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Advances in Social Sciences Research Journal – Vol. 9, No. 9
Publication Date: September 25, 2022
DOI:10.14738/assrj.99.13077. Oppong Frimpong, S. (2022). The Push and Pull Factors of Learners’ Participation in the Classroom Learning Process: The Case of
Agona West District, Ghana. Advances in Social Sciences Research Journal, 9(9). 236-255.
Services for Science and Education – United Kingdom
The Push and Pull Factors of Learners’ Participation in the
Classroom Learning Process: The Case of Agona West District,
Ghana
Samuel Oppong Frimpong
University of Education, Winneba, Winneba, Ghana
ABSTRACT
The push and pull factors of the classroom learning environment and learners’
participation has been an issue of concern to all stakeholders in education. This
stems from the fact that there are factors of the classroom learning environment
that can either enhance or impede a learner’s ability to actively participate and
learn in the classroom. With the knowledge of this, two research questions were
formulated to guide the collection of qualitative data in the form of interview and
observation from 16 participants who were Early Childhood Education (ECE)
teachers. The study employed case study design. The analysis of data and discussion
of findings were done thematically being informed by the objectives of the study.
The study revealed that seating arrangement, class size, instructional materials,
nature of furniture and the classroom size and the relationship between teachers
and their learners were among the factors that could either pull or push learners’
chances of actively participating in their classroom activities. Based on the findings,
it is being recommended that the government of Ghana should expand
infrastructure in the form of classrooms and provide developmentally appropriate
furniture, particularly, at the kindergarten level to reduce the number of learners
in a classroom to a size than can be conveniently managed by the teacher. The ECE
teachers should create space in their classrooms to facilitate easy movement and
subsequent learner participation. Learner centred pedagogy should be employed
in lesson delivery at the ECE level and the teachers should also relate very well with
their learners.
Key words: Push and Pull, Factors, Learners’ Participation, Classroom Learning Process
INTRODUCTION
The increasing school enrolment and learners’ interest in learning has generated much
research interest among private individuals, governments and stakeholders of education.
Giving an individual a good start at a young age is a key role of an early childhood teacher [1].
This good start can ensure social, personal, physical and emotional development of the
individual [2]. The classroom learning environment can be an important part of the academic
success of learners [1]. It creates a warm inviting area where learners can comfortably and
safely explore, engage, and learn. In classroom settings, elements of teaching-learning process
include: teacher, students, content, learning process and learning situation. [3] indicated that
the classroom should be seen from the perspective of the group and these group dynamics will
ultimately influence levels of participation within the classroom. [4] reported that part of
creating a successful environment where learners can actively participate is presenting
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Oppong Frimpong, S. (2022). The Push and Pull Factors of Learners’ Participation in the Classroom Learning Process: The Case of Agona West
District, Ghana. Advances in Social Sciences Research Journal, 9(9). 236-255.
URL: http://dx.doi.org/10.14738/assrj.99.13077
purposeful and engaging lesson, creating an environment that is optimistic and positive, and
developing an area that is safe and secure for the wellbeing of the students.
Available literature related to the push and pull factors of learners’ participation in the
classroom learning process as reviewed on the concept of learners’ participation suggest that
participation has been defined in a number of ways, including being viewed as part of an overall
student engagement process [4]; learners making nonverbal gestures showing that they agree
or disagree with comments being made [6].
Class participation could be described as giving learners the opportunities to take active part
during teaching and learning by allowing them to ask and answer questions as well as to
brainstorm with fellow learners in small groups with a specific task in focus. Participation has
a number of benefits. For instance, it builds learners confidence to provide informed arguments
based on information retained; reduces memorization [7]; and show marked improvement in
their communication skills [5].
Moreso, class participation allows learners to build on their knowledge, demonstrate that they
have understood the curriculum, develop confidence and apply concepts learned. It teaches
students to think critically and engage in dialogue with colleagues and teachers. These skills are
important for their progression throughout their education and preparing them for their
careers. [7] stated that: the more they participate, the less memorization they do, and the more
they engage in higher levels of thinking including interpretation, analysis and synthesis.
Five categories in respect of learners’ participation in the classroom activities have been
identified by [5]. The categories were:
i. student attendance (including punctuality and regularity),
ii. preparation (the extent of ones reading, analyzing and understanding of the material
being studied, which is demonstrated by contribution to discussion)
iii. contribution to class discussion (is the extent to which a learner volunteers answers,
asks relevant questions, expresses his/her own opinion and analyzes the contributions
of other learners)
iv. group skills (considers how much opportunities are given others to contribute in the
group, avoiding dominating the group activities, sharing ideas with other group
members, assisting others, providing positive feedback to others and exhibiting
tolerance and respect for others in the group.
v. communication skills (it is the quality of expression, clarity, conciseness, use of
appropriate vocabulary and confidence exhibited by learner.
It should be noted that although five categories have been identified, for the purposes of this
study, the researcher concentrated only on three of them (i.e. contribution to class discussion,
group skill and communication skills). With the study’s focus being on classroom learning
participation, the researcher argues that the other two (student attendance and preparation)
do not sit well with the objective of the study. The other two are more of what is expected of
the learner than what the teacher should do in the classroom.
Literature has provided a number of factors that can affect the contribution to class discussion,
group skill and communication skills. Consequently, factors such instructional materials, class
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 9, Issue 9, September-2022
Services for Science and Education – United Kingdom
size, seating arrangement, interaction between learners and the teacher, the classroom
size/space, have been identified and reviewed for the purposes of this study.
