bjrd | 108 BHUTAN JOURNAL OF RESEARCH & DEVELOPMENT | Spring 2022 Exploring the Relationship between Class Participation and Student Performance in Science Dorji Kinley and Sushma Pradhan DOI: https://doi.org/10.17102/bjrd.rub.11.1.029 Abstract This study is a cross-sectional study and finds out class participation as an essential indicator in elevating the performance of the students. It explored the factors affecting the degree of class participation and its effect on science performance. Students of grade IX were selected as the sample for the study. In addition to a structured, self-administered questionnaire, the mid-term exam result was taken as an academic performance of the students. Appropriate inferential statistical tests, like t-test and Pearson’s Product Moment Correlation were computed to find the gender differences in class participation and academic performances of the students and their relationship respectively. Further, an Exploratory Factor Analysis (EFA) was performed to explore factors affecting the class participation. The inferential statistics results indicated that while there is no statistically significant difference between the class participation and academic performance in science by gender, there does exist a positive association between class participation and academic performance. The EFA results revealed three principal factors responsible for varying degree of class participation, namely the students’ affective traits, students’ cognitive traits and teachers’ traits. Keywords: Academic performance, class participation, secondary school students, science Introduction The ultimate goal of education is to create responsible educated individuals capable of making sound decisions, solve problems with ease, and think critically and creatively to lead an independent and meaningful life; and most importantly, prepare them to be contributory citizen for just and harmonious society. A person with a high degree of achievement in academic field is considered to be capable to fulfill the desired wholesome goal of the system. To meet this broad end, formal education plays a vital role in nurturing and molding the individuals. Varied strategies, procedures and interventions are incorporated by the stakeholders in the system to provide the best individuals to the society. The Bhutanese Education system has progressed over the years (Ministry of Education, 2014), but still struggle in delivering quality education that can instill sound knowledge, skills, and values in students. Interestingly, Bhutanese