FACULTY OF SOCIAL SCIENCE AND HUMANITIES

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

AN INVESTEGATION IN TO FACTORS THAT HINDER FEMALE STUDENTS’ CLASS-

ROOM PARTICIPATION IN ENGLISH LANGUAGE CLASSES: IN THE CASE OF GRADE
8TH STUDENTS IN BIRBIRSA PRIMARY SCHOOL

RESEARCH PAPER SUBMITTED TO DEPARTMENT OF ENGLISH LANGUAGE AND

LITERATURE IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR BA DEGREE IN
ENGLISH LANGUAGE

PREPARED BY: BELAY

ADVISOR : YOHANIS JORESSA

December, 2020

Mettu, Ethiopia

TABLE OF CONTENTS

CONTENTS PAGES

Acknowledgement--------------------------------------------------------------------------------------------I

[Type text] Page

 Abstract-------------------------------------------------------------------------------------------------------II

CHAPTER ONE:
INTRODUCTION ……………………………………………………………………………............1
1. 1 BACKGROUND OF THE STUDY……………..………………………..………………………………….……............ 1

1.2. Statements of the problem……………………………………………..…..............................3

1.3 Research question ………..………..…………..……………………………………………...3

1.4 Objective of the study …..…..…………….………………………….…….… …………... 3

1.5. Significance of the study…………………………………………………… ……………..…3

1.6 Delimitation of the study………………………………………………………………….......3

1.7 limitation of the study….……..……….…….…………………………………………….,,,,,.3

CHAPTER TWO:
LITERATURE REVIEW…………………………………………………...………………………………………………………………………………………………..
……………….4
2.1 Definition Of Participation…………………………………………………………..…………...4

2.2 Benefits Of Participation…………..…………………………………………………………..4

2.3 Teachers, Learners And Classroom …………………………………………………………………………….…….…5

2.4 Factors That Affect Students’ Participation Level……….…..…....…………………….........5

CHAPTER THREE:
RESEARCH METHODOLOGY AND RESEARCH DESIGHN…………………………..17
3.1. Population of the study………………………………………………………………….. ...17
3.1.1. Sample size and sampling technique-------------------------------------------------------------------17

3.2. Instrument of Data collection………………………………...…………………...…… …18

3.3.Techniques of data Analysis……………….…………………………...…….…..………….18
CHAPTER FOUR
4. DATA ANALYSIS AND INTERPRETATION

4.1 ANALYSIS OFSTUDENTS'QUESTIONNARIEs……………………………………..……………………............14

4.2 ANALYSIS OF TEACHERS' INTERVIEWS………………………………………………………….………………….14

4.3ANALYSISofPRINCIPAL………………………………………………………………………………………………………15

4.4 ANALYSIS AND INTERPRETATION OF CLASS ROOM OBSERVATION………………………..…………15

CHAPTER FIVE

5. CONCLUSION AND RECOMMENDATION………………………………………….......................................16

5.1. CONCLUSION………………………………………………………………………………………….…………………………16

5.2 RECOMMENDATION………………………………………………………………..…………………………………………17

REFERENCES…………………………………………….,..………………………………………………………………………18

APPENDICES

APPENDIX A STUDENTS QUESTIONNAIRES……………………………………………………………………19

APPENDIX B TEACHERS’ INTERVIEW……………………………..……………………………………20

APPENDIX C CLASSROOM OBSERVATION CHECKLIST…………………………………….…21

LIST OF TABLES

TABLES PAGE

Table1.Background of Birbirsa Elementary School,---------------------------------------------------12

Table2 .Students’ Responses on Their Participation Level…………………………………..…12

Table 3.Student’s Responses on Their Commitment For English Class…………………....…13

Table 4.Students’ Response on Techniques English Teachers Implemented In English Class...14

Table 5. Students’ Responses on Factors Affects Their Class Participation------------------------15

Table 6. Possible Solution to Solve Female Students English Class Participation--------------15

ACKNOWLEDGEMENT

I would like to extend my heartfelt thanks to the almighty God who has supported me from the
beginning to the end of this study. Next, I would like to express my special thanks to my Advisor
Mr. Yohanis Joressa who took his precious time and rendered me valuable advice and construct
suggestions in writing this research paper. Without his continues follow-up and encouragement
it was difficult to reach this completion of this final point. Finally, I want to express my most
appreciation to my colleague teacher Melese Legese for his technical and material backup and
valuable encouragement during preparation of this research paper from the beginning of
proposal preparation to the final report.

