome is
better. The knowledge, values and attitudes are acquired better when active learning takes place.
The students who actively participate in the class learn more than those who do not. Participation
in the class also reflects how much the student like the lesson.

Potential Benefits of the Action Research and the situation

This research paper would benefit both the teachers and students to have active
participation in the classroom. In order to have active participation the teachers need to know the
strategies to boost students’ participation. The intervention used in this research would make the
teachers and students to have active participation which would yield outstanding result. The
classroom participation directly affects their academic performance. Weaver and Qi (2005)
assert, “The students who actively participate in the class are able to learn better than those who
do not” (p.573). It clearly supports that classroom participation helps to achieve better academic
performance.

This action research is based on the researchers’ experience as a teacher at Dungtse

Central School in Trashigang. The problem addressed in this action research is; most of the
students don’t participate in the classroom. The researchers explored a way forward for students’
participation in the lesson. The researchers came up with an intervention plan ‘being
approachable to all the students’ to improve classroom participation. The academic result and
learning is directly affected by the classroom participation and interaction. Briggs (2003) argued,
“The learning process depends on the level of student-student interaction and student-teacher
interaction.” This statement proves that the students learn best when there is active classroom
participation.

While doing this action research, the researchers collected pre-data through class test
without intervention. After a month of intervention, the researcher again gathered post data
through class test and survey questionnaire. The descriptive analysis is done through pre-data
and post-data to conclude the relationship between active participation and their academic

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performance. This action research would be able to instill massive participation to improve
academic performance in the school.

Reconnaissance

Reconnaissance is derived from the French word ‘reconnitre’ meaning ‘to look at’. It is a
preliminary data gathering.

It has three components;

1. Situational analysis
2. Competence
3. Literature review

1. Situational analysis

Dungtse Central School is first instituted as Middle Secondary School in the year 2009.
The school was formally inaugurated by Her Royal Highness Ashi DechenYangzomWangchuk
on 18th December 2009. The school is located approximately 1,800 meters above the sea level
and at a distance 38 km away from Trashigang Dzongkhag Head Office. The school is one of
the remote schools in Bhutan.

One of the greatest challenges for the teachers in Dungtse Central School is to integrate
students’ participation in the classroom teaching and learning. It has been observed that students
of the school are generally inactive and unresponsive during the lesson. They are reluctant to
participate in any kind of classroom activities like team discussions, team presentations,
question-answer sessions, and volunteerisms despite teacher’s repeated efficacy to stimulate
them. Discussion with other teachers also shared same problem which has actually brought down
the overall performance of the students. This is a clear indication that students’ participation is
indispensable for academic achievement following the fact that they learn more when they act
and react through active participation. Abdullah (2012) has conducted studies on the similar
topic and found that the students are reluctant to open up in the class when the teacher and

5
students are not familiar. However, Fassinger (1995), Krupnic (1985), and Crombie (2003) seem
to feel that gender and socio-economic background have a strong correlation with how likely a
student is to participate in classroom discussion.

Over several years of teaching experience in this school, the researchers tried various
methods and teaching strategies including latest 21st century pedagogy to overcome this
challenge yet could not come close to the understanding of the real reason behind students’ lack
of participation. Analyzing current situations and problems, the researchers felt that this issue
deserves serious attention and need to resolve it at the earliest possible. Considering its
importance to the students and teachers, it’s imperative to do something about it before way too
late. The teachers cannot blame everything to the students about such behavior. Sometimes the
teachers as educator should question themselves ‘Are they really stimulating and triggering their
students to participate?’ Morgan (1991) asserts, “The traditional ‘stand and deliver’ style of
teaching no longer does the job, that it fails to develop students’ critical thinking and problem-
solving skills, and that it suppresses natural creativity and curiosity.” The way teacher delivers
lessons can also prove influential and obligatory in bringing about classroom participation. The
researchers felt a genuine need to conduct research on it and bring about mammoth transition in
current practice of teaching-learning.

2. Competency

Teacher researchers

The researcher Mr. Shedrup Zinjay, graduated from Samtse College of Education is
taking English as main electives. This is his nine years in the teaching profession. He has
conventional research background as he has completed his master degree in English from
Yonphula Centenary College. He has defended and completed his dissertation. As he has good
research background, he is competent to conduct Action Research on this topic. Moreover, he
has a critical friend who is competent enough. He is already a great researcher who helps the
researcher in every step. He has conducted one research previous year. He acts as the
researcher’s advisor. So, the researcher is competent to conduct this action research.

