In the field of education, a race to achieve good grades is observed in a variety of scenarios. The students are classified based on their intellect and behavioral patterns. Two of the main scenarios of educational institutes are the classification of students into active and passive behavior. These two classifications of students are prominently based upon the variables of behavior, self-motivation, class participation, extra-curricular activities, and the amount of confidence resonated by the student. Havita states, “becoming active seekers rather than passive recipients of knowledge promotes students’ attention, generates interest, provides opportunities for them to think, and delegates more responsibility for their learning to them” (Hativa, 2010). It is a stated fact that all students cannot have the same caliber to reflect these qualities, therefore psychologists and educational instructors have classified the students into two types; Active students and Passive students.
Active students reflect active behavioral patterns inside and outside the class. They actively participate in classroom discussions. Students incorporating active behavioral patterns complete their class tasks at a time or before time. They have strong communication with their instructors even after their classes. If they do not understand anything in the class, they keenly question the instructor for a solution. Active learning students are more inclined towards a positive learning attitude. However, passive students are the opposite to active students in terms of behavioral patterns. They do not participate in classroom discussions. Their class assignment submission is usually late or after class.
The variable of self-motivation is extremely high in inactive students. They are highly motivated to solve their queries on their own. They are not only motivated to achieve academic success but also in extracurricular activities. According to Kanar’s research study, “active learning students are involved self-motivated and willing to take intellectual skills” (Kanar, 2012). On the other hand, passive learning students reflect low levels of motivation for academic success and interest in extra-curricular activities. They do not participate in any type of extracurricular activities. Academic success is their only goal.
Active learning students are very good at extracurricular activities such as singing, sports, writing contests/quizzes, dances, etc. They have a high aptitude for participating in extracurricular activities. Active students prefer to use their free time in outdoor activities rather than relaxing. Passive learning students just study to achieve good grades. They show the least interest in extracurricular activities. The sole purpose of passive students is to pass their exams with good grades. They relax in their free time. According to one of the research carried out on passive students, “the majority of students play a passive role in the classroom and perceive themselves as recorders of the information transmitted by the teacher” (Hativa, 2010). Passive students prefer indoor activities to outdoor activities. Active learning students possess dominant confidence skills. They participate in class discussions, impromptu sessions, class presentations, and debates more often. Their class interaction level is high with their peers and instructors. They actively participate in research studies by reading books, newspapers, and research articles. Passive learners have low self-esteem as compared to active learning students. They lack confidence in presenting in front of their class. They are usually silent throughout their class discussions. Some of the passive students suffer from stage fright also.
There is a significant contrast between active learning students and passive learning students. Active learning students have a different academic success strategy from the passive learning student. Active students exhibit high aptitude and motivation towards academic excellence as compared to passive learning students.
Hativa, Nira. Teaching for effective learning in higher education. Springer Science & Business Media, 2001.
Kanar, Carol C. The confident student. Cengage learning, 2013.