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Oral Non-Participation in College Students: A Study of Characteristics*:

Oral Non-Participation in College Students: A Study of Characteristics*: ORAL NON-PARTICIPATION IN COLLEGE STUDENTS: A STUDY OF CHARACTERISTICS* CARL E. THORESEN Michigan State University One of the commonly accepted objectives of a liberal education is the development of participation skills. The liberally educated man is viewed as articulate, capable of critical analysis and commentary on many aspects of his culture (Barton, 1959; Cohen, 1964). Yet one of the problems often cited pertains to the failure of many students to partici­ pate and engage in classroom discussions (Korn and Black, 1962; Gol- burgh and Glanz, 1962). In many college courses the degree of oral par­ ticipation is an explicitly stated factor in evaluating students on the assumption tha t effective mastery of subject matter includes the ability to discuss the material meaningfully with others. Stern, Stein, and Bloom (1956), for example, provide evidence demonstrating the high positive relationship of student participation in class discussions and grade per­ formance. The present investigation explored some of the specific characteris­ tics which differentiate students as to oral participation in class in a university setting. The results, it is hoped, can be utilized in developing experimental classroom and counseling procedures to increase the fre­ quency of student oral participation. The variables influencing student http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Oral Non-Participation in College Students: A Study of Characteristics*:

American Educational Research Journal , Volume 3 (3): 13 – Jun 23, 2016

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References (31)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312003003198
Publisher site
See Article on Publisher Site

Abstract

ORAL NON-PARTICIPATION IN COLLEGE STUDENTS: A STUDY OF CHARACTERISTICS* CARL E. THORESEN Michigan State University One of the commonly accepted objectives of a liberal education is the development of participation skills. The liberally educated man is viewed as articulate, capable of critical analysis and commentary on many aspects of his culture (Barton, 1959; Cohen, 1964). Yet one of the problems often cited pertains to the failure of many students to partici­ pate and engage in classroom discussions (Korn and Black, 1962; Gol- burgh and Glanz, 1962). In many college courses the degree of oral par­ ticipation is an explicitly stated factor in evaluating students on the assumption tha t effective mastery of subject matter includes the ability to discuss the material meaningfully with others. Stern, Stein, and Bloom (1956), for example, provide evidence demonstrating the high positive relationship of student participation in class discussions and grade per­ formance. The present investigation explored some of the specific characteris­ tics which differentiate students as to oral participation in class in a university setting. The results, it is hoped, can be utilized in developing experimental classroom and counseling procedures to increase the fre­ quency of student oral participation. The variables influencing student

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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