Abstract
Making mistakes is a natural part of learning, yet the fear of giving an incorrect answer may influence how students participate in classroom activities. This study explores the relationship between fear of making mistakes and classroom participation among university students. A quantitative survey was conducted with 37 students from different academic fields. The questionnaire included 14 Likert-scale statements measuring students’ concerns about making mistakes and their participation in classroom discussions, as well as one open-ended question about factors that could encourage participation. Descriptive statistics and correlation analysis were used to examine the responses, while the open-ended answers were reviewed to identify common themes. The results showed a mean score of 2.75 out of 5 for fear of making mistakes and 3.15 out of 5 for classroom participation. Pearson’s correlation analysis revealed no statistically significant relationship between the two measures ((r = .043), (p = .803)). However, students’ responses to the open-ended question highlighted the importance of a supportive and friendly classroom environment. These findings suggest that fear of making mistakes and classroom participation may not be directly related in a simple way. Although the small sample limits the generalisability of the results, the study offers an initial insight into students’ experiences and highlights the need for further research into the psychological and classroom-related factors that shape participation.