Apprehensives’ perception of classroom factors influencing their class participation

Abstract

The study investigated factors that classroom apprehensives reported would influence their participation in class discussion. Findings revealed that select factors within the classroom were favorably perceived by apprehensives as influencing their participation and perceived comfort with discussion. The study concludes by discussing the interpersonal dynamic underlying apprehensives’ perception of classroom formality and suggests several lines of research for increasing their participation.