Why Do Students Shyout and Do Not Participate in Classroom Discussion
Assignment
Topic Why do students shy out and do not participate in classroom discussion? Submitted To: Sir Submitted By:
Faiqa Attique Roll NO:
138
M.A (Education) 3rd Semester (R)
Why do students shy out and do not participate in classroom discussion?
Chapter 1
1.1 Abstract
Research has shown that shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. The findings of two studies undertaken are presented; in each study participants were rated for shy out students by their class teachers. The first study (of 10-year-olds) found that shy students test performance was influenced by the form of the test - they performed less well when the test was administered individually relative to the same test being administered to the whole class in a group setting. A second study asked students (aged 5-9 years) to sort and describe a set of pictures. The shy student was briefer with shorter mean length of utterances and less linguistic diversity, and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy student responses are constrained by their concerns about evaluation and do not necessarily reflect underlying differences in competence. The paper discusses the implications of this research for the classroom. 1.2 Introduction
This study examines the hypothesis that shy, silent students that do not participate in classroom discussion of contraceptives in Pakistan underreport contraceptive usage. Data were obtained from the 1984-85 and 1994-95 Contraceptive Prevalence Surveys, the 1990-91 Demographic and Health Survey, and a
Topic Why do students shy out and do not participate in classroom discussion? Submitted To: Sir Submitted By:
Faiqa Attique Roll NO:
138
M.A (Education) 3rd Semester (R)
Why do students shy out and do not participate in classroom discussion?
Chapter 1
1.1 Abstract
Research has shown that shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. The findings of two studies undertaken are presented; in each study participants were rated for shy out students by their class teachers. The first study (of 10-year-olds) found that shy students test performance was influenced by the form of the test - they performed less well when the test was administered individually relative to the same test being administered to the whole class in a group setting. A second study asked students (aged 5-9 years) to sort and describe a set of pictures. The shy student was briefer with shorter mean length of utterances and less linguistic diversity, and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy student responses are constrained by their concerns about evaluation and do not necessarily reflect underlying differences in competence. The paper discusses the implications of this research for the classroom. 1.2 Introduction
This study examines the hypothesis that shy, silent students that do not participate in classroom discussion of contraceptives in Pakistan underreport contraceptive usage. Data were obtained from the 1984-85 and 1994-95 Contraceptive Prevalence Surveys, the 1990-91 Demographic and Health Survey, and a
References: Byrnes, A, D. (1984). Forgotten children in classrooms: Development and Characteristics. The elementary school journal, Vol.84, No.3 [Online] Available: http://www.JSTOR.com (April 15 2011) Cheek, J, M., & Mechoir, L. A. (1990). Shyness, self-esteem and self-consciousness. In H Crozier, W, R. (2002). Shyness: Development, Consolidation and Change. London: Routledge Publishers. Dupper, D, R Henderson, L, & Zimbardo, P, G. (1996).Encyclopedia of Mental Health. (vol. 3, pp. 497 - 509). San Diego: Academic Press. Honig, A Malouff, J. (2008). Helping Young Children Overcome Shyness. New south Wales, Australia: Armidale. Reece, B, L., & Brandt, R. (2005). Effective Human Relations: Personal and Organizational Applications. New York: Hougton Mifflin Company. Zimbardo, P, G., & Radl, S, L