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 The researcher Mr. Sujar Rai, graduated from Samtse College of Education is taking
biology and chemistry as main electives. He had been in teaching profession for past three years.
He was briefly introduced to action research during our 2nd year at the college and in the
following year during his teaching practice at Khasadrapchu Middle Secondary School he
conducted action research on class VII students. In final year, again he was introduced to action
research as one of their module. After going through action research module for one whole
semester he has accumulated enough knowledge to carry out research comfortably. This was
further ignited when he received a workshop on Action Research based on ‘Improving
Educational Practices’ at Merak P.S. Now he is fully prepared and very much competent to carry
out action research.

The researcher Ms. Pema Wangmo, graduated from Samtse College of Education is
taking English and History as main electives. She had been teaching for over eight years in
Dungtse Central School. Although she has not done any research so far, she has attended a
workshop on Action Research based on ‘Improving Educational Practices’ so she is very much
competent to conduct Action Research.

The researcher Ms. Sonam Pelden, graduated from Samtse College of Education is taking
English and Geography as main electives. She had been teaching for over eight years in Dungtse
Central School. Although she has not done any research so far, she has attended a workshop on
Action Research based on ‘Improving Educational Practices’ so she is very much competent to
conduct Action Research.

The researcher Mr. Karma Thinley has PGDE in English, graduated from Samtse College
of Education. Although he has not done any research so far, he has research background from
SBIP on action research. The knowledge from SBIP in action research would make him
competent to do this action research.

Student

The students involve in this action research were briefed on their roles before they are
into research. The students’ normal classes were not disturbed. Their health and interest were
constantly checked in order to make them competent in doing this action research.

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Role of critical friend

A critical friend can be defined as a trusted person who asks provocative questions,
provides data to be examined through another lens, and offers critiques of a person’s work as a
friend. A critical friend takes time to fully understand the context of the work presented and the
outcomes that the person or group is working toward. The critical friend is an advocate for the
success of that work. In order to do this action research, the critical friend helped the researchers
in collecting data (questionnaires, observations, student outcomes). Mr. Kinga Tshering is the
critical friend for this action research. He has excellent research knowledge. He has done one
action research which was funded by Sherig Endowment Fund from TPSD. He has been
continuously sharing ideas of action research. With his guidance and support the researchers
were able to complete this action research.

3. Literature review

All the parents and the teachers would prefer their children to get outstanding academic
results. The teachers and students strive to get excellent performance. However, most of the
students fail to achieve excellent result. This is because of lack of active learning in the
classroom. In order to have excellent performance, active learning is vital. The active learning
would take place when there is more interaction. Mckeachi & Svinicki (2006) mention, “The
students pay attention and think more actively during the discussion and thus it facilitates
actively learning.” This statement proves that active participation would yield better result. If the
students want to learn actively they must take part in discussion in the classroom. The prototypic
teaching method for active learning is discussion. Lowman (1995) asserts, “Discussion requires
interaction between students and teacher, so its effectiveness depends heavily on the quality of
students-teacher relationship.” This statement tells that classroom participation happens more
when the teachers are familiar and approachable to the students.

When there is less or no classroom participation taking place during the teaching and
learning session, there will be low academic performance. In order to support this statement,
Berdine (1986, p.23) declares, “The professors who lack motivational skills are likely to result in
the low participation of students in the class.” That is why the teachers need to motivate the

8
students to participate more in the class. One strategy to provoke students’ participation is by
being friendly with the students. Fritschner (2000) concludes, “Instructors with facial expression
and encouraging voice can have a great impact on students’ class participation.” However, Adler
(1987) noted, “All genuine learning is active, not passive. It involves the use of the mind, not just
the memory. It is the process of discovery in which the student is in the main agent, not the
teacher.” Berdine (1986) took in consideration that the learning is dependent on factors such as
teacher’s friendly nature, his or her approachability and open- minded. However, Adler believes
that students are the main agent in classroom participation, not the teacher. In context to their
statement, the researchers firmly support both the approaches owing to the fact that it’s a
collaborative effort that can bring about participation in the classroom. This idea is further
supported by Meredith (1985) who believes that participation requires equal interaction between
teachers and students.

