| Date | No. of times that students spoke up | No. of students that spoke up | The most times a student spoke up |
| 3-Feb | 26 | 15 | 4 |
| 5-Feb | 10 | 8 | 3 |
| 10-Feb | 17 | 12 | 4 |
| 12-Feb | 18 | 11 | 3 |
| 17-Feb | 23 | 13 | 5 |
| 19-Feb | 15 | 9 | 3 |
| 17-Mar | 40 | 15 | 7 |
Since last time being an observer, I decided to continue with a set of data in the following classes. The set includes the number of times that students spoke up in total, the number of students who spoke up and the most times that a student spoke up in each class. I tried to separate asking questions, or very brief conversational responses from a legit speak up. Thus, in my definition of speaking up, it should be a student that explains concepts, demonstrates thinking or answers questions. Any conversation that involves very short sentences or clarifications of certain words is not counted.
However, the data is heavily influenced by many possible factors. For instance, the attendance of each class could affect all three types of data. Also, the content of the class could affect the data, such as the “fish bowl” on Feb. 10th. Since “fish bowl” is not normal speaking up in class, the discussions are not counted into the data. Also, on Mar. 17th, the topic involves Apple Watch in which many people have strong interest. The total times of students spoke up is considerably high.
Nevertheless, the most times of a student spoke up in class doesn’t vary much. An assumption is that people tend to not to speak when they think they have already spoken up enough many times. From the data, the limit seems to be around 4 or 5 for people that usually speak up.
The data is incomplete since the collecting process was not consistent. Also, the counting process is performed by only me. I could possibly miss one or two times while taking notes or listening to anything that had my attention.