DEBRE BERHAN UNIVERSITY

COMPUTING COLLEGE

DEPARTMENT OF INFORMATION TECHNOLOGY

ACTION RESEARCH ON HOW CAN I IMPROVE FEMALE

STUDENTS PARTCIPATION IN ICT CLASS OF BATU TERARA
PREPARATORY SCHOOL IN GRADE 11C

BY: ALEMGENA YESHU

Submitted to:- Seid Ahamew

DEBRE BRIHANE, ETHIOPIA

JULY 2018
 DEBRE BERHAN UNIVERSITY

COLLEGE OF COMPUTING

DEPARTMENT OF INFORMATION TECHNOLGY

HOW CAN I IMPROVE FEMALE STUDENTS PARTCIPATION IN

ICT CLASS OF BATU TERARA PREPARATORY SCHOOL IN
GRADE 11C

1. Advisor: Seid Ahamew

Signature____________________

2. Examiner name _______________

Signature ___________________

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ACKNOWLEDGEMENTS

Many people have helped me directly or indirectly to achieve this project, making it better than
it otherwise would have been.

First and foremost, I would like to express my deepest thanks to the most gracious almighty
Allah without whom mercy the accomplishment of this Research and the opportunity to pursue
my bachelor study at Debre Berhan University is impossible.

My special gratitude goes to my advisor for his fruitful, critical, timely advice and guidance that
contributed to the successful completion of this project.
My earnest gratitude also goes to other staffs of ICT department, Debre Berhan University for
their unrestrained and demonstrative knowledge sharing and cooperation.
I am thankful to the seemliness of Debre Berhan University which creates opportunity to
complete this Research in line with giving me the chance to upgrade my level of education.

Finally, my deepest and warmest gratitude goes to my family and all my relatives who has been
a source of pride and courage throughout my work and for their continuing love, patience,
motivation, encouragement, and constructive advice throughout this long and challenging
process.

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Abstract

The title of this action Research is how can I improve female students’
participation in ICT class in grade 11C in case BatuTerara preparatory school. This
action Research contains starting from introduction to conclusion. The introduction
part is about learner centered, why I done this action Research is because of the
students of grade 11C passive participation in ICT, So to become active, I selected
(20) students out of 42 and 4 teachers out of 33 teachers, those selected by
respondents.

The result of low participation is due to lack of confidence, lack of practice,

method of teaching and language problems. From the action implemented, the
students those were passive become active participation in ICT class due to
advising and guidance as well as improving teaching method.

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Table of content
Contents Page

1. Introduction .......................................................................................................................... 1

1.1. Background of Study........................................................................................................ 1

1.2. Problem Identification ...................................................................................................... 2

1.3. Research Question ............................................................................................................ 2

1.4. Objective of the study ................................................................................................... 2

1.4.1. General Objective ..................................................................................................... 2

1.4.2. Specific Objective ..................................................................................................... 2

1.5. Significance of the study .................................................................................................. 2

1.6. Scope of the study ............................................................................................................ 3

1.7. Limitation of the study ..................................................................................................... 3

2. Review of Literature ............................................................................................................ 4

2.1. Definition of Participation ................................................................................................ 4

2.2. Importance of Participation .............................................................................................. 4

2.3. Teacher Role in class Room Participation. ...................................................................... 4

3. Methodology............................................................................................................................ 5

3.1. Research Design ............................................................................................................... 5

3.2. Source of Data .................................................................................................................. 5

3.2.1. Primary Data ............................................................................................................. 5

3.2.2. Secondary Data ......................................................................................................... 5

3.3. Sampling Size and Sampling Techniques ........................................................................ 5

3.3.1. Sampling Techniques ................................................................................................ 5

3.3.2. Sampling Size ........................................................................................................... 5

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 3.4. Method of Data Collection ............................................................................................... 5

3.5. Method of Data Analysis.................................................................................................. 5

4. Data Analysis and Interpretation ............................................................................................. 6

4.1. Analysis of Students Response ............................................................................................ 6

4.2. Analysis of Teachers response ......................................................................................... 8

5. Action Proposed, implemented and evaluated ...................................................................... 10

5.1. Action proposed ............................................................................................................. 10

5.2. Action implemented ....................................................................................................... 10

6. Conclusion ............................................................................................................................. 11

References ..................................................................................................................................... 12

Appendix A ................................................................................................................................... 13

Appendix B .................................................................................................................................. 14

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List of tables
Table 1 .......................................................................................................................................................... 6

Table 2 .......................................................................................................................................................... 6

Table 3 .......................................................................................................................................................... 7

Table 4 .......................................................................................................................................................... 7

Table 5 .......................................................................................................................................................... 8

Table 6 .......................................................................................................................................................... 8

Table 7 .......................................................................................................................................................... 8

Table 8 .......................................................................................................................................................... 9

Table 9 .......................................................................................................................................................... 9

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 1. Introduction
1.1. Background of Study
Learning is not an automatic consequence of passing information in to students mind. It requires
the learners own mental involvement doing. Explanation and Demonstration by themselves never
lead to real last learning. Making learning participating is use full to learn well, specially, to
figure out things by themselves.