Lowman (1995, p.159) claims, “Discussion can be effective way to provide shy students
a platform to speak out and contribute towards classroom participation.” However, Larkin and
Pines (2003) argued, “Sometimes attempt to include students in discussion can result in
undesirable effects and avoidance behavior.” On the contrary, it is not clear from the works of
Lowman (1995, p.159) what kind of discussion would actually drive shy students to participate
in the class. In addition, very vague information is shared by Larkin and Pines (2003) about what
discussion type would actually lead to undesirable effect. In relation to their statements, the
researchers believe that discussions can have positive impact on classroom participation
provided it is properly guided, oriented and managed by concern teachers. This assumption is
further supported by Oakley and et al., (2004) who found that discussion is vital for interaction
and participation.

Meyer (2009) claims, “Students’ feelings about participation grades are worthy of
investigation because if they like being graded, they might be persuaded to engage actively in the
class.” On the contrary, Wood (1996, p.112) argues, “Participation grade does not promote
participation nor measures students’ learning.” Meyer’s finding is not clear since he did not give
clear and explicit criteria to access students’ participation. On the other hand, Wood’s view is
that participation grading has nothing to do with participation of students in the class which
actually is not true. The researcher feels that it is important to have grading but with good sets of

9
criteria to access individual student. This idea is further supported by Armstrong & Boud (1983),
who suggested that the teachers should distribute explicit criteria which will access participation
of students at the beginning of the academic year.

Students’ interest, taking part and readiness to participate affect the quality of discussion
as an opportunity for learning. As a teacher, the challenge is to make all the students take part in
the class discussion and talk to each other on the given topic. But in most cases the students
never come forward and don’t take it as an opportunity to learn for their betterment. Therefore,
to overcome these challenges, the researchers have come up with ‘being approachable to all the
students’ as an intervention strategy based on the findings from literature review.

As an educator, the teacher researchers were inspired to conduct this action research on
‘Improving Classroom Participation to enhances Academic Performance’ on class ten students to
find out the remedy to awake the students for greater participation to achieve their outstanding
academic performance. The researchers also wanted to know the effect of the teachers being
approachable to the students’ participation. Further, the researcher wanted to explore the
students’ participation and its relationship to their academic performance.

AR aims and objectives

The aims and objectives of this action research are to:

 To improve students’ active participation in classroom teaching and learning.

 To explore the reasons why students hardly take part in classroom teaching and learning.
 To investigate the relationship between class participation and academic performance.

AR question

How can we improve students’ participation in the classroom teaching and learning?

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 Data plan (Methodology) and Action Plan
The researchers have adopted quantitative data collection method. The data has been
gathered through the survey questionnaires and class test. After collecting the data, the
descriptive analysis is used in order to explain the quantitative data using frequencies, mean,
percentage, and standard deviation to conclude the findings. This action research has used the
experimental design as its purpose was to find the improvement in classroom participation and
its relationship to the academic performance.

Action Plan (Time line)

Schedule for Action Research

Activity Dateline Remarks

Research proposal preparation Week 3 February

Research proposal
Week 1 March
presentation: School Level
Research proposal
Week 2 March
presentation: Cluster Level
Baseline data collection and Review by TC and release of
Week 4 March- Week 1 April
analysis Fund

Intervention Week 2 April- Week 4 May

Post data collection and If required planning and

Week 1 – Week 2 June
analysis conducting second cycle
Report writing and sharing of
Week 2 August
finding
Presentation of report to :
School AR committee & Week 2 September
Cluster level AR committee

11
Research report submission to
Week 4 October
MoE

Acting

After the planning is completed, the researcher started to implement the plan. The
researcher used random sampling technique in consideration to large number of sample size in
classroom. While sampling the gender equity was ensured and adopted fifteen boys and fifteen
girls. The researchers used marginal error of ±2 as sampling error. Therefore, the researchers
concluded the findings to 86.67% confidential level (26 out of total population 30).

