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ERIC Number: EJ1129956
Record Type: Journal
Publication Date: 2016
Pages: 13
Abstractor: As Provided
ISSN: EISSN-1755-1382
Early Intervention: The Impact on Future Student Participation and Engagement in Classroom Environments
James, Carolyne
Practitioner Research in Higher Education, v10 n2 p12-24 2016
Existing literature shows students agree that active participation in the classroom is important and many want to engage. However, only one third regularly do so and previous studies have suggested that the vast majority of contributions in class may be made by a handful of students. The aim of this research was to explore from the student's perspective what they considered were the key barriers to actively participating in the classroom and to establish whether early intervention can have an impact on their participation. Initial findings revealed that a significant number of students have benefited from the intervention, however, the majority still experience difficulties participating in lectures. Responses indicated that for some students active participation is potentially negative especially for non-traditional and minority students. Traditional informal approaches to encouraging student participation through socialisation have been unsystematic and haphazard and their inadequacies and shortfalls have been highlighted by increasingly larger student groups and widening participation.
University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A