This action Research would attempt directly toward the selected problems of the female
student’s participation in ICT class in BatuTerara preparatory a case of grade 11C practically.

The Research introduces different components of problems in reacting to female students’

participation in ICT Education instruction. There are different factors those hinders students
participation in the class room. These factors may come from students or teachers. In addition to
students or teachers there are also school facilities. Many Collogues given different information
on the factor affecting students’ participation.

According to Col and Chan (1994), there are three major sets of variables that can affect
students’ participation.

 Task variables
 Instructional Variables
 Mediating Variables

According to Col and Chan (1994), Task variables include

 Goal Relevance
 Appropriate difficulty
 Motivation Value
 Variety
 Cognitive engagement and rate of success

It is important we, a teachers should consider all those variables carefully so that appreciate
activities and work task assigned to maximize students engagement, success rate and task
performance.

While I teach grade 11C BatuTerara preparatory School I was able to observe female students
who were passive participation in asking questions and answering even for what was asked them
whether the lesson is clear or not in ICT class. As a result, I was deeply concerned to solve
social, economical, and political problem and who will able to participate actively in different
aspects of societal development.
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 1.2. Problem Identification
Today World Wide Approach in the school focus on the learner concentrated education in which
the students are not passive recipients of knowledge but active learner.

According to MOE /1999/ Students should not only receive information from teachers and
books, but also collect information record it systematically, discuss it, compare it and draw
conclusion from it and also communicate about it.

On contrary, while I was stay in my school I have tried to examine in that there is no active
participation students in teaching- Learning process. This indicates that there is a notable
difficulty in students’ participation in teaching- Learning process and the class looks like teacher
dominating class. This initiated me to pay attention to it.

The main purpose of this study is to investigate the major factors affecting female students’
participation of grade 11C in ICT class a case of Batu Tearara preparatory School, in order to
attain this purpose, the study focus to answer the following purpose.

1.3. Research Question

1. How to promote female students’ participation in ICT class
2. Are there instructional factors that hinder female students class
participation.
3. How can cooperative Learning is among the female students

1.4. Objective of the study

1.4.1. General Objective
The General Objectives of the study is to improve female students’ participation of grade 11C in
ICT class. It is used to assess the current situation of female students’ participation in ICT class a
case of the taken particular class and section.

1.4.2. Specific Objective

 To promote female students participation in ICT class.
 To identify the instructional factors that hinder female students’ participation.
 To promote how the cooperative learning is developed among female students.

1.5. Significance of the study

This study is significant for the following points.

 It helps the students become active rather than passive.

 It serves teachers as inspiration in teaching.
 The study improve participation of female students

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 1.6. Scope of the study
The Scope of the study is limited to Batu Terara preparatory school grade 11C female students’
because with this small scale action research it is difficult to reach all students in the school. The
target population used in this study one section of BatuTerara preparatory school that is grade
11C in the given classes there are 20 students.

1.7. Limitation of the study

This Research is not included all necessary description on the raised problem, Because of the
following factors.

 Lack of enough budgets to conduct the study deeply.

 Due to shortage of time to investigate the study deeply.
 Lack of sufficient reference books in the library.

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 2. Review of Literature

2.1. Definition of Participation

The word participation is difficult to define because it is defined by different peoples in different
times. According to Moor (1992) participation is mental and emotional involvement of persons
group goal and share responsibility. Participation encourages all interested in accepting teams
which they tell responsibility.

2.2. Importance of Participation

The training policy of Ethiopian Education (1994) advocated the execution of active learning in
order to bring citizen included with capacity to solve social, economical and political problem
who will able to participate in different aspects of societal development. The students also learn
autonomy and self-direction and to take the risk, advantage of group work has been well
documented.

The other importance of participation according to initiation of education Research class room
are more in control of their skill learning they develop absence of ownership of knowledge and a
pride in what they have produced more responsibility for their own learning and develop
independent and autonomy as a learners.