After sampling is done from class ten, the researchers started to work on the data
collection. The researcher taught the lesson in the normal style without intervention and collected
the data through class test. Their frequency of classroom participation was also recorded as its
baseline data. Then the researchers used intervention ‘being approachable to all the students’ to
help sample students to participate in the classroom for a month. During the intervention time,
the researcher changed the method of teaching by being approachable to all the students. The
researcher taught the lesson with calm and fair expression in friendly way. In addition, the
researcher also used more motivational words in order to let them inspire to open up and
participate in the teaching and learning lesson. All the time, the students’ responds are
acknowledged by giving positive reinforcement. After intervention implemented, again the
researcher collected the data on class test and frequency of classroom participants in the lesson.

In addition, the researcher surveyed through questionnaires to find appropriateness of the

selected intervention for the students to find whether or not it helped in their classroom
participation. The researcher analyzed the pre-data with post-data and questionnaire data in order
to conclude the effectiveness of the selected intervention to prove the improvement in classroom
participation and academic performance.

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 Observing: Data analysis and discussions

In order to check the ground reality of the data, first the researcher taught the lesson
without intervention and conducted a class test. The result of the class test was kept as the
baseline of the data. During the session, the number of classroom participation by the students
was also recorded.

Table 1: Pretest Result of the sample students

Minimum Standard
N Maximum Mark Mean Remarks
Marks Deviation
30 0.5 8.5 4.62 2.49

The table 1 shows the baseline data for the pretest result of class test. Out of 10 marks, the
minimum mark scored by a sample student was 0.5 and maximum was 8.5. Their mean was 4.62
and standard deviation was 2.49.

Table 2: Sample students’ participation before intervention

N No. of Students’ Participation Percentage Remarks

30 6 20%

The above table 2 shows the sample students’ classroom participation before intervention. Out of
30 students in the class only 6 of them participated during the entire lesson without intervention.
Through this data the researcher knew that only 20% of the students were participating in the
class in normal way without any intervention.

13
 After the collection of baseline data, the researcher implemented the intervention ‘being
approachable to all the students’ for a month. The teacher’s friendly nature and approachability
influenced students’ participation to the great extent. Students are more open to speak and share
if the teacher is amicable which can create conducive environment for more classroom
participation. Teachers’ positive reinforcement will be a key to encourage students to participate
in the class. After the intervention, the researcher conducted the class test to find the
effectiveness of the selected intervention.

Table 3: Posttest Result of the sample students

Minimum Standard
N Maximum Mark Mean Remarks
Marks Deviation
30 4 10 7.3 2.14

The above table 3 shows the posttest data of class test. It was conducted after intervention for a
month. Out of 10 marks, the minimum mark scored by a sample student was 4 and maximum
was 10. Their mean was 7.3 and standard deviation was 2.14.

Table 4: Sample students’ participation after intervention

N No. of Students’ Participation Percentage Remarks

30 25 83.3%

The above table 4 shows the sample students’ classroom participation after intervention. Out of
30 students in the class, 25 of them participated during the entire lesson while having
intervention. Through this data the researcher knew that when the teacher is approachable to the
student, the percentage of classroom participation is as high as 83.3%.

14
Table 5: Classification of sample students before intervention

Score Range Classification No. of Sample students Percentage

5 Above Above Average 16 53.33%

4 - 4.9 Average 3 10%

3.9 Below Below Average 11 36.67%

Total 30 100%

The above table 5 shows the classification of sample students into; above average student,
average student, and below average student before intervention. In the class test result without
implementing intervention, 16 students got above average which is of 53.33%. There were 3
students who were average student. The average student was 10 %. Out of 30 students, 11 of
them were under below average which was 36.67%.

Table 6: Classification of sample students after intervention

Score Range Classification No. of Sample students Percentage

5 Above Above Average 29 96.7%

4 - 4.9 Average 1 3.3%

3.9 Below Below Average 0 0%

Total 30 100%

The above table 6 shows the classification of sample students into; above average student,
average student, and below average student after intervention. In the post class test result with
intervention, 29 students got above average which is of 96.7%. There was 1 student who was
average student. The average student was 3.3%. Out of 30 students none of them were under
below average.

