MATTU UNIVERSITY
BEDELE CAMPUS
HIGHER DIPLOMA PROGRAM
IMPROVING GRADE 11 SOCIAL SCIENCE FEMALE STUDENTS’ CLASSROOM
PARTICIPATION
(THE CASE OF WAYESA GOTA GENERAL SECONDARY SCHOOL)
ACTION RESEARCH PROPOSAL SUBMITTED TO MATTU UNIVERSITY HIGHER
DIPLOMA PROGRAM COORDINATING OFFICE
BY
ANDUALEM GETACHEW
JIREGNA ENDALU
MULISA KERORSA
SOLOMON BIRHANU
JUNE, 2023 E.C
METTU, ETHIOPIA
Table of Content
pages
Table of Content..........................................................................................................................................ii
I. Introduction.........................................................................................................................................1
1.1. Background of the study..................................................................................................................1
1.2. Statement of the problem...............................................................................................................2
1.3. Objective of the study......................................................................................................................3
1.3.1. General Objective of the study.................................................................................................3
1.3.2. Specific Objectives of the study...............................................................................................3
1.4. Research Questions..........................................................................................................................3
1.5. Significance of the study.......................................................................................................................4
II. LITERATURE REVIEW....................................................................................................................5
2.1. Defining Participation...........................................................................................................................5
2.2 Factors affecting classroom participation..............................................................................................5
2.3. Importance of student’s class participation...........................................................................................5
III. RESEARCH DESIGN AND METHODOLOGIES...............................................................................6
3.1. Target Group....................................................................................................................................6
3.2. Research Design and Approach........................................................................................................6
3.3. Type and Source of Data..................................................................................................................6
3.4. Methods of Data Collection..................................................................................................................6
3.5. Data Analysis........................................................................................................................................7
Action Plan...............................................................................................................................................7
IV. TIME AND BUDGET BREAKDOWN................................................................................................8
4.1 Time schedule for the Research.........................................................................................................8
4.2 Budget Breakdown............................................................................................................................8
UNIT ONE
1. INTRODUCTION
1.1 Background of the study
Education is a process by which man transmits his experiences, new findings, and values
accumulated over the years, in his struggle for survival and development, through generations.
One of the aims of education is to strengthen the individuals and society's problem-solving
capacity, ability and culture starting from basic education and at all levels.
The traditional classroom regards learning as a process of student absorption of knowledge that
has been pre-digested and imparted by the teacher. The new approach emphasizes active
participation of both the learner and the teacher. Biggs (2003) highlights the need for some
changes in tertiary teaching and instructional design to bring about better teaching and learning
outcomes. He further states that according to Halligan (1988), reciprocity is a hallmark of good
interaction, especially in pupil-pupil exchange, which enhances learning.
Even if the government takes different measures to achieve a better goal by the education
system; there are different challenges that the education in the general secondary school face.
Among them the basic one is our students are not active participant in the classroom. Thus there
is a strong need to create active and responsible citizens that could participate in achieving core
objectives.
There is no definite path to which technique should a teacher use to organize and make the
students to participate in classroom activities, but could still be worth recommending in such a
way that he/she has to be pedagogically creative. Therefore, to improve the students’
participation in the class is a key for learning and teaching process.
After we were assigned to a teacher and began teaching as a profession, we came across
different kinds of students. However, gradually we found that we were restricting my students’
imagination and initiative in learning my subject. Their performance in the class showed that
they were learning the subject passively. Therefore, the researcher decided to improve these
situations accordingly.
1.1. Statement of the problem
As argued by Biggs (2003), the learning process depends on the level of student-student
interaction and student-teacher interaction in a conducive learning environment. The formation
of appropriate interactive groups and the effective use of materials with clear instructions are
essential tools in the teaching-learning process.
Williams (1989) states that Vygotsky’s common concept in his writing about learning, the ‘Zone
of Proximal Development’, indicates that range of skill the learner is developing but has not yet
been able to master. He strongly believes that what a learner is able to achieve with assistance at
one point in time, he or she will eventually be able to do unaided. If learning inside the
classroom is done through interaction, the learners develop the skills through peer assistance, and
hence become able to do it on their own.
