Participation in University Classes: An Evaluation from the Student’s Perspective

Abstract

This article analyzes student participation in university classes from the students’ own perspective and examines the reasons underlying frequent or limited classroom involvement. The study was conducted with 151 students enrolled in different degree programs at the National University of Río Cuarto, using a rating-scale question followed by an open-ended prompt. Results show that 53.6% of the students considered themselves to have a low level of participation, whereas 46.4% reported participating frequently. The main reasons for limited participation included personality traits, fear of making mistakes or being judged, lack of prior preparation, insufficient understanding of the subject matter, difficulty expressing ideas, and lack of interest. In contrast, frequently participating students mentioned clarifying doubts, contributing ideas and viewpoints, supporting their own and their classmates’ learning, interest in the topics, and confirming or correcting personal interpretations. Based on these findings, the article emphasizes the teacher’s role in creating non-threatening environments, encouraging dialogue, and implementing strategies that foster meaningful student contributions. It concludes that classroom participation should be considered in instructional planning as a resource for adjusting pedagogical support and strengthening the collaborative construction of knowledge.