To participate or not to participate? A qualitative investigation of students' complex motivations for verbal classroom participation.

ABSTRACT: Previous research has suggested that making classrooms more active and student centered improves learning, and this usually involves encouraging student talk in the classroom. However, the majority of students remain silent during whole-class discussions, and men's voices are more likely to be heard in science classrooms. Previous interview studies and quantitative studies have discussed the role instructors play in encouraging or discouraging participation, the weight students put into the fear of negative evaluation, and other factors. However, interview studies on the experiences of college students in the sciences, specifically, are lacking. Thus, we conducted a qualitative interview study to investigate students' experiences deciding whether to participate verbally in class, focusing

SUBMITTER: Severe E 

PROVIDER: S-EPMC10846701 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature