Why do students shy out and do not participate in classroom discussion? Submitted To:
M.A (Education) 3rd Semester (R)
Why do students shy out and do not participate in classroom discussion? Chapter 1
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 Punjab 1993 survey. Shy or silent students were 11.9% in 1990-91 and 11.3% in 1994-95. The revised CPRs are 23.7% and 29.1%, respectively. In 1993, a follow-up survey among non-users in Punjab province showed that CPR increased from 13% in 1990-91 to 18% in 1993. Shy out students was the most widely used method, followed by the condom and female sterilization. The increase in CPR is attributed to more open reporting among shy or silent student. Revised CPRs that include shy or silent student were consistent with total fertility rates in all 3 nationally representative surveys. Typically shy or silent student were older by about 2.3 years than current student, Shy or silent students had longer duration of greater illiteracy, and less contraceptive knowledge about methods and sources this is the cause they do not participate in classroom discussion. Research has distinguished shy out students from introversion, although they are typically related. Introverts simply prefer solitary to social activities but do not fear social encounters as do the shy, while extroverts prefer social to solitary activities. Although the majority of shy are introverted, shy extroverts are found in many behavioral settings. They are privately shy and publicly outgoing. They have the requisite social skills and can carry them out flawlessly in highly structured, scripted situations where everyone is playing prescribed roles and there is little room for spontaneity. However, their basic anxieties about being found personally unacceptable, if anyone discovered their "real self," emerge in intimate encounters or other situations where control must be shared or is irrelevant, or wherever the situation is ambiguous in terms of social demands and expectations. 1.3 Problem statement
The study was carried out under the title “why do students shy out and do not participate in classroom discussion”. 1.4 OBJECTIVES OF THE STUDY
The objectives of the study were:
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.
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.
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
Please join StudyMode to read the full document