Background & Objective: Students’ participation in the classroom is a feature of many
educational designs. This can include scholarly and interesting ideas by students and results in
the creation of positive energy and enthusiasm in the classroom atmosphere. However, if not
managed, students’ participation may cause burnout among teachers and confusion for students.
This review study aimed to assess models for students’ participation in the classroom and
provide a general guideline to improve it.
Methods: To perform this review study, PRISMA flow diagram was used. First, available
scientific websites were searched using the related keywords, and 35 articles were retrieved. Due
to inappropriate contents or repetition of ideas, 25 articles were excluded. Thus, 10 articles
which had discussed the issue and its guidelines more comprehensively were selected. Parts of
the contents were selected and combined to provide a brief guideline for university faculties and
instructors.
Results: The selected studies were review studies conducted in Canada and the United States.
The contents of the studies included advantages of students’ participation in teaching, strategies
to increase participation, reasons for the lack of participation, and classification and evaluation
of student participation.
Conclusion: Regarding the importance of students’ participation in the overall quality of
teaching, faculties are recommended to try to enhance students’ participation in teaching.
Key Words: Teaching models, Participation in teaching, Teaching participative models,
University studen