ABSTRACT

The main purpose of this study was to investigate factors affecting female students’ English
class room participation in second cycle of primary schools in Birbirsa town of Nono Sele
woreda. Descriptive survey research design was employed. one primary public school was
selected through simple random sampling technique. Students, teachers, principals of Birbirsa
elementary school were the respondents of the study. Questionnaire, interview, and
observation were employed to collect the relevant data. To analyze the quantitative data,
simple descriptive statistical techniques like frequencies and percentages were employed. The
result of the study showed that female students had less achieved in English class room
participation as compared with male students. Various factors like parents’ female students
commitment, English teachers trait and school related factors were found to be the major
factors determining female students class room participation in English classes . Since the
factors affecting female students’ academic performance are emanated from different
perspectives, the study recommends that the involvement of various stakeholders is needed in
order to enhance classes room participation of female students in English classes.

II

CHAPTER ONE
INTRODUCTION

The context of English as Second Language teaching and learning, students’ verbal participation
or engagement is essentially important in the classrooms. Therefore, students’ oral contribution
is of great importance for class participation. Operating from the belief that verbal participation
is associated with learning, students are always encouraged by their teachers to contribute to
the classroom discourse, and their participation is often evaluated according to the amount and
quality of their talk (Warayet, 2011). This practice has also become an evaluative benchmark for
English teachers to reflect if they have conducted a good lesson or elicited sufficient responses
from their students. Although participation may be graded in different forms, and vary
substantially from one instructor to another according to the types of interactional activities
and measured quality, the ultimate goal is somewhat to increase student involvement (Bean &
Peterson, 1998).

Generally speaking, with teachers’ encouragement and efforts of students are always expected
to be able to fully contribute in the classroom participation. Nonetheless, the English classroom
may be a frustrating place when most students remain silent in class, and only a small
proportion of them actually participate (Fritschner, 2000). Despite the students being aware of
the importance of spoken English, and knowing the fact that participation is encouraged, many
teachers still experience a great deal of quietness in the classroom. The students are said to
remain non-participatory, quiet or behave passively. This specific chapter tries to highlight the
background, research problem, objectives, scope, virtues and demerits of the study.

1.1 Background of the Study

No one can deny that active classroom participation plays an important role in the success of
language learning (Tatar, 2005). As involvement and participation are essential for language
acquisition, the more utterances the learners offer, the better their spoken language is and vice
versa. This phenomenon is termed Matthew Effect that is "rich get richer, poor get poorer"
(Chau, Fung-ming, 1996).When students produce the language that they are studying, they are
testing out the hypotheses which they have formed about the language. When they respond to
the teacher’s or other students’ questions, raise queries, and give comments, they are actively
involved in the negotiation of comprehensible input and the formulation of comprehensible
output, which are essential to language acquisition. Students, who are actively involved,
reported higher satisfaction and higher persistence rates (Tsui 1996). The importance of learner
participation is also stressed by Jackson (2002) who contends that participation provides the
setting in which students can construct and shape identities as members of the classroom.
Moreover, research has shown that participation in classroom activities is important in order
for effective learning to take place (Tsui, 1996). The linkage between classroom participation
and students’ academic achievement is undeniable.

But, most of the time both female and male students didn’t participate equally in English
classes. As it has been revealed by different researchers, there are factors affecting female
students’ classroom participation in different subjects. These major factors are responsible for
low participation and performance of the female students was categorized as personal traits,
teachers’ response and class room context.

