چکیده:
Despite the fact that participation and engagement in the classroom can have positive effects on student learning, many of them are often less motivated to participate in these programs. The purpose of this article is to identify factors that hinder participation and engagement in education among students. The present study, following the interpretive paradigm, has a qualitative approach oriented to content analysis. The method of selecting participants for interviews was continued through judgmental sampling and snowball sampling until theoretical saturation was reached. Finally, 12 students were considered for this purpose. Data collection was carried out using semi-structured interviews and data analysis was carried out by coding. By reviewing and analyzing the written interviews several times, barriers to participation and engagement in education were extracted in 161 semantic units, 65 codes, 10 categories, and 4 themes. The results showed that the teaching method, literacy level, personality, and ability of professors to create an interactive atmosphere in the classroom have the greatest contribution to the level of participation in research activities and students' compatibility with each other.
خلاصه ماشینی:
Results: Various factors such as the quality of instructor-student relationships, instructional content, self-regulation ability, emotional motivation, and professors' teaching methods affect students' academic participation and conformity.
Effective participation leads to the academic success of students (Msonde & Van Aalst, 3, 2017); whereas lack of participation and weak motivation lead to obstacles in learning (Liem & Chong, 4 2017).
This research, by focusing on various dimensions of these obstacles (behavioral, cognitive, emotional, and causal), seeks to, while identifying the root causes of reduced participation and conformity, provide a basis for offering practical solutions to improve educational quality, increase interaction, and enhance academic motivation in students.
In the study by Kapoor (2024), which investigated student participation in academic activities to achieve educational goals, the influence of instructors in creating motivation for student participation through the creation of classroom groups, assignments, projects, and participatory teaching methods was mentioned.
Table 1: Summary of the empirical and theoretical background of the research Subject Type Row Author / Year Key Results Study / Name of Theory Research Individual, Timouri Kohsar and obstacles to active participation structural/educational, 1 Colleagues (1402) empirical cultural, social and students economic investigating conformity of boys in academic conformity 2 Renita and Isswari (2021) students are more adaptable than girls based on empirical.
- Research should be conducted on other factors that influence students' attitudes toward participation and academic conformity in the teaching-learning process.
"Investigating methods for creating interaction and improving student participation in the learning process in higher education: A systematic review".
(
, 
, 
)
