Improving Student Participation in Class: An Action Research Study at Bayta Primary School, Bhutan

Abstract

Aims: This Action Research investigated the factors affecting students' participation in learning in classroom. It examined the impact of various factors, including the 'teacher factor,' 'subject factor,' and 'environmental factor,' on student motivation to promote participatory learning. Study Design: Action Research. Place and Duration of Study: Bayta Primary School Wangdue Phodrang, Bhutan, between April 2025 and June 2025. Methodology: The research comprised pre- and post-intervention stages strategically designed to address challenges related to student participation and foster active engagement. Five weeks of intervention was sandwiched between pre- and post-intervention stages, which focused on teacher affirmations and creating a student-friendly learning environment. A total of 35 students participated in this action research cycle. Results: The results indicated that over 80% of students believed that enhanced participation had a positive impact on their learning. Looking ahead, more than 69% expressed a commitment to increased participation in future classes, suggesting sustained positive changes in their attitude towards active engagement. Conclusion: The findings underscore the importance of a nuanced approach, recognizing students as dynamic individuals who respond positively to the dedication and engagement of their teachers. Findings from this study contributes to the global literature about student participation in learning from a Bhutanese context, provides insights to the teachers and creates a niche for future researchers in Bhutanese schools.