That being said, when considering student participation, we must be aware that this characterization extends beyond traditional notions of participation and recognize that participatory behaviors manifest themselves in a variety of ways, both inside the classroom and outside of it.
The limited explanatory power of the model, coupled with the seemingly contradictory results, indicates that participatory behaviors alone might be insufficient to capture the complexity of the success response variable.
This paper extends upon previous work with this data set in which the effect of participatory behaviors on success was investigated wherein success was measured singularly with expected course grade and affective components of success were not considered.
Thus, following the establishment of our success construct, we will then look for direct and indirect effects of a variety of student participatory behaviors (e.g., attending office hours, doing homework, contributing to class discussions) on student success.
Remarkably, these eight questions (from an extant data set that we did not collect with this model in mind) were able to account for a significant amount of the variance of our latent construct (i.e., our four-faceted operationalization of success); thus, the participatory behaviors captured by these eight questions are clearly important for student success.
In the case of Achievement for instance, it is reasonable to assume that any or all of the following prior knowledge, past experience, instructor actions, demographic factors would influence course grades and that student participatory behaviors alone would only represent a partial explanation.
In that way, the present study has extended the previous work (using the same data) of (Keller et al. 2016) in which the effect of participatory behaviors on success was investigated wherein success was measured singularly with expected course grade and affective components of success were not considered.
Participatory methods of behavior change communication are important.
Participatory methods of behavior change communication should be used, including songs, role play, games, and stories.
The Facilitators/Promoters are also taught participatory methods for behavior change promotion, including demonstrations, role plays, stories, and songs (often composed by the Care Group Volunteers themselves) to convey these messages.