The study aims at exploring which factors that hinder female students’ classroom participation
in the English classroom at Birbirsa primary School in NonoSeleWoreda. It tries to unfold some
of the factors that could have an impact on the kind of participation female students employ in
their classroom, as well as understanding the underlying beliefs or reasons behind their
behavior of participation in the classroom.

1.2 Statement of the problem

In principle, it is easier for students to communicate in their mother tongue in the class as the
constraints of linguistic barriers are eliminated students' level of English was reported to be one
of the contributors to students' participation and interaction in the classroom (Ahnert et al.,
2012) English is, therefore, an important tool for students to succeed in their studies .The only
place where students can practice and use English is in the classroom. Students need to interact
with their English teachers, peers and so on; also, they need to show an understanding of their
learning by participating in English in their classroom.

Classroom participation has always been a critical factor in yielding positive learning outcomes
for students and further developing their abilities. Participation allows students to build on
their knowledge, demonstrate they have understood the curriculum, develop confidence, and
apply theory. It teaches students to think critically (Garside, 1996) and engage in dialogue with
their colleagues informed arguments based on information retained. These skills are important
for their progression throughout their education and in preparing them for their careers.

Rocca (2010) stated that: The more they participate, the less memorization they do, and the
more they engage in higher levels of thinking, including interpretation, analysis, and synthesis
(Smith, 1977). Students who participate also show improvement in their communication skills.
Students struggle with participation due to factors that relate to their personal traits, as well as
the formal and informal structures of the classroom environment (Weaver & Qi, 2005). But,
female students do not participate equally with males in English class room.

As it has been revealed by different researchers, there are factors affecting female students’
classroom participation in different subjects. These major factors are responsible for low
participation and performance of the female students was categorized as personal traits,
teachers response and class room context.

Therefore, the aim of this study is to investigate factors that hinder female students
participation in the English classroom at Birbirsa Primary school in Nono Sele Woreda.

1.3 Research Questions

The study aims to investigate factors that influence female students’ English classroom
participation at Birbirsa primaryschool in NonoSeleworeda. The researcher primarily aim was
to answer the following questions.
 1. What are the effect of classroom environment on female students classroom
participation?
2. What are teachers role for effectiveness of female students in English classes?
3. What are female students’ perceptions towards English classroom participation?
4. What are possible solutions to improve female students’ participation in English classes?

1.4 Objectives of the study

This research has both general and specific objectives
1.4.1 General objective
The main objective of the study was to investigate factors that hinder female students’
classroom participation in Birbirsa primary school.

1.4.2 Specific objectives

1) 1) To explore the effect of classroom environment on female students’ classroom
participation.
2) To assess female students' perception of classroom participation.
3) To identify teachers’ role on female students’ classroom participation.
4) To find out the possible solution to improve female students participation in English
class.
1.5 The significance of the study
The finding from the study was interested to the educational decision-makers at various levels,
teachers, school personnel and female students themselves. In addition to this, The knowledge
that will be gained from this study was useful for designing strategies that might help to
understand problem that hinders female students’ English classroom participation primary
education and Made some corrective measures towards improving the scholastic achievements
of females who were able to attend primary education. On other hand, The study interested to
all those who concern with the promotion of female students’ classroom participation like
some non-governmental organizations and other funding agencies working within Nono Sele
woreda primary schools and also serve as reference to those who conduct a research on the
topic.

1. 6 Delimitation of the study

Though it was important to conduct a study on a certain problems throughout the Primary
schools of the Woreda, delimitation was very important because of budget, time and in terms
of its study area. In so doing, the research was conducted in Oromia regional state Ilubabor
Administration Zone, NonoSeleWoredaBirbirsa town on the title investigating factors affect
Grade 8th female students’ classroom participation in case of Birbirsa primary school. The
reason why the study was delimited to Birbirsa primary school was that the researcher was a
resident of the area and had a long year experience in teaching English at the school with the
aim of investigating factors that affect or hinder female students’ classroom participation in the
Primary schools, information based on the situation of females students’classroom
participation and persistence, nature of female education, effects of education based on
repetition at primary level.

