Mandatory Class Participation: Factors that Influence, Classroom Practices and Learning Outcomes

Abstract

Most studies on class participation examine spontaneous class participation that naturally takes place in a class and the factors that influence it. Very few studies have considered situations where class participation is mandated for particular modules and contributes to a significant proportion of the final grade. This paper looks at these issues.

On the whole, there were more similarities than differences between the factors that emerged as salient in this context as compared to studies cited in the literature. However, some new factors (such as how class participation is emphasized and monitored) have emerged, whilst others (such as creating sufficient and equal opportunities), have gained more prominence in this context.

The effects of mandating class participation seem positive, with survey results suggesting that the majority of students seem more prepared for classes, as well as more confident in speaking in class after attending several modules. Those who have participated more also seem to have done better in the examinations.