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My hand is up, therefore I am a good learner: A study into Year 4 pupils’ perspectives on voluntary classroom participation

Emily Maxine Hammond

(General Primary PGCE, 2014-2015)


Active learning appears at the forefront of educational discourse in which pupils are expected to participate in order to take ownership of their learning. This research investigates the motivations and influential factors
for putting hands up in the classroom environment and why some pupils choose not to participate. This case study uses mixed methodological strategies to collect both qualitative and quantitative data from a Year 4 class in rural Cambridgeshire (aged 8-9 years old). The data is analysed in relation to pupils’ perceptions of their own identities as learners, along with internal and external motivations towards classroom participation.
Findings conclude that self-esteem can link with participation rates, which in turn could be increased by embedding a positive growth mindset within the classroom environment.

Copyright: © 2016 . This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)
The full paper is available for download as a pdf file: 107-136-hammondem

Citation: Hammond, E.M.  (2016) 'My hand is up, therefore I am a good learner:A study into Year 4 pupils’ perspectives on voluntary classroom participation'.Journal of Trainee Teacher Educational Research, Volume 7 pp. 107-136 (Downloaded from, [date of access])