The influence of class participation on STEM students’ academic performance in Tofa LGA, Kano State
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- NGN 5000
Background of the Study :
Active class participation is widely regarded as a critical factor in academic success, particularly in STEM education, where complex concepts demand robust engagement and critical thinking. In Tofa LGA, Kano State, educators and policymakers are increasingly interested in understanding how student participation during classes influences academic performance. Active participation involves not only answering questions and engaging in discussions but also collaborating on problem-solving tasks, thereby fostering a deeper understanding of STEM subjects. Research suggests that increased interaction in the classroom environment can enhance learning outcomes by facilitating immediate feedback, clarifying misconceptions, and building confidence among students (Olawale, 2023). In Tofa LGA, where educational practices have traditionally emphasized lecture-based instruction, there is a growing interest in integrating participatory teaching methods that encourage student involvement. Evidence from recent studies indicates that active learning strategies contribute to higher retention rates and improved critical thinking skills (Bashir, 2024). Furthermore, class participation helps students develop essential soft skills such as communication and teamwork, which are invaluable in the modern workforce. Despite these benefits, various challenges may hinder active participation, including large class sizes, cultural inhibitions, and a lack of innovative pedagogical approaches. Educators in Tofa LGA may struggle to create an inclusive environment that motivates all students to participate, particularly in STEM subjects where the material can be perceived as intimidating or overly complex. Moreover, there is a need to explore whether traditional assessment methods adequately capture the benefits of active class participation on overall academic performance. By critically examining the relationship between class participation and academic outcomes in STEM disciplines, this study aims to provide insights that can inform the development of more engaging and interactive teaching strategies in Tofa LGA. The research will utilize both qualitative and quantitative methods to assess how participation influences learning and to identify best practices that can be adopted by educators to maximize student engagement and performance (Salihu, 2025).
Statement of the Problem :
In Tofa LGA, Kano State, the conventional lecture-based teaching model prevalent in many schools has contributed to a passive learning environment, adversely affecting student performance in STEM subjects. Many students remain disengaged during classes, rarely participating in discussions or collaborative activities. This lack of active engagement limits their ability to internalize and apply theoretical concepts, ultimately impeding academic progress. Despite recognition of the benefits of class participation, there is little empirical evidence within the local context to demonstrate how active involvement directly correlates with improved academic performance. Teachers face challenges in implementing interactive pedagogies due to large class sizes, insufficient training in student-centered methodologies, and entrenched cultural norms that discourage open classroom dialogue (Hassan, 2024). As a result, students may experience difficulties in clarifying doubts and integrating feedback, leading to gaps in understanding and low overall achievement in STEM subjects. The gap between the potential benefits of active class participation and the realities of classroom practices in Tofa LGA necessitates a comprehensive investigation. This study seeks to evaluate the influence of class participation on academic outcomes by examining participation patterns, teacher engagement strategies, and student attitudes towards interactive learning. By identifying the barriers that prevent effective class participation, the research aims to propose practical solutions that can enhance the learning environment and lead to improved STEM performance. Ultimately, addressing these issues is critical for fostering a more dynamic and inclusive educational experience that supports student success (Mustapha, 2025).
Objectives of the Study:
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To assess the impact of active class participation on academic performance in STEM subjects.
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To identify challenges that hinder effective student engagement in Tofa LGA classrooms.
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To recommend strategies for fostering increased class participation in STEM education.
Research Questions:
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How does class participation affect students’ understanding and performance in STEM subjects?
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What factors discourage active participation in classrooms in Tofa LGA?
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What strategies can be implemented to enhance student engagement during STEM lessons?
Research Hypotheses:
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H1: Active class participation significantly improves academic performance in STEM subjects.
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H2: Larger class sizes negatively impact the level of student participation.
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H3: Effective teacher facilitation of interactive sessions enhances student engagement.
Significance of the Study :
This study is significant as it examines the critical role of active class participation in boosting academic performance in STEM subjects within Tofa LGA. The insights gained will help educators and policymakers develop innovative teaching strategies that promote student engagement, thereby leading to improved academic outcomes. The research findings will serve as a foundation for curriculum reform and teacher training initiatives, ultimately enhancing the overall quality of STEM education (Ibrahim, 2024).
Scope and Limitations of the Study:
Limited to the topic only.
Definitions of Terms:
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Class Participation: The active involvement of students in classroom discussions and activities.
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Academic Performance: The measurable outcomes of student learning, typically reflected in grades and test scores.
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Tofa LGA: A local government area in Kano State with distinctive educational challenges.
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