Dynamics of Classroom Participation: Evidence from Higher Education in Pakistan

Abstract

This study was designed to determine the forms and level of classroom participation and to explore if active students, when teaching as prospective teachers in cooperative schools, facilitate their students’ active participation. All students of the teacher education department in a multidisciplinary university constituted sample. In first phase, an observation sheet was used to achieve first objective and to indicate the active and passive students for observation at second phase. Findings suggested that senior class students participated more actively in class activities.   Furthermore, active students were engaged in giving volunteer answers, asking relevant questions, giving forced answer, giving personal experience, reading book, giving example, using board and asking irrelevant questions respectively. In the second phase, selected active and passive students were observed in real classroom setting as prospective teachers when they were engaged in teaching practicum. Findings revealed that active (prospective teachers) made their students more active than passive students did.