Stereotypes Of Being Passive Students In The Classroom

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As I mentioned before in Abstract, except for 44% of students who admitted they are really passive in class, 38% of UTE students said that they are really willing to become active students in learning, but in reality, when they attended class, there are so few opportunities, activities for them to participate in. In addition, the teaching methods of some lectures could even make them less active and enthusiastic in learning. These students said that they are not fully passive or active, it depends on the classroom atmosphere, the teaching methods and the way lectures engage them into the lesson. That is also the reason why in table 1 and 2, the proportions of students who are neutral are somehow high because of these situational factors. …show more content…

Collected data via short follow-up interview of 6 students was analyzed according to themes.

Relating to “passive learning habits”, 3 over 6 students admitted that they are inactive in learning because of these following causes:

“I'm a passive student because I rarely give my opinions before the class and I'm shy if it is wrong”. (Student 1)
“I think I am a passive student because I am not confident in my level and I am lazy”. (Student 5)
“Sometimes I'm an active and sometimes passive. It depends on the lessons and the way that teachers lecture and convey, sometimes because of laziness and shyness” (Student 3)

In the different view, another student said that:

“I think I'm an active student because I confidently asked teachers what I do not know and answer the questions in the lesson” (Student 2)
“I am an active student and I think that because I know my vision, I have a dream. So I know and love what should I learn”. (Student 6) Additionally, another said: “I think I'm neutral, it depends on the subject” (the last student).
In term of giving some suggestions for their own studying also for the lecturers, most of the respondents manifested
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It is conducted by the judgment to identify the view of UTE students about passive learning habits. Through all the concrete results, it is undeniable that the proportion of UTE students’ passivity in learning is still high which arises from laziness and shyness; however, with positive attitudes toward receiving knowledge and self-evaluating learning process UTE students express sincere hopes for better changes in learning styles. We once again cannot deny the decisive factors that play the vital part in causing students’ passivity. Therefore, taking up some constructive suggestions is necessary to help students to be more creative and positive in

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