Background of the Study
Whatever form it takes, being in a small seminar, a large lecture, or a normal classroom, students learn much better whenever they are actively involved. However, most teachers experience great disappointment when students’ performance contradicts teacher’s expectations.
The success of every class is a joint responsibility of the teacher and the student. The possibility of achieving this target or goal will depend on the mechanism put in place. It is therefore not surprising that greater recognition and attention are now being given to class participation. Of much appealing interest are the recent attempt by educational scholars to quantify and grade class participation and also to validate the relationship among quality of class discussion and quantity of class participation.
The American Accounting Association Education Change Commission stated in their first position statement that students should be active participants in the learning process, not passive recipients of information. Kleirwer (2000) wrote that conclusion involves all kinds of practice that are ultimately practices of good teaching and what a good teacher does is to think thoughtfully about children and develop ways and means to reach them all. Students’ performance is obviously one of the most important concerns of every educational Institution since it determines the final placement of the child in the future. Parents send their wards to school hoping for holistic social and academic upbringing of their wards. But this cannot be successful without a serious look at the methods of teaching to be adopted to enhance the understanding of the students. Poor academic performance resulting from lack of understanding of subject matter is one of the major problems in senior High Schools, and the situation is like ‘chalk and cheese’ at where the researcher have chosen for this research work. A casual observation revealed that first...
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