Exploring Student Hesitancy in Seeking Clarification and Asking Questions in Mathematics Classes.

ABSTRACT

This study investigates the reluctance of students to ask questions and seek clarification in mathematics classes, particularly focusing on eighth-grade students at St. Francis G.H.S, Aluva. A survey comprising eight questions was administered to 40 students to identify the main causes and factors contributing to this phenomenon. A pre-survey was conducted to quantify the current comfort level of students in asking questions, followed by the design and implementation of interventions aimed at addressing identified barriers. Subsequently, a post-survey was administered to assess the effectiveness of these interventions in stimulating student participation and question-asking behaviors. The results indicate a positive impact of the implemented strategies, with a noticeable increase in students' willingness to ask questions in class. This study underscores the importance of fostering an environment conducive to questioning, as it cultivates critical thinking skills and promotes a deeper engagement with the subject matter, ultimately nurturing a passion for learning among students.

KEYWORDS

Hesitant, Seek Clarification, Ask questions, Incognito Inquiries, Silent Brainstorming, Think-Pair-Share, Doubt Break, Ask and Learn Incentives

INTRODUCTION

"Tell me and I forget, teach me and I may remember, involve me and I learn." 

- Benjamin Franklin

In the vibrant landscape of mathematics education, this timeless wisdom of Benjamin Franklin resonates deeply, epitomizing the essence of active student participation in the learning process. At the core of effective education lies not simply the transmission of information, but the profound engagement of learners in their own intellectual odyssey. Nowhere is this involvement more pivotal than within the realm of mathematics, where the act of questioning and seeking clarification serves as the very foundation upon which mathematical understanding is forged.

Within the intricate tapestry of mathematical discourse, the importance of asking questions and seeking clarification cannot be overstated. Beyond the mere acquisition of facts and figures, these actions ignite deeper insights, nurture critical thinking, and instill a profound appreciation for the elegance and complexity of mathematical concepts. Yet, despite the inherent value of inquiry, students often grapple with a hesitancy to voice their inquiries, hindering the organic flow of dialogue and constraining the realization of their full potential.

Embarking on a quest to unveil the transformative power of questioning in the realm of mathematics education, this article delves into a synthesis of empirical research, theoretical frameworks, and practical strategies. Its mission is to unravel the intricacies surrounding student engagement and inquiry-based learning within mathematics classrooms. Through exploration of the manifold benefits of active participation, the authors endeavor to inspire educators, researchers, and policymakers to cultivate environments where students are not mere recipients of knowledge, but active architects of their own educational narrative. Together, let us embark on a journey to ignite the flame of curiosity and foster a profound passion for mathematics within the hearts and minds of learners worldwide.

THEORETICAL BASIS

Piaget's Constructivism:

Jean Piaget's constructivist theory emphasizes the active involvement of students in constructing their own understanding of knowledge through hands-on experiences. According to Piaget, learning is inherently tied to the process of actively engaging with the environment, which fosters meaningful learning experiences for students.

Vygotsky's Sociocultural Theory and the Zone of Proximal Development (ZPD):

Lev Vygotsky's sociocultural theory introduces the concept of the Zone of Proximal Development (ZPD), which highlights the importance of scaffolding and social interaction in learning . Within the ZPD, students are guided by more knowledgeable individuals, such as teachers or peers, to accomplish tasks that they could not do independently. Scaffolding involves providing temporary support and guidance to students as they engage in challenging activities, gradually fading the support as students develop competence.

Alignment with Constructivism and Sociocultural Theory:

Active participation in the form of questioning and discussion aligns with both Piaget's and Vygotsky's theories. Through questioning, students actively construct meaning and engage in higher-order thinking processes, which are essential components of Piagetian learning . Additionally, discussions provide opportunities for students to interact with peers and receive support and guidance from more knowledgeable others, thus operating within the ZPD framework.

Motivation Theories and Student Participation:

Moreover, the reluctance of students to ask questions and participate actively in the classroom can be understood through motivation theories, such as Self-Determination Theory (SDT) . SDT posits that individuals are motivated to engage in activities that satisfy their intrinsic needs for autonomy, competence, and relatedness. When students perceive the learning environment as supportive of their autonomy and competence, they are more likely to actively participate and engage in learning activities.

METHODOLOGY

This study employed a quantitative research method, incorporating pre and post-surveys to assess changes in student attitudes and behaviors towards questioning and expressing doubts in math classes. Pre-intervention surveys were administered to gauge students' comfort levels in asking questions before implementing the strategies. Post-intervention surveys were conducted to evaluate the effectiveness of the implemented strategies in addressing student reluctance. Quantitative analysis of survey data measured changes in student responses, providing insights into the impact of the interventions on student participation and engagement. Ethical considerations were maintained throughout the research process to ensure confidentiality and respect for student autonomy. In addressing student reluctance to ask questions and express doubts in 8th-grade math classes at St. Francis High School, Aluva, several practical strategies were introduced. Firstly, "Incognito Inquiries" allowed students to submit questions anonymously, fostering a non-judgmental environment for seeking clarification. "Silent Brainstorming" sessions encouraged individual contributions without the pressure of verbal discussions, promoting diverse perspectives and reducing inhibition. Additionally, "Think-Pair-Share" activities facilitated peer interaction and critical thinking, providing a supportive platform for sharing uncertainties. A designated "Doubt Break" before class conclusion allowed students to openly voice their doubts, ensuring a clear understanding of the material. Finally, the "Ask and Learn Incentives" program motivated students to actively engage by rewarding question-asking behavior, nurturing a culture of curiosity and participation.

