Increasing Classroom Participation with Self-Monitoring

Abstract

The applicability of self-monitoring to the problem of increasing classroom participation was investigated. Accordingly" classroom participation of 18 college classes was recorded for three meetings" after which 9 classes self-monitored their participation for three days while 9 others continued under no self-monitoring conditions. Significant increments in participation were associated with self-monitoring manipulation. These results experimentally verify the efficacy of self-monitoring in facilitating classroom participation in a sample of college students.