Teacher Education and Curriculum Studies

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Factors Affecting Second Year Regular Biology Students’ Participation in Group Activities in Wollega University

Received: 05 October 2016    Accepted: 18 October 2016    Published: 28 November 2017
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Abstract

Background: Group work is a method of teaching in which students are put in small groups, two to six, and work in cooperation with each other. But there are different factors that affect students’ participation in group activities. This action research was intended to assess different factors affecting active participation of second year regular students in group activities. Methods: Institutional based cross sectional action research was conducted between April and May 2016. Study populations were all second year regular biology students (43 students) of Wollega University. Self-administered structured questionnaire was used to collect data. Data was analyzed using SPSS version 24 software and percentages were calculated. Data was presented using tables. Results: Analyzed data showed that the most important student related factors that respondents agreed to affect their active group participation include; lack of English language proficiency (28%), reluctance in taking responsibilities (21%), large group size (46%), domination by active learners (56%) and influence of mother tongue (21%). Teacher related factors that affect students’ active participation are lack of encouraging students, lack of control and guidance, non-grading of group activities and lack of teaching materials. Conclusion: Different factors like large group size, Dominance of active learners, Lack of language proficiency, Lack of teaching materials, Non-grading of group activities and Lack of encouraging the students were found to affect students’ active participation. The intervention action plan developed in this action research project should be implemented in a course of study in which prevailing factors affecting students’ active participation are similar to those herein identified. Sufficient guidance and counseling should be given to students in every group activities and learning issues.

DOI 10.11648/j.tecs.20170206.11
Published in Teacher Education and Curriculum Studies (Volume 2, Issue 6, November 2017)
Page(s) 81-85
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Action Research, Factors Affecting Active Participation, Wollega University

References
[1] Getachew Liben (2008). An Assessment of some factors that affect students’ verbal participation in group work. Addis Ababa [Unpublished Ma thesis].
[2] Larsen- Freeman D (2000). Techniques and Principles in Language Teaching. Oxford: CUP.
[3] Nunan D (1992). Research Methods in Language Learning. Cambridge: CUP.
[4] Richards J. C and T. S. Rodgers (1986). Approaches and Methods in Language teaching. Cambridge: CUP.
[5] Long, M, H. and PA Porter (1985). Group work, Interlanguage Talk and second language Acquisition. TESOL Quarterly: 19/2.
[6] Alamirew Gebre Mariam (1992). The Applicability of Group work in learning English. Addis Ababa University [Unpublished MA Thesis].
[7] Mehari Abreha (2011). The Implementation of Group work in Hawassa Primary Government schools grade 8 in focus. Addis Ababa University. [Unpublished MA thesis].
[8] Ministry of Education (2011). Secondary school Standard. Ministry of Education press [unpublished].
[9] Girma. G (2005). A study of Secondary School English Language Teachers’ implementation of Methodological innovations: The teaching of Grammar in focus. Addis Ababa University [unpublished PHD dissertation].
[10] Adam Mohammed (2007). Study on the Challenges and Opportunities of Using Group Work in EFL Class With Reference to Grade 9 Dire Dawa Comprehensive School. Addis Ababa University (Unpublished MA Thesis).
[11] Getachew Liben (2008). An Assessment of some factors that affect students’ verbal participation in group work. Addis Ababa (Unpublished Ma thesis).
[12] Gebrewahid Tsige (2011). A study on the Perception and Roles of EFL students in Group Work Implementation. Addis Ababa University (Unpublished MA thesis).
[13] Atkins. Hailom, B. and Nuru, M. (1996). Skills Development Methodology (Part 2). Addis Ababa University: Addis Ababa University Printing press.
[14] Cohen, E. G. (1972). Designing Group Works: Strategies for the Heterogeneous classrooms. New York: Teaching Collage press.
[15] Mesfin Kebede (2012). Constraints Encountered in Group Work in Teaching English Language at Adea Model Secondary School: Grade Nine in Focus. [Unpublished MA thesis].
Author Information
  • Department of Medical Laboratory Sciences, Wollega University, Nekemte, Ethiopia

  • Department of Biology, Wollega University, Nekemte, Ethiopia

  • Department of Biology, Wollega University, Nekemte, Ethiopia

  • Department of Biology, Wollega University, Nekemte, Ethiopia

  • Department of Education, Wollega University, Nekemte, Ethiopia

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    Hylemariam Mihiretie, Alganesh Melese, Fatuma Mohammad, Bedatu Reta, Melka Hika. (2017). Factors Affecting Second Year Regular Biology Students’ Participation in Group Activities in Wollega University. Teacher Education and Curriculum Studies, 2(6), 81-85. https://doi.org/10.11648/j.tecs.20170206.11