1.7 Limitations of the study

It is true to say that any type of researcher requires a definite period of time in order to get
available information for research .due to lack of sufficient time, the researcher…

1) Was not assessing all factors affecting female education in general rather than it is
attempting on major the factors affecting their class room participation in Primary school.
2) Was Stress on the participation of female students.
3) Was not include secondary schools

CHAPTER TWO
2. LITERATURE REVIEW
A review of the literature highlights the potential role of teachers’ discourse and interaction
strategies as one of the causes of learners’ poor participation in the classroom activities.
Through reviewing the relevant literature and by deriving some insights into the relationship
between language teacher talk and learners’ opportunity to participate, we reviewed theories
lay behind participation.

2.1 Definition of Participation

Participation has been defined in a number of ways including “the number of unsolicited
responses volunteered” (Burchfield & Sappington, 1999, p. 290), the “extent of participation in
class discussion” (Weaver & Qi, 2005, p. 581), and “any comments or questions that students
offered or raised in class” (Fassinger, 2000, p. 39). The above mentioned definitions focus
primarily on quantitative measurements of participation and do not take into account the
quality of the responses given from a student. This is likely due to the difficulty in evaluating
what a quality response consists of for all disciplines and because the result may be subjective.
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). This definition is more holistic as it includes the quality of discussion as well as respect
within the group which Weaver and Qi (2005) indicated was a direct factor that affected levels
of class participation.

2.2 Benefits of participation

Crone (1997) noted that if you engage a student in participating in an active learning
environment, they have the opportunity to become critical thinkers and in turn will be less
passive. Garside (1996) defined critical thinking as:

(a)Thinking that is clear, precise, accurate, relevant, logical, and consistent;

(b) Thinking that reflects a controlled sense of skepticism or disbelief of any assertion, claim,
and or conclusion until sufficient evidence and reasoning is provided to conclusively support it;

(c) thinking that takes stock of existing information and identifies holes and weaknesses,
thereby certifying what we know and don’t know; and (d) thinking that is free from bias,
prejudice, and on-sidedness of thought. (p. 215)

Other benefits of participation for students include less memorization, as they are able to learn
through discussion and synthesize the information more effectively (Smith, 1977), they are
more motivated (Junn, 1994), improve their ability to communicate orally (Dancer
&Kamvounias, 2005), build confidence, and learn by being able to apply theory to their own
lives (Chickering&Gamson, 1987).

2.3 Language Learning and Classroom Participation

Classroom participation represents both a theoretical concern for researchers and a practical
anxiety for teachers within foreign/second language pedagogy. As with theories of second
language acquisition, second language pedagogy has explained how students can be
participated in classroom activities using several teaching methods such as audio-lingual
method and communicative language teaching. Such methods may produce different sorts of
student participation because, for example, participating in language drills is not like in small
group activity. Nevertheless, participation in the classroom is an essential part of language
learning and students must engage in classroom activities in order to learn the foreign/second
language. This assumption is explicitly formulated in learning theories such as learning by doing
(Dewey, 1997 [1938]) and legitimate peripheral participation (Lave and Wenger, 1991). The
assumption that students should be included and engaged in teaching and learning activities
can also be found in pedagogical applications, for example in communicative language teaching
and task-based language teaching (see, e.g., Larsen-Freeman, 2000; Richards and Rodgers,
2001). Moreover, the relationship between participation and learning, which seems to be
associated to each other in several aspects, has been investigated in various studies (such as
Firth and Wagner, 1997, 1998, 2007; Long, 1997; Mondada and Pekarek-Doehler, 2004).
Classroom participation has also been studied from psychological and sociolinguistic
perspectives in order to describe why students can or cannot participate in their classes. Such
studies have found that social factors such as the age, gender and culture of teachers and
students (Fassinger, 1995), and organisational factors such as class size and curriculum (Howard
et al., 1996) may affect classroom participation. These studies have been criticized by different
researchers, however, because they focus on the factors mentioned above as explanations of
student participation rather than analyzing student participation itself. Following this line of
research which describes student participation in its own right through ethnographic
observation, this study looks at how participation is organized within the time span of the
classroom lesson. Before looking at how student participation is organized, it is necessary to
explain what EFL students actually need to know in order to participate appropriately in their
classrooms (Bloome et al., 2005). For example, Johnson (1995) points out, students need a
degree of knowledge and competence to participate in, learn about and acquire a second
language (p. 160). This knowledge, as Mortensen (2008) states, contains functional, social and
interactional norms, and it can be analysed in terms of how the participants orient to the
ongoing activity while classroom interaction proceeds (p. 11). Since this necessary knowledge
for classroom participation can be seen clearly in and through the organization of classroom
interaction, the structure of this interaction needs to be studied in some detail. Furthermore, as
indicated in the previous chapter, in contexts such as Libya where English is taught as a foreign
language, the classroom is the only place where students can learn the language and interact in
English with the other students around them. In this case, understanding the opportunities for
students.

