Creating a Community of Learning Through Classroom Discussion: Student Perceptions of the Relationships Among Participation, Learning, Comfort, and Preparation
Abstract
Prior research indicates that the frequency with which students participate in classroom discussion is positively related to learning. This study examines students' perceptions of the relationship between their class discussion participation and learning and between preparation and both comfort with participating and actual discussion participation. The results from the qualitative thematic analysis of open-ended questionnaire responses indicate that students perceive a positive relationship between their discussion participation and learning in five primary ways. A further contribution is the reported value of other students' comments for learning. Findings also show that students perceive positive relationships between their preparation for class and both their comfort with and their tendency to participate in class discussions.
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