INSTRUCTIONAL MATERIALS
Instructional materials (being considered as all the tools that the teachers can use to make the
learning more interesting, participatory and memorable; e.g. books, audio-visuals, software and
hardware of educational technology) are powerful strategy to bring about participation and
effective teaching and learning. They are considered important in teaching and learning at all
levels of education because textbooks and other resource materials are basic tools. Their
absence or inadequacy, makes teachers handle subjects in an abstract manner, making a lesson
dry and non-exciting [8]. For example, textbooks, charts, maps, audio-visual and electronic
instructional materials such as radio, tape recorder, television and video recorder contribute
much in making learning more interesting [9]. The reverse is also true in the case of the absence
of instructional materials [10, 9]. The importance of instructional materials is also evident in
the performance of students [11].
They are known to develop the human mind, intellectual skills [12], facilitate class
participation, develop critical thinking and problem-solving skills, develop higher learning
abilities, provide feedback on performance and improves learning outcomes among others
[13]. This implies that instructional materials, in education, is able to stretch learners’
imagination to participate in classroom and school activities.
Thus, [14] noted that education programmes cannot be taught effectively without the existence
of instructional materials for teaching. The argument is that, instructional materials help
learners to participate effectively. The importance of quality and adequate instructional
materials in teaching and learning occurs through their effective utilization during classroom
teaching. According to [15], the availability, adequacy and relevance of instructional materials
in classrooms can influence quality teaching, which can have positive effect on students’
learning and participation. This implies that instructional materials (including their availability,
adequacy and their appropriateness) are very much linked to students’ classroom participation
and therefore quality ECE provision.
According to [11], schools whose teachers use more instructional resources perform better
than schools whose teachers do not use instructional materials. From this, it is important that
schools at all levels of education including Early Childhood Education should have quality and
adequate instructional facilities to raise academic performance of their learners [16]. This
emanates from the fact that instructional facilities contribute immensely to the quality of
education. It can therefore be argued that teaching is inseparable from learning but learning is
separable from teaching. This means that teachers do the teaching to make the learners learn,
but with quality and adequate instructional facilities, learners can learn without the teachers
[1].
[11] also revealed a strong positive link between instructional materials and learners’
participation, arguing that effective teaching and learning cannot occur in the classroom
environment if essential instructional resources are not available. Thus, the quality of
instructional resources experienced by a learner determines the quality of the said education,
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Oppong Frimpong, S. (2022). The Push and Pull Factors of Learners’ Participation in the Classroom Learning Process: The Case of Agona West
District, Ghana. Advances in Social Sciences Research Journal, 9(9). 236-255.
URL: http://dx.doi.org/10.14738/assrj.99.13077
implying that the quality of instructional materials provide learners with quality learning
experience [10, 16].
Class Size
Class size has been shown to have a direct and indirect impact on learners’ participation in class
activities [6]. The debate however is what constitutes optimum class size and this debate can
be traced to Ancient Greece. The famous teacher Socrates never specified an optimum number
as a class size. [17] opines that a class size can be considered small when the teacher can
conveniently manage the children in the class and the classroom activities, including prompt
attendance to their needs. School size and class size have been shown to have an impact on
achievement and that larger class size has a negative influence on academic achievement.
Higher levels of participation have rather been recorded in classroom with small class size due
to the students being more comfortable in an intimate classroom setting [18].
[19] claimed long-term benefits of small classes such as improved graduation rates, lowered
dropout rates, and decreased teen pregnancy rates. [17] also yielded evidence supporting
factors other than learners’ achievement that cause some policymakers, educators, and parents
to advocate for smaller classes. These include factors relating to learners’ behaviour and
engagement, and teacher morale. For example, [20] found that disruptive students are a reason
why some promote small classes as they contribute to higher achievement. To [19], small
classes helped improve teacher morale and reduced discipline problems. She stated that small
classes reduced the need for remediation due to early identification and prevention of
problems. [21] suggested that smaller classes benefited student achievement claiming that
teachers in small classes paid greater attention to each pupil. Students in these classes
experienced continuing pressure to participate in learning activities and became better, more
involved students; attention to learning went up and disruptive and off-task behaviour went
down.
The argument is that, in smaller classes, teachers were more likely to have more interactions
with individual students resulting in more time-on-task and better attention than where the
class size is large [21].
The pedagogy a teacher employs
The strategies an ECE teacher employs is among the significant factors that affect learners’
participation in ECE classrooms [17]. To [22], the teachers’ ability to employ a pedagogy is
informed by their theoretical foundations, training and qualifications and therefore their
understanding of how children behave and how to work with them in the classroom.
Arguably, learners’ participation in the classroom is most likely to be improved if the teacher is
able (due to the theoretical foundations, training, qualifications and their understanding) to
adopt strategies that are developmentally appropriate. These strategies include using play for
an instruction, involving learners, providing feedback to them, and engaging them in small
group and whole class activities during a lesson delivery [23, 24]. In a classroom where the
teacher uses learner centred pedagogy, involves the learners in the lesson delivery and the
learners are free to ask questions, participation is nurtured and conflict and misbehaviour are
likely to be reduced among learners [25]. The reverse is true where teacher centred pedagogy
is adopted for a lesson.