2.3. Teacher Role in class Room Participation.

Teachers are the most essential force in a given education, student centered approaches requires
shift in the role and consequent shift in responsibilities different sets of right and obligation on
the part of the teacher and the students. There are many options open to the teacher in the learner
center class room in which the teacher take on the role manager and facilitator of learning. The
Teacher can act as a monitor to ensure that students are proceeding in the in the correct way and
in the right direction helping the students to priority and organize their learning and perhaps
partial as group member, If the Students are losing track of their objective the teacher can
facilitate the presentation. ( Hillary Pass, 1998)

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 3. Methodology
3.1. Research Design
Research is used to show how all the major part of the action Research project including the
sample measure method of assessment to address the research questions in the study.
Quantitative and qualitative data gathered is used in many studies. Because I design many action
Research based on this data. In this action Research design I used questionnaire, interview and
observation to get sufficient information which helps me to solve the problems that hinder
female student’s participation in ICT class.

3.2. Source of Data

3.2.1. Primary Data

I used primary source of data for data collection. The primary data for my action research are
teachers and students.

3.2.2. Secondary Data

Secondary Sources are Different Documents and Internet

3.3. Sampling Size and Sampling Techniques

3.3.1. Sampling Techniques

In order to achieve the purpose of my study I used simple random sampling
techniques in target population selections.
3.3.2. Sampling Size
The unit of analysis is student and teachers of the school. The study is largely
emphasized on the whole students of the class room the research I have selected
only 20 female students by using simple random sampling techniques from 42
students.
3.4. Method of Data Collection
The Data Gathering techniques in my study include interview, observations and questioner. My
questioner includes both open and close questions for investigation of necessary information.
The questionnaires prepared in English and distributed to students and teachers.

3.5. Method of Data Analysis

Both quantitative and qualitative data collection by interview, observations and questionnaire are
organized, analyzed and interpreted.

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 4. Data Analysis and Interpretation
This Chapter deals with the data analysis and interpretation of data gathered from
student and teacher.
4.1. Analysis of Students Response
Table 1

No Questions Response Number of Percentage %

Respondents

1 What makes female A. Lack of Confidence 10 50

students B. Lack of Chance 4 20
participation low C. Lack of interest 2 10
D. Language problem 4 20
Total 20 100%

According to the above table 50% of respondents responded the low participation
is due to Lack of Confidence, 20% of respondents responded the low participation
is due to Language problem, 20% of respondents responded Lack of interest and
20% of respondents responded lack of chance made students low participation in
ICT class. Generally Lack of confidence is the major problems of Low
participation of female students of Grade 11C in ICT class.
Table 2

No Questions Response Number of Percentage %

Respondents
Is the method of teaching A. Yes 15 75
enforces female students B. No 5 15
participation Total 20 100

From the above table we can understand that the majority of the students (80%)
responded ‘’Yes’’ on the idea of teaching method made students low participation
in ICT class while 20% of respondents responded ‘’No’’ with this idea. This
indicates that teaching method have great role in students participation.

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Table 3

No Questions Response Number of Percentage

Respondents %

1 What is the most A. Difficulty of Subject 5 25

causes of low B. Teaching Method 4 20
participation female C. Shy/ a shamed 3 15
students D. Lack of Confidence 8 40
Total 20 100

As indicated on the above table 40% of respondents responded Lack of Confidence

is the most causes of low participation of students in ICT class, 28% of
respondents responded that difficulty of the subject, 25% of respondents responded
that Teaching method and 15 % of respondents responded that Shy/ a shamed is
the cause of low participation in ICT class. Generally the majority of students
responded that Lack of confidence is the major problems of Low participation of
female students of Grade 11C in ICT class.
Table 4

No Questions Response Number of Percentage %

Respondents
Can Environment influences A. Yes 16 80
female students participation B. No 4 20
in ICT Class? Total 20 100

As we can observe from the above table (80%) of students responded ‘’Yes’’ on
the idea of Environment influences on the students participation in ICT class while
20% of respondents responded ‘’No’’ with this idea. Generally, environments have
great influence on the students’ participation.

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Table 5

No Questions Response Number of Percentage %

Respondents

1 Why female Students do A. Lack of Practice 13 65

not participate equally with B. Biological factor 3 15
male students? C. Lack of Chance 4 20
Total 20 100

According to the above table 65% of respondents responded that lack of practice, 15% of
respondents’ responded Biological factor, and 20% of respondents responded lack of chance
made female Students did not participate equally with male. Generally from the above table we
can understand that lack of practice make female Students do not participate equally with male.