15
Table 7: Difference in classification of sample students before and after intervention

Difference/
Pretest Posttest Improvement
No. of No. of
Score Sample Percenta Sample Percent
Range Classification students ge students age Percentage Remarks
5
Above Above Average 16 53.33% 29 96.7% 43.3% Improved

4 - 4.9 Average 3 10% 1 3.3% 6.7% Improved

3.9
Below Below Average 11 36.67% 0 0% 36.67% Improved

Total 30 100% 30 100% 86.67%

The above table 7 shows the difference in classification of sample students before and after
intervention. Before implementing the intervention, the below average students was 11. After
intervention, there were no pupils reported to be in the below average group. This shows all the
below average students have improved with 36.67%. In case of average students, before
intervention, there were 3 students and after intervention, average student has decreased to 1.
This shows 6.7% improvement in average category. In above average category, the number of
student was 16. After the intervention the number of student has climbed to 29 where additional
13 students jumped to this category. This shows 43.3% improvement after the intervention. The
overall improvement after intervention is 86.67%.

16
Table 8: Difference in classroom participation of sample students before and after intervention

Classification No. of Sample students Percentage Remarks

Before intervention 6 20% Baseline

After intervention 25 83.3% Improved

Difference /
Improvement 19 63.3% Improvement

Line graph:1 Classroom participation

Classroom Participation
30
25
20
15
Classroom Participation
10
5
0
Pretest (Baseline) Posttest (Final)

The above table 8 and line graph1 shows the difference in classroom participation of sample
students before and after intervention. Before intervention, 20% of the students participated in
the classroom teaching and learning. As the intervention begins, the teacher began to be
approachable by being friendly and responsive to the students. All the time, the research teacher
acknowledged their words and participations. Their responses were reinforced with positive
comments. Then the number of active participation increased day by day. The data shows that
with intervention, 83.3% of the students were participating in the teaching and learning lesson.
There is the difference of 63.3% between without intervention and with intervention. This
difference shows that ‘being approachable to all the students’ is necessary as a teacher for the
participation of the students.

17
Line graph 2: Mean marks before and after intervention

Mean Marks
8

4
Mean Marks

0
Pretest (Baseline) Posttest (Final)

The above graph shows the difference in mean marks of sample students before and after
intervention. Before intervention, the mean mark of pretest was 4.62. After implementing
intervention for a month, the mean mark raised to 7.3. This difference shows that the intervention
‘being approachable to all the students’ is working well for the students to get good marks.

18
Line graph 3: The relationship between classroom participation and academic performance

30

25

20

Before Intervention
15
After Intervention
Difference / Improvement

10

0
No. of participant Mean Standard Deviation

The above line graph 3 portrays the relationship between classroom participation and academic
performance. Without intervention, only 6 students (20% of the students) participated in the
classroom teaching and its result mean mark was 4.62 out of 10. The standard deviation was
2.49. After the intervention ‘being approachable to all the students’ the number of classroom
participants increased to 25 which is 83.3 %. With this intervention and participation, their result
mean mark raised to 7.3. It was increased by 2.68 marks. The standard deviation dropped to 2.14.
This proves that the classroom participation has direct impact on the academic performance.
When there is more classroom participation there will be good performance.

19
Data on survey questionnaire on classroom participation

In addition to data analysis through class test, the researchers have done survey
questionnaire on classroom participation. The data was collected based on three parameters;

 I think active classroom participation is very important to enhance better learning.

 I can participate well in the class when the teachers are approachable.
 I like to participate in the class when the teachers reinforce me.

This survey was done in order to make it clear and explicit that the intervention ‘being
approachable to all the students’ is necessary and helpful for the teachers. It will serves as a
complementary data for the analysis result of pretest and post test data. This survey has been
done after the intervention so that the students share their perspectives on ‘being approachable to
all the students’ by the teachers and its effect to them.

Graph 1: I think active classroom participation is very important to enhance better learning.

35
30
Male
25
20 Female
15 Total
10
5
0
Strongly Agree Agree Disagree Strongly Disagree

The above graph 1 tells on how the students personally think active participation is very
important to enhance better learning. Out of 30 students, 29 (15 girls and 14 boys) told that they
strongly agree with the statement. This data concluded that 96.66% of the students feel
classroom participation is very important to enhance their learning.

