Dont Raise Your Hand: The Effect of Mandatory Participation on Students

Kaylee Oh
March 8th 2017

Independent Research G/T

Dr. Melissa Kiehl

Abstract
 Students everywhere are forced to participate in classrooms. Research can suggest that, in

many cases, required participation is not fair for all students. Many find speaking out to be an

uncomfortable situation for them. There are many factors that determine what persuades students

to participate, however, many of the hesitations in conversation come from individual

insecurities. The purpose of this research was to understand whether or not students should have

a choice to participate in class, and the effects of mandatory participation on middle and high

school students. If successful, this research could change the conventional expectations of

participation among students. Research was conducted through interviews and various sources.

Data was collected through survey responses. It was discovered that many students prefer not to

speak out in class and many find participation to give them anxiety and nervousness. It was

concluded that students should be given the choice whether or not they participate in classroom

discussion. This method will allow for a much needed change in the system of participation and

allow the most comfort for all students. It will increase the quality of discussion and offer more

benefits to all students.

Introduction:

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 Imagine this: a student sits in class, embarrassed because their teacher put them on the

spot, completely silent without the answer, and receiving a low grade for not participating.

Thinking to themselves, if they had known the answer, their hand would have been raised. Many

students in high school have likely been in this situation. However, the stress and embarrassment

is not justified. Students in middle and high school classrooms should not be required to

participate and receive a grade for class discussions, but rather have the ability to choose to

participate, due to the added stress and potential negative effects on students. This paper will

argue the unfairness of participation due to differing personality types between students, the

classroom environment, and class subject.

Students have always been expected to participate in classroom discussions. It can be a

requirement for all students, even those who are introverted, shy, or experience anxiety.

Sometimes, participation may be necessary in order to assess progress, like in a foreign language

class. However, in most cases, participation can be an added, unnecessary stressor in a students

daily life. Participation can even count for a portion of the final grade. If not all students feel

comfortable with speaking in front of the class, and those students are penalized for something

they can not help but feel, it does not give any benefits to the student. They are stressed, anxious,

and uncomfortable, just to receive a low grade. It is time to change the conventional methods and

expectations of requiring student participation in middle and high school classrooms.

Review of Literature:

There are differing personality types between all students. Requiring participation is not

fair to all students. Each individual has their own personality, likings, and fears. There are sixteen

Myers-Briggs Type Indicator (MBTI) personality types, but they can be generalized as introverts

and extroverts. Students can generally be put into one of these categories (Beauvois, Margaret

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Healy, and Jean Eledge). Introverts are shy by nature and extroverts are comfortable around

others. There are differences in the qualities of these individuals, even in a classroom setting. An

introverted student would be expected to shy away in class and rarely speak or contribute.

Extroverts on the other hand would gladly speak and share their thoughts (Beauvois, Margaret

Healy, and Jean Eledge). If a teacher expects all students to demonstrate the qualities of an

extrovert, the introverts will struggle and their grades can be jeopardized (Bean, John C., and

Dean Peterson). Grading participation based on a students discussion and speaking can penalize

introverts for being themselves. It should be taken into account that listening is also a form of

participation. If a student is actively listening and paying attention to the discussion, it can show

focus and help increase understanding (Weimer). Since students are individuals with their own

insecurities and fears and they should be able to do what best suits their personalities. If given a

choice to participate, introverts and extroverts alike would be able to have the most effective

learning experience, without penalization or feeling the pressures of receiving a grade. Giving

feedback is also an effective tool to asses discussion, but only giving constructive criticism and

praise.