4.2. Analysis of Teachers response

Table 6

No Questions Response Number of Percentage %

Respondents

1 What makes female A. Lack of Confidence 12 60

students low participation B. Lack of Chance 5 25
in ICT class C. Lack of interest 3 15
Total 20 100

According to the above table 60% of the respondents responded low participation of female
student is due to lack of confidence, 25% of respondents responded that Lack of chance, and
15% of respondents responded that lack of interest makes low participation of female students in
ICT class..
Table 7

No Questions Response Number of Percentage %

Respondents
Is the method of teaching A. Yes 15 75
enforces female students B. No 5 25
participation? Total 20 100

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From the above table we can understand 75% of the respondents responded that method of
teaching made low participation of female students participation.

Table 8

No Questions Response Number of Percentage %

Respondents

1 What are the main causes A. Lack of Confidence 2 50

of female students’ low B. Difficulty of Subject 1 25
participation? C. Method of teaching 1 25
Total 4 100

As indicated 50% of respondents/Teachers responded that lack of confidence is the main causes
of female students’ low participation, 25% of respondents/Teachers responded that difficulty of
subjects, while 25% of respondents/ teachers responded method of teaching.
Table 9

No Questions Response Number of Percentage %

Respondents
Can environment influences A. Yes 2 50
female students participation B. No 2 50
in ICT class? Total 4 100

As we can observe from the above table 50% of teacher responded ‘’yes’’ while 50% of teacher
responded ‘’No’’

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5. Action Proposed, implemented and evaluated
5.1. Action proposed

Depending on the analysis of students and teachers response, the following actions
are responded.

 Advising and counseling female students to have full confidence to

participate in ICT class.
 Discussing with English teacher to improve discussing skill of female
students those have language problems.
 Giving tutorial class to female students to participate equally with male
students and increasing female students’ skill.
 Depending on the teachers and students response, on the questionnaire, I
improve the method of teaching by encouraging female students.
5.2. Action implemented
In order to achieve the needed goal to bring change in all the problems mentioned
above I have effectively done on the important points on 18 days. These are

 In order to bring improvement I advised all the grade 11C female students’
to improve their participation concerning the ICT class.
 The English Teachers taught individually female students those had the
language problem.

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6. Conclusion
There was high problem of female students of Batu Terara preparatory School in
case of grade 11C. Even though, I did several activity and took important
measurements to decrease participation of students in ICT class. There are some
students those who cannot participate in the class.

Generally, I identified the types of participation problem that cause for the students
low participation and finally, investigated the solution for raised problem in ICT
class based on the raised issues that result of this study are gave radically change of
observed on the female students participation.

The most common causes of low participation of students were:-

Lack of Confidence

Method of Teaching

Environmental influence

Lack of Practice

Language problem

All the problems mentioned above were solved by the Researcher implemented
action.

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References

1. Research taken by Jimma Teaching Training Collage on the topic of less

participatory of female students from Grade 7-8 on 2000 EC.
2. Research taken by Burka Jato school on the topic of degrades that assign on
students from grade 5-8 by 2003 which I have done on first semester.
3. Research taken by Burka Jato School by 2005 on the topic of celebration that I
have taken on the students from grade 8A.
4. Beletek Betali; civic Education Grade 10(200) Gender Biases and sterco type;
Mega publishing enterpressa.
5. 311 A.C.R Module

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Appendix A
For Students

The questionnaire is prepare with purpose of how to increasing participation of female students
in Batu Terara preparatory school grade 11C. Astudents hence our genuine infomation is
valuable for me kindly ask them to answer the question

1. Your parents have great role to your active participation?

A.Yes B. No

2. Your participation in the class is limited?

A.Yes B. No

3. Do you attend class?

A.always B. Rarely C. Sometime D. Never

4. Your school is conducive for your active participation?

A.Yes B. No

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Appendix B
For Teachers

This questionnaire is prepared for Batu Terara Preparatory school Teachers only: then the
alternative that they agree.

1. When do you attempt to manage the classroom?

A.always B. Rarely C. Sometime D. Never

2. Are you follow the participation of your student in class always?

A. Yes B. No

3. If your answer for the above question is yes what type of problem?

A. protect the participation in class B. not doing the homework at home

C. Not participate with the group

4. What doyou think the reason the student’s not to participate in the class room?

A.The school B . the parents C. The students D. The teacher

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