Student Engagement in the Classroom: An Examination of Student Silence and Participation

• In Event: Top Papers in Instructional and Developmental Communication

Abstract

Engaged classroom interaction was explored through a content analysis of responses to open-ended questions, about graded participation strategies and cognitive engagement, from undergraduate (n = 134) and graduate (n = 75) students. Results indicated that more students reported harboring negative perceptions of graded participation policies, as compared to students who reported positive perceptions. Students also reported using a variety of observable and non-observable behaviors, other than oral participation, to remain engaged in the classroom.

Author

• Kevin R. Meyer, Ohio University