2.4. The Role of Teachers in the Classroom

Teachers are an important key factor for creating opportunities that facilitate students' learning
in many areas of instruction. They provide learners with good teaching and learning processes.
Teachers also influence student participation in different ways: they can enable students to
enjoy their teaching, and like the subject or otherwise, can hinder students from enjoying the
class.
In the literature, some factors related to the teachers which can contribute to creating rooms
for student participation have been identified as teacher's traits and personality, including
teachers' behavior, teachers’ education, interpersonal relationships (Frisby and Martin, 2010),
leadership, helping or supportive attitude, authority, use of reinforcement and motivation
(Dörnyei and Ushioda, 2009), and also teachers' awareness of students’ culture and social
background (Kumpulainen et al., 2009).Teachers need to understand the philosophy of the
curriculum and the intended outcomes which are set by the initiations or the educational policy
makers in which they work for.

2.5. Teacher's Traits and Personality

Teachers’ traits and personality are important qualities that contribute towards shaping CI and
also student participation. Teachers who are more open and promote the use of
communicative approaches in their teaching, are found to be more understanding and friendly,
acting as facilitators (Nunan, 1992). In contrast, Wright (2000) shows that authoritative
teachers are seen to be more dominant and associated with the characteristics of initiators,
correctors, judges, and leaders. Therefore, the role of the teacher is to motivate their learners
and guide them to learn and succeed in their studies. The study of Frymier and Houser (2000)
on teacher-student relationships reveals that students show “effective learning outcomes and
improve their communicative skills” (Frymier and Houser, 2000:207). Furthermore, teachers
not only instruct and guide students towards learning but also organize tasks and activities that
are suitable for their learners, and try to cater for individual differences so that they gain the
interest of all students, and encourage them to respond positively in the lesson. Hall (2002)
indicates that, teachers not only allocate most of their time to academic activities, but also
organize their classroom as an effective learning environment, group management approaches
that maximize the students’ engagement in those activities.

Teachers who lead pupils the wrong way, who do not like adolescents, who are not
considerate, are unhappy and lack a sense of humor are likely to have more disturbances in
their classes. In general, Anderson and Oh (2012) conclude that interpersonal relationships
between teachers and students, which they can sense in their exchanges, boost their
motivation to learn. This is to say that if the interpersonal relationship between the teacher and
student is friendly, the desire of the students to learn is enhanced.

2.6 Factors that Affect students’ Participation Levels

Numerous factors determine participation levels in the classroom and need to be taken into
account when determining a strategy that will encourage an active learning environment and
therefore raise levels of participation.
Student traits. As individuals, we differ in personalities and not everybody is the same.
Confidence is a key trait that students struggle with and has a direct effect on participation
(Weaver & Qi, 2005). Students deal with fears of not being smart enough to address their class
and therefore holdback on providing insight on subject matter due to intimidation (Karp &Yoels,
1976).

