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Student life - A playful way to learn
Bernadette Henderson1, Melanie Webb1
1Children's nursing at the University of Bedfordshire.
Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
|August 3, 2017
Summary
Many students dislike classroom speaking, as confident individuals often dominate discussions, leaving quieter students unheard. This impacts equitable participation and learning environments.
Area of Science:
- Education
- Psychology
- Sociology
Background:
- Classroom participation is crucial for learning.
- Some students exhibit reticence in verbal contributions.
- Dominant speakers can inhibit peer engagement.
Purpose of the Study:
- To explore the dynamics of student participation in classroom discussions.
- To understand the challenges faced by reserved students during verbal exchanges.
- To identify factors influencing student confidence in speaking.
Main Methods:
- Qualitative analysis of classroom interaction patterns.
- Surveys assessing student confidence and participation.
- Observation of student engagement in various academic settings.
Main Results:
- Reserved students often process information internally before speaking.
- Confident speakers can inadvertently monopolize discussion time.
- Participation levels vary significantly based on personality and topic.
Conclusions:
- Strategies are needed to encourage balanced participation.
- Creating inclusive speaking environments benefits all learners.
- Further research should explore interventions for reserved students.
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