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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
American Educational Research Journal – SAGE
Published: Jun 23, 2016
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