Anxiety and nervousness, independent of classroom logistics, inhibit students from

communicating instead of building their confidence through participation. Research has shown
that this is linked to classroom apprehension which is defined by Neer (1987) as the “avoidance
of participation prompted by evaluation apprehension or expectations of negative outcomes
associated with participation” (p. 157). Wade (1994) noted that students will only engage in
class if they feel that what they have to say is important and interesting. Neer and Kircher
(1989) added that students dealing with classroom apprehension felt more comfortable
participating only when they became familiar with their peers and therefore felt more
comfortable in expressing themselves.

Preparation for class. Fear is an issue many students face as they may not have sufficient
knowledge and may be dealing with insecurities in the classroom (Weaver & Qi, 2005).
Research shows that some students reported to not be participating in classes if they did not
prepare on the subject matter prior to coming to class, therefore did not feel comfortable
engaging in discussion (Howard et al., 2002). Students worried that they would be criticized by
both their peers and teachers, for not being well informed on the subject matter.

Classroom size. Classroom size has shown to have a direct and indirect impact on participation
(Weaver & Qi, 2005). In small classroom, higher levels of participation have been recorded due
to the student being more comfortable in an intimate classroom setting and therefore having
less anxiety (Myers et al., 2009). Larger classrooms promote anonymity among students and
raise the level of fear.

CHAPTER THREE

3. RESEARCH DESIGN AND METHODOLOGY

3.1 Research Design

In this study the researcher employed descriptive survey design which involves both qualitative
and quantitative techniques of data collection and analysis. This research design was used
because it is very important to illustrate the existing situation in terms of female students’
participation in English language classrooms. Descriptive survey study is also appropriate to
study on issue based on representative samples from a relatively large population. This method
was chosen by the researcher since the combinations of the two methods are convenient to get
the detail information available for the study. According to Creswell (2012.p.22) the core
argument for a mixed methods design is that the combinations of both forms of data provide a
better understanding of a research problem.

3.2 Source of Data

The sources of data were both primary and secondary. The primary sources are English
teachers, school principal, students and class room observation and secondary sources of data
are from text.

3.3. Population of the Study

The target population of the study focused on grade eight female students and English teachers
of Birbirsa primary School who were teaching in the academic year of 2012/2020. The
researcher purposively selected both English teachers and grade 8 th female students as sample
of this study.

3.4. Sample size and Sampling Techniques

In Birbirsa primary school, there are three sections of grade eight students and there are 261
total numbers of students. From this total population 154 are female students. On the other
hand, the numbers of English language teachers who are teaching in this school are 2 and easy
to manage. Therefore, all of them were selected for the study. The researcher also preferred
purposive sampling technique in order to assess status of phenomenon throughout the study
area.

3.5. Instrument of Data collection

The instruments used for data collection were determined by the needs of a given research and
research questions. The research needs wide quantitative description and there are things
relate to factors that affecting female students class room participation at English classes which
needs to be describing qualitatively. Therefore, the relevant data were collected by
observation, questionnaires, and interviews. Questionnaires prepared for female students, and
also interviews prepared for both English teachers and school principal.

35.1. Observation
One of the instruments of data collection for this study was observation. The researcher
prepared observation check list and observed English teachers actual English classroom lesson
two times to check the way of classroom organization for participation, interests, participation
of the students and the attitude of teacher.

3.5.2. Questionnaire
Other way that the researcher used to collected data was questionnaire. The researcher
prepared open ended questions for students and used a questionnaire in order to investigate
the causes that lead to students’ low participation in English classroom.
3.5. 3 Interviews
Interviews were conducted to collect information through oral questions. The interview helps
the respondents to understand better what they were asked. Three (3) respondents one
principal of school and two English teachers would be selected for this study purposively. Then,
the researcher prepared interview question for English teachers and principal of the school ,
and used an individual interview system forwarding single question for seeking from all the
participants turn by turn.