TECHNIQUE OF DATA COLLECTION

Data collection techniques encompassed observation, pre and post surveys to comprehensively address student reluctance to ask questions and express doubts in 8th-grade math classes at St. Francis High School, Aluva. Through observation, signs of reluctance such as hesitancy to engage or avoidance of participation were noted, guiding the development of intervention strategies. Pre and post surveys, distributed to 40 students, featured eight closed-ended questions, including a 5-point rating scale, to assess comfort levels in asking questions. Anonymity was maintained to encourage candid responses, ensuring students felt comfortable expressing their thoughts without fear of judgment. This multi-faceted approach enabled a thorough evaluation of the effectiveness of intervention strategies in fostering a more inclusive learning environment, providing valuable insights for future improvements.

RESEARCH RESULT

The results obtained from the pre and post surveys provided valuable insights into the effectiveness of intervention strategies in addressing student reluctance to ask questions and express doubts in 8th-grade math classes at St. Francis High School, Aluva. In the pre-survey, conducted prior to the implementation of intervention strategies, several concerning trends were identified. Out of the 40 students surveyed, a significant portion, 15 students, reported difficulty understanding math in class. Additionally, only 12 students felt that the explanations provided in class were clear, indicating a potential gap in instructional clarity. Furthermore, a majority of students, 20 out of 40, admitted to refraining from asking questions when unsure, with many expressing concerns about being judged by their peers if they were to voice their doubts.

Following the implementation of intervention strategies, the post-survey revealed notable improvements in student perceptions and behaviors. Only 8 out of 40 students reported difficulty understanding math in class, reflecting a decrease in the number of students facing challenges with comprehension. Moreover, a significant increase was observed in the number of students, 25 out of 40, who felt that the explanations provided in class were clear, indicating enhanced instructional clarity. Additionally, the number of students refraining from asking questions when unsure decreased to only 9 out of 40, suggesting a positive shift in student willingness to seek clarification. Notably, only 2 students expressed concerns about being judged by their peers if they were to ask doubts, indicating a reduction in perceived social barriers to participation.

The following graphs show the analysis of students response in both pre-survey and post-survey:

Overall, the results of the post-survey demonstrated the positive impact of intervention strategies in addressing student reluctance to ask questions and express doubts. The findings suggest that the implemented strategies effectively enhanced instructional clarity, promoted student confidence in seeking clarification, and mitigated perceived social barriers to participation, ultimately fostering a more inclusive and supportive learning environment.

The analysis of the additional question utilizing a 5-point rating scale revealed a significant shift in students' comfort levels to ask questions between the pre and post surveys. Prior to the implementation of intervention strategies, the pre-survey indicated that only 5 students felt somewhat comfortable or comfortable to ask questions, while the majority remained neutral or uncomfortable. However, following the intervention period, the post-survey showed a drastic increase in the number of students reporting comfort in asking questions, with 22 students falling into the somewhat comfortable or comfortable category. Moreover, the number of students expressing discomfort decreased substantially, with only 6 students falling into this category. The rest of the students reported neutrality. .

The following pie charts represent comfortable level of students to ask questions in pre survey and post survey:

This clearly marks the shift in students' comfort levels highlighting the positive impact of intervention strategies in fostering a more supportive and encouraging environment for student participation and inquiry.

CONCLUSION

In the tapestry of education, the classroom emerges as a sanctuary where seeds of curiosity are sown and nurtured, flourishing into the vibrant blooms of knowledge. Through the delicate orchestration of supportive practices and inclusive methodologies, educators illuminate the path toward understanding, fostering an environment where questions are not only welcomed but celebrated as catalysts for growth. Embedded within the fabric of lifelong learning lies a profound essence—a journey fueled by insatiable curiosity and a thirst for knowledge. Letting curiosity guide their footsteps, individuals traverse boundless horizons of inquiry, unlocking doors to endless possibilities. In the symphony of education, let curiosity be the guiding melody, resonating through the halls of learning and inspiring hearts and minds for generations to come.

In the words of William Butler Yeats, "Education is not the filling of a pail, but the lighting of a fire." This quote encapsulates the transformative nature of education, emphasizing the importance of igniting curiosity and passion within students. It underscores that education should not merely impart information but spark a flame of inquiry and exploration. Like a fire that spreads warmth and illumination, education has the power to inspire individuals to delve deeper, question, and discover the world around them.

REFERENCES

https://www.mathunion.org/fileadmin/ICMI/Conferences/ICME/ICME12/www.icme12.org/upload/submission/1879_F.pdf

https://ijrcs.org/wp-content/uploads/IJRCS202303016-min.pdf

https://iopscience.iop.org/article/10.1088/1742-6596/1320/1/012069/pdf#:~:text=The%20Result%20show%20that%20the,that%20the%20learning%20method%20used.