20
Graph 2: I can participate well in the class when the teachers are approachable.

30
25
20
Male
15
10 Female
5 Total
0
Strongly Agree Agree Disagree Strongly
Disagree

The above graph 2 shows that whether the students feel like to participate or not when the
teacher is approachable. In this statement, 27 students (14 boys and 13 girls) strongly agreed to it
and 3 students (2 girls and a boy) agreed to it. This data proves that the students can participate
more when the teachers are approachable to them.

Graph 3: I like to participate in the class when the teachers reinforce me.

20

15
Male
10
Female
5
Total
0
Strongly Agree Agree Disagree Strongly
Disagree
.

The above graph 3 portrays whether the students like to participate in the class when the teacher
reinforce them or not. To this statement, 15 students (9 girls and 6 boys) strongly agreed. 10
students (6 girls and 4 boys) agreed to the statement. There is a boy each for disagree and
strongly disagree. From this data, the researchers conclude that the teacher’s reinforcement is
necessary to help in classroom participation.

21
 Reflecting

While carrying out this research, the researchers were satisfied that the intervention
‘being approachable to all the students’ works well to have more and active classroom
participation which will yield outstanding academic performance.

The researcher used the intervention ‘being approachable to all the students’ to find out
how it helps for classroom participation in the teaching and learning session. The data shows
only 6 sample students participated without implementing aforementioned intervention. After
implementing selected intervention, the post data revealed that the number of active participant
increased drastically to 25. Through this data, the researcher proved that intervention ‘being
approachable to all the students’ is working well in teaching and learning session to have active
classroom participation.

The researched data shows that there is correlation between classroom participation and
academic performance. When the participation was less, their academic performance was also
less. For instance, when there were 6 participants during the lesson, its pretest result has mean of
4.62. Later, when the participants increased to 25, its mean was increased to 7.3. Therefore, this
data proves that there is correlation between classroom participation and academic performance.

This action research helped the researchers to understand and apply ‘being approachable
to all the students’ during the teaching and learning session. The researchers were confident that
being approachable to all the students would inspire the students to participate more in the
teaching and learning session. This would ultimately help to achieve high academic performance
of the students. Thus, the researchers believe that being approachable to all the students is
necessary as a teacher to have his or her students’ active participation and high academic
performance.

Conclusion

The followings are the findings of this action research;

 The number of participant before intervention ‘being approachable to the students’ was 6.
 The pretest result’s mean score was 4.62 and standard deviation was 2.49.

22
  After implementing the aforementioned intervention, the number of classroom participant
increased to 25.
 The posttest result’s mean was increased to 7.3 and standard deviation decreased to 2.14.
 Before intervention the minimum marks of a student in pretest was 0.5 and maximum
were 8.5.
 After intervention the minimum marks of a student in posttest was 4 and maximum was
10 out of 10.
 The survey questionnaire, “I think active classroom participation is very important to
enhance better learning.” Here, 29 of 30 sample students strongly agreed.
 The survey questionnaire, “I can participate well in the class when the teachers are
approachable.” In this statement, 27 of 30 sample students strongly agreed.
 The survey questionnaire, “I like to participate in the class when the teachers reinforce
me.” In this statement, 15 of 30 sample students strongly agreed and 10 of 30 sample
students agreed.

Findings

Based on the above findings, the followings are the conclusions;

 The intervention ‘being approachable to all the students’ helps to have more classroom
participation in teaching and learning session.
 When the classroom participation is low, their academic performance too is low.
 When the classroom participation is high, their academic performance is also high.
 The students’ classroom participation directly affects their academic performance.
 The students participate more when they are reinforced.
 The students like to participate when the teachers are approachable to them.
 The students don’t participate in the class when the teacher is not approachable and
unfamiliar.
 The teachers can improve students’ participation by being approachable to all the
students.

23
Through this analysis, the researchers conclude that the intervention ‘being approachable to all
the students’ is very much necessary for the students to participate in the teaching learning
session. If there is active participation, it directly helps their academic performance.

Recommendation

Based on the above findings and conclusions, the following recommendations are suggested;

 All the teachers need to be approachable to the students.

 Facial expression and mood of the concern teacher affects the students’ classroom
participation.
 To have effective classroom participation the teachers need to reinforce the students’
responses.
 This action research should be continued.