Anxiety is in high prevalence among the lives of many, including students, being the

third largest mental health problem in the world (Abi-Najem, Nicole) . Many of these students

who suffer from anxiety already struggle socially on a daily basis, and participation makes

school an added stress. When facing a group of people and having to think on the spot, students

with anxiety face many personal mental challenges. They may feel criticized and extremely

insecure, which is not something they can control (Social Anxiety Disorder and School/Student

Life ). Students can feel overwhelmed by their thoughts and choke up, resulting in the student

being unable to answer the question or share their thoughts. These effects are not ones that can

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be suppressed, hidden, or controlled. It would not be fair to grade participation for those who

find it mentally and even physically challenging to speak out. It can be humiliating for a student

to have to apologize for reactions and feelings that are completely out of ones own control

(Social Anxiety Disorder and School/Student Life ). Any student with anxiety should not have

be embarrassed. They should be able to show other ways of active learning without having to

break down in front of their peers, or face a harsh criticism. If students with anxiety were able to

choose whether or not they participate, they could effectively listen and learn without having to

induce a panic attack. Grading participation can seem as a punishment for anxiety-induced

reactions, unfair to any student already struggling.

These contrasting personalities in the classroom can give some students an advantage to

participate and, therefore, earn a higher grade than others in the class who can not help but be

silent. Not all students have the equal opportunity to share and discuss their ideas. Allowing

students to choose whether or not they participate will create a better atmosphere in the

classroom and allow for a system best fit for each student individually, especially if there is a

wide variety and offset balance of introverted and extroverted students within one class.

Classroom environment can be a determining factor of participation. A positive

relationship between the students and teachers creates a more positive, comfortable environment

for the students. Allowing students to offer their opinions on the lesson structure can be

beneficial to their overall experience (Dancer, Diane, and Patty Kamvounias). Instructors can use

feedback from the students in order to assess the lesson plan and adjust it to best fit the abilities

of the students (Richter, Fredrick, and Dean Tjosvold). This creates a pleasing environment for

the student by a natural increase and ease in participation. A good relationship between the

teacher and their students can offer more benefits to students. Instead of constant criticism from

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an instructor, peer review can be an effective method for students to receive proper feedback on

their performance. A positive relationship amongst students will allow for students to be

comfortable with peer evaluation (Mainkar, Avinash V.). Giving students a chance to voice their

opinions can create an encouraging environment for students and allow for educators to

understand specific strengths and weaknesses of students, necessary to help bring improvement

and ensure a higher quality of learning experience. If students had more of an opinion in the

classroom it would lessen the weight of stress due to participation. Education should surround

the student and their needs. Allowing students to have a say in lesson plans give benefit for

students to have a better experience that supports them, not oppose them.

Another factor of participation within the classroom can be the role the teacher plays in

classroom. In some classrooms, lectures may be common. If the class is mainly lead by the

teacher, students may not get an opportunity to share their ideas (Weimer). When students are too

dependent on their teachers to give them ideas, they will not need to think for themselves.

Students need proper guidance to fuel their ideas on their own, not to be spoon-fed and given the

right answers (Ives). Instructors need to provide proper support and to allow the students to think

for themselves and generate ideas on their own. They also need to give time for the students to

participate, and encouragement. Students can easily be discouraged by how they feel the teacher

will judge them. Creating a judgment-free atmosphere will naturally bring more of an open

conversation in the classroom (Chandran, Ravi). Giving students an opportunity to have an open

discussion creates a friendly atmosphere where students can feel compelled to share their ideas.

Whereas closed discussions can lead to students feeling constricted and limited to a certain set of

ideas. Closed discussion does not allow for a deeper understanding or flow of ideas. Whether or

not students are having discussions in small groups or as a class should be considered when

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evaluating participation. If students are in smaller groups, they can have a chance to feel more

comfortable sharing to a few people, rather than the entire class (Grading Class

Participation.). When addressing the entire class, it can be very nerve racking for some students.

Teacher expectations will usually change the outcome of participation.

Each classroom has a different environment and balance of students. It would not be fair

to require something of students if they are not comfortable. Instead of pressuring students to

speak out, instructors should work to create a welcoming environment for all students. Due to the

contrasting environments of different classrooms, it would not be reasonable for students to

participate every class. Allowing students to choose whether or not they participate will give

them more comfort and benefit in the classroom.