In this research we analyze our interaction with the students in the teaching-learning process. In
the context of our, students may be characterized as passive learners, for whom it has been found
that classroom interaction tends to be a one-way process. The present study uses observation to
investigate this aspect of weakness in the teacher-student interaction process.
Now the Ministry of Education (MOE) is advocating active learning approach in all general
secondary schools. In Wayesa Gota General Secondary School, even if we are using some active
learning methods, students are very reluctant to participate in the classroom. This can be
contributed by different factors like large classroom, awareness of teachers to use active teaching
methods is low, and students’ perception about education is very low.
We often felt frustrated and disappointed in ourselves after finishing our lesson. During our
class, most students just kept silent and acted as our meeting audience. They seldom participate
in the classroom or raised their hands to answer questions voluntarily. Such unbreakable
situations make us feel suffocated so that we decided to carry out action research.
1.2. Objectives of the study
1.2.1. General Objective of the study
The general objective of the study will be Improving Grade 11 Social Science Female
Students’ Classroom Participation
1.2.2. Specific Objectives of the study
Identifying factors affecting female students’ classroom participation of students.
Implementing strategies to improve female students’ classroom participation.
1.3. Research Questions
- How to improve Grade 11 Social Science Female Students’ Classroom Participation?
- What factors are affecting female students’ classroom participation?
- What strategies should be implemented to improve female students’ classroom
participation?
1.5. Significance of the study
This action research will contribute both for the teachers and the students. It will help the
teachers to pay more attention to the students’ participation, and will develop the relation
between the teacher and the students. The result of the study will improve the participation of
grade 11 social science students. It will contribute in filling the knowledge gap regarding low
achiever student’s participation in the classroom.
UNIT TWO
2. LITERATURE REVIEW
Classroom participation has become an increasingly important aspect of engaging students in
higher education. Current students in higher education are of the millennial generation and are
constantly seeking interaction (Roehling et al., 2011). As educators struggle to find the
appropriate mix of strategies in order to raise participation levels in the classroom, it is important
to look at existing research in order to gain an understanding of what defines participation as
well as factors that affect participation both directly and indirectly in the classroom.
2.1. Defining Participation
Participation has been defined in a number of ways including “the number of unsolicited
responses volunteered” (Burchfield &Sappington, 1999), the “extent of participation in class
discussion” (Weaver & Qi, 2005,), and “any comments or questions that students offered or
raised in class” (Fassinger, 2000). Participation can also be viewed as part of an overall student
engagement process as defined by Dancer and Kamvounias (2005) who divided this process into
five separate categories: preparation, contribution to discussion, group skills, communication
skills, and attendance (p. 448).
2.2 Factors affecting classroom participation
There are many factors that can influence the participation of students in the classroom. In fact,
some factors are internal and others are external. Some students are also assertive, active and
confident enough. On the other hand, there are some students who are bashful and passive. The
main reason for this disparity may be socio-cultural values that oriented towards gender
differences.
2.3. Importance of student’s class participation
Students are more motivated, learn better; become better critical thinkers, and have self-reported
gains in character when they are prepared for class and participate in discussions. The more they
participate, the less memorization they do, and the more they engage in higher levels of thinking,
including interpretation, analysis, and synthesis.
UNIT THREE
3. RESEARCH DESIGN AND METHODOLOGIES
3.1. Target Group
The target groups of this research will be grade 11 social science female students at Wayesa Gota
General Secondary School in 2015 E.C. The researchers selected Wayesa Gota General
Secondary School where they have been serving for free professional community service in this
year. Therefore, the area is convenient for the researchers to conduct the research, and the
researchers used the advantage of proximity to get collaboration from the school community.