24
 References

Adler, P. (1987). Observation: Complex research method. Retrieved from

http://www.webpages.uidaho.edu/CSS506/Technique%20Readings/Baker%20

Berhanu, K. (2015). Improving students’ participation in active learning method. Journal of

Education and practice. 6(22). 29-33.

Briggs, B. (2003). The study of classroom organization.

Causes for the low-participation of students in the English lessons (2014). Retrieved from

https://academica-e.unavarra.es/bitstream/handle/2454/11505/TFM%20Upna-
%20Ruiz%20de%20Erenchun%20Lizarraga.pdf?sequence=1&isAllowed=y

Kumar, R.D. (2007). Students’ classroom participation for improved learning in an English
language skills course: Action Research. Retrieved from Larkin
http://www.crie.org.nz/research-papers/r.d.kumar_wp.pdf

Larkin, J., & Pines, H. (2003). Asking Questions: Promoting student-faculty interchange in the
classroom. Retrieved from

https://www.psychologicalscience.org/observer/asking-questions-promoting-student-
faculty-interchange-in-the-classroom

Lowman, J. (1995). Mastering technique teaching. Retrieved from

https://www.amazon.com/Mastering-Techniques-Teaching-Joseph-Lowman/dp/ 07879
5568X

Meyer, M. (2009). Classroom participation strategy in principal of finance course. American

Journal of Business Education. 2(2). 39-46.

Morgan, M. (1991). Closeness and peer group influence. Retrieved from

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-8309.1991.tb00933.x

25
Oakley, O. (2004). Classroom participation and discussion effectiveness: Student generated
strategies. Retrieved from

https://www.researchgate.net/publication/248940284_Classroom_Participation_and_Disc
ussion_Effectiveness_Student-Generated_Strategies

Weaver, R., & Qi, Q. (2005). Classroom organization and participation: College students’
perception. The Journal of higher education, 76(5), 570-601.

26
 Appendixes

Individual Student Consent Form

Date: 25th April 2019

Dear Student,

We are in the process of working on an Action Research. The topic of our research is Improving
Classroom Participation to enhance Academic Performance. Over a period of two months,
we will observe your class to collect data and we assure that no harm in any form will be done to
you. Any information that can be identified with you will remain confidential.

In order to successfully conduct our research, we are requesting your permission to collect data
for our research. If you agree to participate in our research, we would like you to kindly fill up
the form given below with your signature.

If you have any questions or concerns, please feel free to talk to us.

Thanking you in advance for your support.

Sincerely,

Shedrup Zinjay Sonam Pelden

Karma Thinley Pema Wangmo

Suraj Rai

Dungtse Central School

I………………………………… of class………………… in Dungtse Central School, have read

the consent form and agree to participate voluntarily in the above mentioned Action Research.

Signature:…………………… Date:…………………

Adapted from https://earlyactionresearch.wikispaces.com/file/view/Consent+forms.doc

27
 Class Test

Subject: English Total Marks: 10

Direction: Read the following questions carefully and answer it in the answer sheet.

1. Who is Smith? (1)

2. How did Millet carry his own coffin? (2)

3. If you were Millet, would you agree to let others use your name for fame and money? Justify.
(5)

4. The use of subtle humour makes reading pleasant and appealing. The author uses humour in
the story ‘Is He Living or Is He Dead’? Identify TWO humour used in the story. (2)

28
 Survey questionnaires

Dear students,

Given below are the set of survey questionnaire. There are around THREE questions. Please
have a patient and find time in answering the following questions. Little effort from your part
will make a big difference.

1. Demographic Information [Tick the most appropriate].

Please tick the most appropriate response(s) that corresponds to your level of agreement or
disagreement against the following items.

[SA= Strongly Agree, A= Agree, SD= Strongly Disagree, D= Disagree]

SL. Statement SA A SD D

I think active classroom participation is very important to enhance better

1
learning.

2 I can participate well in the class when the teachers are approachable.

3 I like to participate in the class when the teachers reinforce me.

Your participation in this survey questionnaire is highly appreciated.

29
 Student’s Participation Checklist

Observer: …………………………… Date of Observation: ………………

Number of students present during the observation: …………..

Class being observed: …………………………

Direction: Put tick against the student who participates during the session.

Teacher’s Chalkboard
Table

Key:

: Student

30

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