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Enhancing Student Participation in the Class in the Case of Third-Year Biotechnology Students at Bule Hora University

Received: 17 June 2023     Accepted: 6 July 2023     Published: 21 July 2023
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Abstract

The aim of this study is to identify factors that influence students’ class participation and implementing an action plan as remedy to enhance students’ class participation. The study has employed various method of data collection such as questionnaire, checklists, interview, and focus-group discussion. Observation was employed to evaluate the level of students’ participation in the class. Based on the class observation or preliminary study in the classroom, most students were passive learner or non interactive class environment during the lesson intervention except very few students. After the data collection and data analysis, action implementation strategies were employed. The results shows that most students participate less due to its language difficulties, fear, shyness, lack of confidence, less class preparation, little or no teachers’ attention to what students do at the time of his/her lesson period. Hence, an action strategies like advice, changing the seating arrangement, reinforcement, and other strategies have been implemented. Accordingly, the outcome reveals that most of the students have actively participated during the observation day and after the action research intervention period. Therefore, the action research indicates that the intervention plan utilized has contributed for tremendous change in student’s class participation and establishment of positive reinforcement among students.

Published in Science Journal of Education (Volume 11, Issue 4)
DOI 10.11648/j.sjedu.20231104.12
Page(s) 122-130
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), 2023. Published by Science Publishing Group

Keywords

Active, Classroom, Enhancing and Participation

References
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[2] Cooper, J. L. (1995). Cooperative Learning and Critical Thinking. Teaching of Psychology, 22 (1), 7–9. https://doi.org/10.1207/s15328023top2201_2
[3] Derebssa D (2004). Quality of Teaching and Learning in Ethiopian Higher Education: Tension between Traditional and Constructivist Teaching Approach. The Ethiopian Journal of Higher Education 1 (2): 128- 131.
[4] Ewens, W. (2000). Teaching using discussion. In R. Neff and M. Weimer (Eds.), Classroom communication: Collected readings for effective discussion and questioning (pp. 21–26). Madison WI: Atwood Publishing.
[5] Fakhra A, AsmaShahid K (2018). Role of Teachers in Students’ Classroom Participation in Universities. International Journal of Educational Enquiry and Reflection 4: 1-14. https://www.researchgate.net/publication/330712579
[6] Fassinger PA (2000). How classes influence students’ participation in college classrooms. Journal of Classroom Interaction 35: 38-47.
[7] Fritschner LM (2000). Inside the undergraduate college classroom: Faculty and students differ on the Meaning of Student Participation. The Journal of Higher Education, May/Jun 2000; ProQuest Education Journals 71: 342-362.
[8] Harmer J (2007). How to teach English. United Kingdom: Pearson Education Limited.
[9] Howard JR, James GHIII, Taylor DR (2002). The consolidation of responsibility in the mixed- age college classroom. Teaching Sociology 30: 214-234.
[10] Iurea C, Neacsu I, Safta CG, Suditu M (2011). The Study of the Relation between the Teaching Methods and the Learning Styles. The Impact upon Students’ Academic Conduct. Procedia-Social and Behavioral Sciences 11: 256-260.
[11] Taylor, James C. (2002) Teaching and learning online: the workers, the lurkers and the shirkers. In: CRIDALA 2002: 2nd Conference on Research in Distance and Adult Learning in Asia, 5-7 Jun 2002, Hong Kong.
[12] Neer MR, Kircher WF. Apprehensive’ perception of classroom factors influencing their class participation. Communication Research Reports. 1989; 6 (1): 70-77.
[13] Keegan D (2013). Theoretical Principles of Distance Education. London: Routledge.
[14] Kothari C. R. (2004). Research Methodology: methods and techniques, second revised edition, New Age International (P) Ltd., New Delhi, India.
[15] Lee P (2005). Students’ personality type and attitudes toward classroom participation. Proceedings of the CATESOL State Conference, California State University, Los Angeles, USA.
[16] Schlecty, P. (1994). “Increasing Student Engagement.” Missouri Leadership Academy.
[17] Scepansky, J. A., & Bjornsen, C. A. (2003). Educational, orientation, Neo PI-R personality traits, and plans for graduate school. College Student Journal, 37 (4), 574–581.
[18] Siti M. M. (2010). Understanding classroom interaction: a case study of international students’ classroom participation at one of the colleges in Malaysia. International Journal for the Advancement of Science & Arts. Vol. 1 (2): 9199.
[19] Murphy, C. A., & Fortner, R. A. (2014). Impact of instructor intervention on the quality and frequency of student discussion posts in a blended classroom. Journal of Online Learning & Teaching, 10 (3), 337-350.
[20] William HE, Robert RR (2014). Enhancing Student Preparedness for Class through Course Preparation Assignments: Preliminary Evidence from the Classroom. Journal of Political Science Education 10: 204-221. https://doi.org/10.1080/15512169.2014.893760
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Cite This Article
  • APA Style

