Exploring the Relationship between Class Participation and Student Performance in Science

Dorji Kinley, Sushma Pradhan
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引用次数: 2

Abstract

This study is a cross-sectional study and finds out class participation as an essential indicator in elevating the performance of the students. It explored the factors affecting the degree of class participation and its effect on science performance. Students of grade IX were selected as the sample for the study. In addition to a structured, self-administered questionnaire, the mid-term exam result was taken as an academic performance of the students. Appropriate inferential statistical tests, like the t-test and Pearson’s Product Moment Correlation, were computed to find the gender differences in-class participation and academic performances of the students and their relationships respectively. Further, an Exploratory Factor Analysis (EFA) was performed to explore factors affecting class participation. The inferential statistics results indicated that while there is no statistically significant difference between class participation and academic performance in science by gender, there does exist a positive association between class participation and academic performance. The EFA results revealed three principal factors responsible for varying degrees of class participation, namely the students’ affective traits, students’ cognitive traits and teachers’ traits.
探索课堂参与与学生科学成绩的关系
本研究是一项横断面研究,发现课堂参与是提高学生成绩的重要指标。探讨影响课堂参与程度的因素及其对科学成绩的影响。选取九年级学生作为研究样本。除了一份结构化的、自我管理的问卷外,期中考试的成绩也被视为学生的学业表现。通过适当的推理统计检验,如t检验和Pearson积差相关,分别找出学生课堂参与和学习成绩的性别差异及其关系。此外,本研究采用探索性因子分析(EFA)探讨影响课堂参与的因素。推论统计结果显示,虽然课堂参与与科学学业成绩之间没有统计学上的显著差异,但课堂参与与学业成绩之间确实存在正相关关系。EFA结果揭示了影响课堂参与程度的三个主要因素,即学生的情感特征、学生的认知特征和教师的特征。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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