Female students' participation in classroom activities
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Authors
Tounkara, Issa Tidiane
Issue Date
2023
Educational Level
ISCED 3: Upper secondary education
Curriculum Area
Geographical Setting
Senegal
Abstract
Context: This study was conducted in a high school in Sakal, a small village in the Louga region of Senegal, where the author has been teaching English for 12 years. The unique context of the school includes a relatively high number of female students compared to other schools in the country, which is a result of government policies promoting girls' education. Despite their numbers, female students show limited participation in classroom activities, influenced by cultural and religious norms that discourage female-male interaction.
Aims: The study aimed to explore the reasons behind the low participation of female students in classroom activities and to identify strategies that could enhance their engagement. The author sought to understand his own perceptions, the preferences of female students regarding classroom activities, and the views of his colleagues on the issue.
Methods: Three data collection methods were employed: reflective journals to capture the author's own thoughts and teaching practices, focus group interviews with female students to gather their perspectives, and interviews with colleagues to gain insights into their observations and approaches towards female students' participation. An action plan was then implemented, incorporating the think-pair-share strategy using reading materials focused on a Senegalese female role model.
Findings: The study found that female students' low participation was linked to a lack of self-confidence, fear of being mocked by male classmates, and insufficient vocabulary. The think-pair-share strategy proved effective in increasing their participation. Female students felt more comfortable and motivated when working in groups, which boosted their self-confidence and willingness to speak up in class. The strategy helped them overcome the fear of making mistakes and made them more eager to participate.
Implications: The findings suggest that teachers who are attentive to the specific needs of female students and who implement inclusive strategies like think-pair-share can foster a more engaging classroom environment. This approach may be particularly beneficial in contexts where cultural norms impact female students' participation. Other teachers could consider adapting similar strategies to encourage greater involvement from all students.
Aims: The study aimed to explore the reasons behind the low participation of female students in classroom activities and to identify strategies that could enhance their engagement. The author sought to understand his own perceptions, the preferences of female students regarding classroom activities, and the views of his colleagues on the issue.
Methods: Three data collection methods were employed: reflective journals to capture the author's own thoughts and teaching practices, focus group interviews with female students to gather their perspectives, and interviews with colleagues to gain insights into their observations and approaches towards female students' participation. An action plan was then implemented, incorporating the think-pair-share strategy using reading materials focused on a Senegalese female role model.
Findings: The study found that female students' low participation was linked to a lack of self-confidence, fear of being mocked by male classmates, and insufficient vocabulary. The think-pair-share strategy proved effective in increasing their participation. Female students felt more comfortable and motivated when working in groups, which boosted their self-confidence and willingness to speak up in class. The strategy helped them overcome the fear of making mistakes and made them more eager to participate.
Implications: The findings suggest that teachers who are attentive to the specific needs of female students and who implement inclusive strategies like think-pair-share can foster a more engaging classroom environment. This approach may be particularly beneficial in contexts where cultural norms impact female students' participation. Other teachers could consider adapting similar strategies to encourage greater involvement from all students.
Description
Keywords (free text)
gender in education , female participation , classroom strategies , think-pair-share , English as a second language