How do competitive activities affect student participation?
Authors
Cuadros, Lourdes Sánchez
Issue Date
2021
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: The study was conducted in Iguala de la Independencia, Guerrero, Mexico, at a public elementary school damaged by an earthquake. The teacher faced challenging conditions, teaching English outdoors to fifth graders in a noisy, shared space. The group consisted of 17 students aged 10 to 11 at a beginner English level. Competitive activities emerged as a promising strategy to improve student participation.
Aims: The research aimed to explore how competitive activities affected student participation in English lessons. Specifically, the study investigated the teacher's perceptions of student participation, students' feelings about competitive activities, and their behaviors during these activities.
Methods: Data was collected through reflective journaling, an anonymous questionnaire in Spanish, and peer observations of lessons. The journal documented student behaviors and engagement, the questionnaire gauged their feelings and preferences, and peer observers provided external insights into classroom dynamics.
Findings: The teacher discovered that students were highly motivated by competitive activities, especially team challenges, which they preferred over individual or pair competitions. Students reported feeling more engaged and collaborated well in teams. The introduction of relay-style challenges improved participation and reduced waiting time, fostering a supportive and inclusive environment. While most students responded positively, some isolated instances of distraction or interpersonal issues highlighted the need for ground rules. Observations confirmed that students were actively involved, attentive, and eager to succeed, with intrinsic enjoyment of competition outweighing the need for extrinsic rewards.
Implications: This study suggests that structured competitive activities can enhance participation and collaboration in language learning. Teachers might learn from this example to design activities that involve all students simultaneously, ensuring inclusivity and fostering teamwork. Feedback mechanisms like questionnaires and peer observations can provide valuable insights into the effectiveness of classroom strategies.
Aims: The research aimed to explore how competitive activities affected student participation in English lessons. Specifically, the study investigated the teacher's perceptions of student participation, students' feelings about competitive activities, and their behaviors during these activities.
Methods: Data was collected through reflective journaling, an anonymous questionnaire in Spanish, and peer observations of lessons. The journal documented student behaviors and engagement, the questionnaire gauged their feelings and preferences, and peer observers provided external insights into classroom dynamics.
Findings: The teacher discovered that students were highly motivated by competitive activities, especially team challenges, which they preferred over individual or pair competitions. Students reported feeling more engaged and collaborated well in teams. The introduction of relay-style challenges improved participation and reduced waiting time, fostering a supportive and inclusive environment. While most students responded positively, some isolated instances of distraction or interpersonal issues highlighted the need for ground rules. Observations confirmed that students were actively involved, attentive, and eager to succeed, with intrinsic enjoyment of competition outweighing the need for extrinsic rewards.
Implications: This study suggests that structured competitive activities can enhance participation and collaboration in language learning. Teachers might learn from this example to design activities that involve all students simultaneously, ensuring inclusivity and fostering teamwork. Feedback mechanisms like questionnaires and peer observations can provide valuable insights into the effectiveness of classroom strategies.
Description
Keywords (free text)
english as a foreign language , competitive activities , student participation , teamwork , collaborative learning , language teaching strategies , exploratory action research