    Mekdses Tadesse, Dagm Alemayehu. (2023). Enhancing Student Participation in the Class in the Case of Third-Year Biotechnology Students at Bule Hora University. Science Journal of Education, 11(4), 122-130. https://doi.org/10.11648/j.sjedu.20231104.12

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    ACS Style

    Mekdses Tadesse; Dagm Alemayehu. Enhancing Student Participation in the Class in the Case of Third-Year Biotechnology Students at Bule Hora University. Sci. J. Educ. 2023, 11(4), 122-130. doi: 10.11648/j.sjedu.20231104.12

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    AMA Style

    Mekdses Tadesse, Dagm Alemayehu. Enhancing Student Participation in the Class in the Case of Third-Year Biotechnology Students at Bule Hora University. Sci J Educ. 2023;11(4):122-130. doi: 10.11648/j.sjedu.20231104.12

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  • @article{10.11648/j.sjedu.20231104.12,
      author = {Mekdses Tadesse and Dagm Alemayehu},
      title = {Enhancing Student Participation in the Class in the Case of Third-Year Biotechnology Students at Bule Hora University},
      journal = {Science Journal of Education},
      volume = {11},
      number = {4},
      pages = {122-130},
      doi = {10.11648/j.sjedu.20231104.12},
      url = {https://doi.org/10.11648/j.sjedu.20231104.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20231104.12},
      abstract = {The aim of this study is to identify factors that influence students’ class participation and implementing an action plan as remedy to enhance students’ class participation. The study has employed various method of data collection such as questionnaire, checklists, interview, and focus-group discussion. Observation was employed to evaluate the level of students’ participation in the class. Based on the class observation or preliminary study in the classroom, most students were passive learner or non interactive class environment during the lesson intervention except very few students. After the data collection and data analysis, action implementation strategies were employed. The results shows that most students participate less due to its language difficulties, fear, shyness, lack of confidence, less class preparation, little or no teachers’ attention to what students do at the time of his/her lesson period. Hence, an action strategies like advice, changing the seating arrangement, reinforcement, and other strategies have been implemented. Accordingly, the outcome reveals that most of the students have actively participated during the observation day and after the action research intervention period. Therefore, the action research indicates that the intervention plan utilized has contributed for tremendous change in student’s class participation and establishment of positive reinforcement among students.},
     year = {2023}
    }
    

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    AU  - Mekdses Tadesse
    AU  - Dagm Alemayehu
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    DO  - 10.11648/j.sjedu.20231104.12
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    JF  - Science Journal of Education
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    PB  - Science Publishing Group
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    UR  - https://doi.org/10.11648/j.sjedu.20231104.12
    AB  - The aim of this study is to identify factors that influence students’ class participation and implementing an action plan as remedy to enhance students’ class participation. The study has employed various method of data collection such as questionnaire, checklists, interview, and focus-group discussion. Observation was employed to evaluate the level of students’ participation in the class. Based on the class observation or preliminary study in the classroom, most students were passive learner or non interactive class environment during the lesson intervention except very few students. After the data collection and data analysis, action implementation strategies were employed. The results shows that most students participate less due to its language difficulties, fear, shyness, lack of confidence, less class preparation, little or no teachers’ attention to what students do at the time of his/her lesson period. Hence, an action strategies like advice, changing the seating arrangement, reinforcement, and other strategies have been implemented. Accordingly, the outcome reveals that most of the students have actively participated during the observation day and after the action research intervention period. Therefore, the action research indicates that the intervention plan utilized has contributed for tremendous change in student’s class participation and establishment of positive reinforcement among students.
    VL  - 11
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Author Information
  • Department of Biotechnology, College of Natural and Computational Science, Bule Hora University, Oromia, Ethiopia

  • Department of History, College of Social Science and Humanities, Bule Hora University, Oromia, Ethiopia

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