Enhancing student participation through a structured tracking and scoring system in tutorial classes
DOI:
https://doi.org/10.24191/ji.v21i2.11445Keywords:
student participation, tutorial classes, scoring system, active learning, gamification, higher educationAbstract
Student participation in tutorial classes remains a persistent challenge in higher education, particularly in contexts where cultural norms and fear of negative evaluation discourage voluntary verbal engagement. This paper presents the design, theoretical basis, and initial implementation of a Structured Participation Tracking and Scoring System (SPTSS) in tutorial classes at a Malaysian public university. The study involved 77 undergraduate students enrolled in four tutorial groups under the course PAD321 at Universiti Teknologi MARA (UiTM) Kota Kinabalu. The system awards transparent, criterion-referenced points for observable participation behaviours including question-answering, peer discussion, task completion, and peer teaching. Drawing on active learning theory, self-determination theory, and gamification research, the SPTSS was developed around three core principles: transparency, fairness, and immediacy of feedback. Initial observational findings from Week 1 of implementation reveal encouraging trends, with 51 of the 77 students (66.2%) recording positive participation scores in their first tracked session. Preliminary evidence suggests that the system promotes more equitable participation, reduces reticence among previously silent students, and improves overall tutorial session dynamics. Implications for tutorial pedagogy and future research directions are discussed.
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