I want to compare a student’s perceived participation with actual class participation. In many secondary and collegiate level classrooms, course grades are partially based on class participation. Because of this, it would seem relevant to consider perceptions with reality so that students can better understand themselves. When a student has a good grasp on his or herself, then he or she is more likely to modify behavior for improvement. As for the actual measuring of data, a survey will be given out after one session of recording, then followed by a second session. During each recording session, the primary principal/co-principal investigator will record separately by tallies how often each student raises his or her hand and how often each student is called on with and without their hand raised. The students will also turn in their assignment, not for a grade, but for a completion of finished, half finished, or not finished as a score. Assignments will be tallied on two different occasions: one prior to the survey and one after the survey. After all data has been collected and coded to protect identities, surveys will be compared to before and after survey recordings and then compared through mean, mode, and median.
Buch, Kristin and Gillispie, Del, "Student Assumptions on Self about Classroom Participation Compared to Actual Participation" (2011). Symposium on Undergraduate Research and Creative Expression (SOURCE). 22.