3.2. Research Design and Approach
The researchers will use descriptive survey research design for the study. The study will employ
both qualitative and quantitative types of research. Both numerical and non-numerical data will
be collected during the study by questionnaires and focus group discussion with the students in
the school compound.
3.3. Type and Source of Data
The study used both primary and secondary data. The primary data were collected through
questionnaires and focus group discussion. The secondary type of data also collected from
published and unpublished materials which are from authorized and authenticated organizations
such as school documents about the students and journals.
3.4 Sample and Sampling Techniques
Wayesa Gota General Secondary School is convenient for the researchers to conduct the
research, because the researchers used the advantage of proximity to get collaboration from the
school community. There are 42 social science female students in this school. Among them 15 of
them will be selected by using probability sampling, particularly simple random sampling
method. Therefore, 15 grade 11 social science female students will be randomly selected for the
study from the total population.
3.5 Methods of Data Collection
Both Qualitative and quantitative data will be collected using discussion with subject teachers.
Questionnaires and focus group discussion will be given for the students to crosscheck data
collected through discussion. As a quantitative approach, questionnaires will be given to the
samples in the school compound. According to Selinger and Shphamy(1998), questionnaire is
widely used in research area to elicit information about certain conditions and practices. In
addition, questionnaire is the easiest and the cheapest method of data collection and it is easy to
make inference. Focus group discussion will be made four times for two weeks in the school
regarding their participation. Check lists will be used to identify female students’ problems,
particularly, their classroom participation. As a qualitative approach, the journal studies assisted
well, allowing students to give independent opinions on the effectiveness of the teaching
methods.
3.6. Data Analysis
The data collected by using questionnaires will be analyzed quantitatively using SPSS, organized
in table forms, changed to percentages and presented qualitatively. Data which will be collected
through focus group discussions will be organized, analyzed and interpreted and will be
presented in words.
4. Action Plan
There are many female students who are not active participant in the class. Thus, there is a need
to take an action. To improve students’ participation in class, many action strategies will be
taken. The following are among the actions will be taken
1. Planning
2. Making discussion with subject teachers regarding female students’ classroom
participation.
3. Up on the completion of discussion, the teachers will apply the following methods to
improve female students’ classroom participation.
Implementation Time
S/No Actions June July
1 Advising the students √
2 Asking questions from simple to complex √
3 Giving enough time for female students √
4 Establishing positive relationships with female students √
5 Using Break up lectures √
6 Asking for new hands √
5. TIME AND BUDGET BREAKDOWN
5.1 Time schedule for the Research
Duration( tasks carry out)
S/No Major Tasks/activities June July
1 Problem identification √
2 Formulating the research design √
3 Developing the instruments of data collection √
4 Selecting a sample √
5 Writing a proposal √
6 Collecting data √
7 Data analysis √
8 Writing research report √
5.2 Budget Breakdown
No. Items for: Quantity Unit Price Total Price
1. Stationeries (all) - - 300
2. Data collection - - 300
3 Writing the research proposal - - 200
4 Other expenses - - 400
3 Total - - 1200
Appendix A
Mattu university
Bedele Campus
Questionnaire Provided for Female Students
The objective of the questionnaire will be to gather information on female students’ participation
in the classroom.
Direction: Please use ' √ ' to what extent do you agree with the
following factors.
S/No Items SA A N DA SDA
1 The teachers perform well in the class
2 The teachers demonstrate the lesson effectively
3 The teachers are always punctual
4 The teachers ask questions from simple to complex
5 The teachers give enough time for participation
6 There is mutual relationship between teachers and female
students
7 The teachers usually use break up lectures in the classroom
8 We have positive attitude regarding participation
9 The teachers give chance for new hands
Appendix B
Mattu university
Bedele Campus
Focus group discussion check list
S/No Items Response
1 How the teachers ask questions in the classroom?
2 To what extent do you make relationship with your teachers?
3 What kind of active learning methods your teachers use? Do your
teachers give group work, story, examples and demonstrations in the
classroom?
4 How your teachers ask question? Do they give the chance for the
students who do not raise their hands for participation?