There are many different subjects, some more suitable for participation than others. In the

foreign language classroom, many students experience anxiety. Learning a foreign language is

hard as it is, and when students are asked to participate, people are found to be particularly

stressed (Horwitz, Elaine, et al.). However, the effect of anxiety on each individual is specific to

the student. It can vary from no discomfort at all to a complete change in study or avoiding the

credit altogether. (Horwitz, Elaine, et al.) The expectations of the class can differ between class

subject. It would be harder for a student to participate and for a teacher to grade the participation

in a mathematics class, rather than a foreign language or an english class. It depends if the class

is well fit for discussion. However, sometimes participation can be necessary or show

improvement and understanding. In a foreign language class, if a student does not participate it

would be hard for a teacher to see their understanding of the language and communication skills

(Weimer). There are not other ways that students can show communication skills without

speaking. However, if given feedback and constructive criticisms, students will only benefit and

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have room to improve, without feeling like they have failed. Even if students need to show

improvement, casual discussions can reduce the stress of speaking, but also give the teacher an

opportunity to examine their communication skills.

There is no one definition of participation. It varies wildly between teachers and different

classes. Students can receive so many different messages and expectations when there is no one

set of guidelines to follow. It can become overwhelming and increasingly stressful. If students

were given a choice to participate, there would not be as much stress as to whether or not they

are meeting the teachers expectations. Conversation and discussion in the class, if given less

emphasis and formality, can lead to a better learning experience for all students.

Not only is it difficult for students to participate, it can also be challenging for instructors

to grade and successfully execute a class discussion. For example, teachers need to choose who

gets to speak first and can control the level of opportunity for a student to put out their ideas

(Ives). It can be hard for them to decide who gets the chance to speak who does not. The chances

of a teacher seeing the eager hands raised out of their sight are impossible. Students are

competing for the teachers attention. Sometimes, a student can have their hand raised and never

get a chance to speak. They wanted to participate, but simply were not given the opportunity. If

one student is constantly speaking, even though their ideas are not insightful, competes for floor

time with a shy student, rarely speaking, but adding important information, the teacher will most

likely remember the outgoing student. Teachers can unconsciously value quantity of participation

over the quality (Casimir). If students had a choice whether or not they speak, the quality of the

discussion would improve since students would only share their worthy ideas.

Teachers can only push students so far. In the end, it is only up to the student to choose

whether or not they actively participate. No matter how much a teacher asks or threatens, if the

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student is content on the idea of remaining silent, there is not much a teacher can do. Students

main goals are ones of performance and mastery (Turner, Julianne, and Helen Patrick).

Performance is when they want to say anything to feel like a part of the discussion, and

understanding is to have a personal and deeper understanding of the topic (Turner, Julianne, and

Helen Patrick). Instead of pushing and making students uncomfortable, they should be given a

choice. This will only result in a positive learning experience.

There are multiple ways teachers can appropriately assess students without placing them

in an uncomfortable situation. For example, response cards can yield a significant benefit to

students and teachers. It allows students to present their knowledge, and for teachers to assess

their engagement (Gardner, Ralph, III, et al.). Also, because of the new importance of technology

in schools and throughout society, teachers can use this to their advantage. Online programs like

classroom discussion boards allow students to feel more confidence in their answers and interact

without the stress. It also gives students time to prepare their ideas to avoid humiliation if they

mess up(Classtalk: A Classroom Communication System for Active Learning). Students should

be able to freely communicate with their peers without having to feel like they are feeling judged

by teachers. Instructors should only encourage students without chastising them for mistakes

they may make under pressure. The current system of conventional participation is outdated and

in need of a change to better support students.