3.6. Data Collection procedures

The data gathering instruments were prepared in English language for teachers, but it was
translated in to Oromifa for students to overcome the problem of understanding and for free
expression of ideas. The reason behind converting the questionnaire of students to Afan Oromo
to avoid bias between students who speak Afan Oromo. The distribution, continuous follows
up, and the collection of questionnaire was making by the researcher himself. The researcher
made the objective of the study clear to all of the respondents to avoid confusion and get
reliable information.
3.7. Techniques of Data Analysis and Organization
For this study both quantitative and qualitative data analysis technique were used to answer
the basic research questions of the study, and appropriate data analysis procedure employed
based on the essence of data. The data were collected through interview analyzed qualitatively;
however, questioners analyzed using descriptive analysis.
Therefore, the necessary data collected from both sample of grade eight female students, English
teachers and school principal through interview, questionnaires and classroom observation. This
research paper organized in to five chapters. The first chapter contained introductory part, which
includes background of the study, statement of problem, objective of the study, research question,
scope of the study, limitation of the study, significance of the study. The second chapter contains review
of related literature. The third chapter contained research methodology which consist, research
method, description area of the study, data source, data collection tools, sampling technique, research
design and method of data analysis and the fourth chapter contained data presentation and
interpretation and the last chapter contain conclusion, recommendation and references.

CHAPER FOUR

4.DATA ANALYSIS AND INTERPRETATION

This chapter deals with data interpretation and analysis of the study. The data were collected
through questionnaires, interview and observation checklist from female students, teachers
and the school principals. Here the data is presented in tables and analyzed using frequency
and percentage in order to give full information about the study.
Background ofBirbirsa Elementary School Grade 8thEnglish Teachers And Students
Items Total No. sex
M F
 No of English teachers 2 1 1

No of grade 8th students 261 107 154

No of classes 3

Based on the above table, in academic year of 2012, Birbirsa elementary school has two
diploma owner teachers and 261 total students with three classes. From the total 261 students
154 were female and the rest were male. And also, has one principal of the school.

4.1 Students Questionnaires

Table 1: level of classroom participation of female students

Items Respondents
Frequency Percentage

Very high 11 7.1

High 16 10.4

Medium 87 56.5

Low 32 20.8

Very low 8 5.1

Total 154 100%

As portrayed in Table, 7.1% of the respondents answered that the level of classroom
participation of female students is very high. 10.5% and 56.5% of the respondents responded
that the level of class room participation of female students is high and medium respectively.
Similarly, 20.8% and 5.1% of the respondents replied that the level of classroom participation of
female students is low and very low respectively. Hence, one can understand that majority of
the respondents labeled the level of classroom participation of female students as medium.
Table 2. Strategies used by female students in English class
Statements Frequency Percentage
Make enough preparation 56 36.5%
before class
Participate actively on 34 22%
 English club
Contribute in class activities 64 41.5%
Total 154 100
As illustrated in the above table, 36.5% of the respondents responded that female students
made enough preparation before class as strategies. Beside this, 22% and 41.5% of the
respondents replied that participate actively on school clubs and contribute in class activities
respectively. From the above obtained data, one can understand that students didn’t use
effective strategy regularly.
Table 3.Factors affect female students participation in English classes
Response Respondents

Frequency Percentage

Fear of negative Teachers traits 45 29.2

Lack of practice due to class time 3 1.9

Fearofnegative teachers evaluation 12 7.8

Lack of confidence 5 3.2

Fear of peers 18 11.6

Lack of preparation 17 `11

Total 154 100%

Negative teachers’ trait that discourages learners’ participation was teacher's harshness and
strictness. Around 29.2 % of students agreed that the authoritative, embarrassing and
humiliating attitude of the teachers, particularly when mistakes made, can have severe
consequences on learners and willingness to communicate in the class. On other hand, practice
was another cause of students’ reluctance to participate in the class. Female learners (1.9%)
didn’t have much practice of oral English in class due to the limited class time. In addition to
this, female students believed strongly and probably that there was a great difference in English
ability between them and their peers. The current study showed that 11.6% factors came from
fear of peers and lack of adequate confidence. Limited preparation was other problem of
students’ reluctant in English language class. The finding of the present study revealed that 11%
of students feel nervous when speaking English without any preparation.
Table3. Technique English teachers implemented to promote female students class room
participation
Items Respondents
Frequency Percentage

