Impact of personalized student-teacher interactions on science class participation for quiet students

Abstract

Quiet students can be overlooked, limiting their opportunities for verbal participation, engagement, and achievement. This action research study examined whether a one-time teacher conference increased participation and achievement among quiet students in high school biology. Low-participation students were identified through classroom observations conducted over two class periods. Selected students engaged in a single 15-minute individual conference with the teacher focused on comfort with participation, perceived barriers, and areas of conceptual difficulty. Data sources included pre- and post-intervention surveys, exit tickets, and interviews with quiet students. Results indicated a slight increase in participation among the treatment group; however, this change was not statistically significant. Additionally, no measurable improvement in test scores was observed for the intervention group. Findings suggest that a one-time individualized meeting is insufficient to significantly impact participation or achievement. Qualitative data further revealed that students prefer small-group or partner discussions to speaking in a whole-class setting. These results highlight the need for sustained and collaborative participation strategies to better support introverted learners.