Students should be ensured the best possible learning experience to enhance their

knowledge. They already face stress on a day to day basis, and participation can be an

unnecessary stressor. It is time to make a students time worthwhile. Students should be able to

choose whether or not they want to participate, and only be graded to help, not harm the

students grade. Participation should not be something to be have anxiety over. Teachers need to

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create a positive and open environment where so much pressure is not put on pupils.School is

only for the benefit of the students, therefore students should be ensured a positive, most

beneficial experience that they deserve. Teachers and schools should implement effective

programs and lessons to allow an easier flow of discussion and communication, to make

participation less of a formal task. Students should not be penalized for being the way they are or

having the fears they do. Each individual is deserving of an environment where they can freely

express themselves without a fear of judgement to keep them silent.

Research Method and Data Collection:

The research question attempted to be answered was Should the grading of participation

and discussion in middle and high school classrooms be required, and what are its effects on

students?. It was hypothesized that the grading of participation and discussion in middle and

high school classrooms should not be required due to the possibility of negative effects on

students. It was argued that there is no constant definition of participation or method to evaluate

participation. It will also be argued that the necessity of participation can differ between class

subject, and there are many factors that determine whether or not participation should be

required. A Descriptive Research method and qualitative research was used. In order to

investigate student opinion on participation, a survey was conducted. The survey was taken by

sixty-five anonymous middle and high schoolers. The survey was distributed by link on multiple

social media platforms of the surveyor. Responses to the survey questions were graphed and

charted to display the results of the data collection.

Results and Data Analysis:

Each of the following graphs displays responses to each of the survey questions (Appendix A).

After each graph there will be a brief analysis of what the data can represent.

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Figure 1:

Most of the survey respondents were high schoolers.

Fugure 2:

The survey was taken by more females than males.

Figure 3:

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The survey was taken by more White people than those of any other ethnic background. There

was no correlation between student opinion and ethnic background.

Figure 4:

Most survey respondents have been required to participate and have received a grade for it.

Middle school respondents were more likely to not have received a grade for participation or

have been required to participate.

Figure 5:

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Most of the survey respondents have experienced anxiety in participation. It was analyzed that

uncomfort felt when having to participate is common. Many students felt embarrassed when

having to participate. Anxiety and embarrassment are two common factors in why a student may

not want to participate.

Figure 6:

Most students had negative feelings about participation. Many noted the stress it brings them and

how they wish it were a more casual opportunity. Many felt pressured to speak when there are no

clear expectations.

Figure 7:

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Most students felt that participation should not be graded. Some thought that it was an accurate

representation of engagement in the classroom.

Figure 8:

Most students felt teachers do not give an adequate amount of time to think of a response after

being asked a question. Some felt there is enough time to react after being asked a question.

Figure 9:

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Most students responded in favor of open discussions. It was expressed that there was less stress

in these conversations and that everything did not have to be so structured. Open discussion

allowed for an easy and natural flow of discussion.

Figure 10:

Most students feel there are other ways to show engagement and understanding other than raising

your hand and speaking.

Most students recall negative experiences involving participation. It is evident that each

student has their own individual opinions. Allowing a student to choose whether or not they

participate will let those who are uncomfortable speaking listen to those who are comfortable

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speaking. This will allow for more comfort. If participation is not graded and only constructive

criticism is given, it can take the stress and formality out of participation. If the process of

participation were more casual, students would feel more comfortable speaking and sharing their

ideas.

Discussion and Conclusion:

The current system of participation is outdated and in need of a change. The expectations

do not coincide with the necessity of middle and high school students. Students should be given

the choice whether or not they wish to participate. This research can show the negative effects of

mandatory participation on students. The results of this research can represent the needs of

students when they are discussing a topic within the classroom, and what most students would

prefer. Of course each student has their own opinions and ideas, however educators and pupils

need to compromise to make sure the students are only given the best possible educational

experience they deserve. In the future, student opinion should be factored in when making lesson

plans and planning for discussions within the classroom. The comfort level of students should be

taken into consideration before deciding how a discussion will be introduced. A new system of

participation can be molded with the understanding of student needs and opinions.

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Appendix A:

Copy of blank survey.

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