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    Hylemariam Mihiretie; Alganesh Melese; Fatuma Mohammad; Bedatu Reta; Melka Hika. Factors Affecting Second Year Regular Biology Students’ Participation in Group Activities in Wollega University. Teach. Educ. Curric. Stud. 2017, 2(6), 81-85. doi: 10.11648/j.tecs.20170206.11

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    AMA Style

    Hylemariam Mihiretie, Alganesh Melese, Fatuma Mohammad, Bedatu Reta, Melka Hika. Factors Affecting Second Year Regular Biology Students’ Participation in Group Activities in Wollega University. Teach Educ Curric Stud. 2017;2(6):81-85. doi: 10.11648/j.tecs.20170206.11

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  • @article{10.11648/j.tecs.20170206.11,
      author = {Hylemariam Mihiretie and Alganesh Melese and Fatuma Mohammad and Bedatu Reta and Melka Hika},
      title = {Factors Affecting Second Year Regular Biology Students’ Participation in Group Activities in Wollega University},
      journal = {Teacher Education and Curriculum Studies},
      volume = {2},
      number = {6},
      pages = {81-85},
      doi = {10.11648/j.tecs.20170206.11},
      url = {https://doi.org/10.11648/j.tecs.20170206.11},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.tecs.20170206.11},
      abstract = {Background: Group work is a method of teaching in which students are put in small groups, two to six, and work in cooperation with each other. But there are different factors that affect students’ participation in group activities. This action research was intended to assess different factors affecting active participation of second year regular students in group activities. Methods: Institutional based cross sectional action research was conducted between April and May 2016. Study populations were all second year regular biology students (43 students) of Wollega University. Self-administered structured questionnaire was used to collect data. Data was analyzed using SPSS version 24 software and percentages were calculated. Data was presented using tables. Results: Analyzed data showed that the most important student related factors that respondents agreed to affect their active group participation include; lack of English language proficiency (28%), reluctance in taking responsibilities (21%), large group size (46%), domination by active learners (56%) and influence of mother tongue (21%). Teacher related factors that affect students’ active participation are lack of encouraging students, lack of control and guidance, non-grading of group activities and lack of teaching materials. Conclusion: Different factors like large group size, Dominance of active learners, Lack of language proficiency, Lack of teaching materials, Non-grading of group activities and Lack of encouraging the students were found to affect students’ active participation. The intervention action plan developed in this action research project should be implemented in a course of study in which prevailing factors affecting students’ active participation are similar to those herein identified. Sufficient guidance and counseling should be given to students in every group activities and learning issues.},
     year = {2017}
    }
    

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  • TY  - JOUR
    T1  - Factors Affecting Second Year Regular Biology Students’ Participation in Group Activities in Wollega University
    AU  - Hylemariam Mihiretie
    AU  - Alganesh Melese
    AU  - Fatuma Mohammad
    AU  - Bedatu Reta
    AU  - Melka Hika
    Y1  - 2017/11/28
    PY  - 2017
    N1  - https://doi.org/10.11648/j.tecs.20170206.11
    DO  - 10.11648/j.tecs.20170206.11
    T2  - Teacher Education and Curriculum Studies
    JF  - Teacher Education and Curriculum Studies
    JO  - Teacher Education and Curriculum Studies
    SP  - 81
    EP  - 85
    PB  - Science Publishing Group
    SN  - 2575-4971
    UR  - https://doi.org/10.11648/j.tecs.20170206.11
    AB  - Background: Group work is a method of teaching in which students are put in small groups, two to six, and work in cooperation with each other. But there are different factors that affect students’ participation in group activities. This action research was intended to assess different factors affecting active participation of second year regular students in group activities. Methods: Institutional based cross sectional action research was conducted between April and May 2016. Study populations were all second year regular biology students (43 students) of Wollega University. Self-administered structured questionnaire was used to collect data. Data was analyzed using SPSS version 24 software and percentages were calculated. Data was presented using tables. Results: Analyzed data showed that the most important student related factors that respondents agreed to affect their active group participation include; lack of English language proficiency (28%), reluctance in taking responsibilities (21%), large group size (46%), domination by active learners (56%) and influence of mother tongue (21%). Teacher related factors that affect students’ active participation are lack of encouraging students, lack of control and guidance, non-grading of group activities and lack of teaching materials. Conclusion: Different factors like large group size, Dominance of active learners, Lack of language proficiency, Lack of teaching materials, Non-grading of group activities and Lack of encouraging the students were found to affect students’ active participation. The intervention action plan developed in this action research project should be implemented in a course of study in which prevailing factors affecting students’ active participation are similar to those herein identified. Sufficient guidance and counseling should be given to students in every group activities and learning issues.
    VL  - 2
    IS  - 6
    ER  - 

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