Use well selected topics 64 41.5

Run activities that less 23 14.9

stressful to female students
Take less obtrusive measure 32 20.7
in error correction
Incorporate pair and group 20 12.98
work activities
Follow communicative 15 9.7
language teaching method
Interesting topics and fun activities are the most influential factors in determining learners’
level of participation in class, for instance, activities like role-plays(Mustapha et al. 2010). As to
be seen on above table, 41.5% of female students witnessed that teachers used well selected
topic to motivate students in English class. In addition to this, 20.7% and 14.9% of the
respondents asserted that teacher Run activities that less stressful and Take less obtrusive
measure in error correction in English class room participation to tackle female students low
participation respectively. 12.98% of the respondents replied that the English teachers
incorporate pair and group work to lessen female students’ low participation in English class.
But, 9.7% respondents replied that English teachers follow communicative language teaching
method. And, this is show us that English teachers of Birbirsa elementary school didn’t apply
effective way of teaching method frequently.

Table 5.The possible solution to solve the problem affect female students in English classes

Items Respondents
Frequency Percentage
Organize appropriate topics in 62 40.25
which female students
interested in
Creating stress free situation 92 59.75
in which female students feels
relaxed
 Follow communicative - -
language teaching method
Total 154 100%
The above table show that 40.25% of the respondent organize appropriate topics in which
female students interested in to solving the problem that affect female students participation in
English classes and the rest of 59.75% create stress free situation for female students to
overcome the problem. Regarding the above data English teachers use two techniques to solve
female students problem of participation in English classes.

4.2 Analysis Of English Teachers’ Interview Responses

The researcher tried to avail interview for the teachers who were chosen for the study. The
researcher prepared about five questions and the interview result was presented in paragraph
forms as follows.

Q1. level of classroom participation of female students

As illustrated in the above figure, 50% and 50% of the respondents responded that the level of
classroom participation of female students is medium and low respectively. From this, one can
understand that the respondents (English teachers) labeled the level of classroom participation
of female students as medium and low. Thus, the results of the data obtained from students
vary from school teachers regarding the level of English class participation of female students.
Q2. Do you believe that female and male students equally participate in English classes? The
two respondents replied that all students were not equally participate in English classes. This is
show that the level of students’ participation in English classes varies from student to student.

Q3. What extent female students participate actively in English class room?
The respondents replied for the question based on the participation level grade 8 thfemale
students in English class, and they pointed out that female students were low participation level
compared with male students.

Q3. What techniques do you implement to promote female students’ English class room
participation? The interviewers answered two techniques they implemented to promote grade
8th female students’ English class room participation. According to the respondents, the
techniques English teachers used were50% of Creating appropriate teaching learning
environment and 50%showing positive sign/ response. But, both respondents didn’t focused on
effective method of language teaching and they only focused on passive teaching style
according to result of interview.

Q4. What factors hinder female students’ English classes participation? Based on the question
provided for the factors affect female students, The teachers replied that fear of negative
criticize, Lack of interest ,Fear of peers and Lack of preparation but their answers were varies
accordingly and most of them focused on fear of negative criticize and lack of participation. The
result of this interview varied when compared to students’ questionnaire result. From this one
can easily understand that English teachers didn’t recognize the exact factor that female
students faced in English class.
Q5. What do you suggest the possible solutions to solve the problems that affect female
students English classes active participation? Based on the above question the respondents
replied as follow to solve female students English class room participation. Therefore, Organize
appropriate topics in which female students interested in and Creating stress free situation in
which female students feels relaxed were their answered. Though the result of teachers
indicted that English teachers strive to cover students’ class room low participation problem
but it didn’t mean enough to totally eliminate students’ class room problem.
4.3 Interpretation and Analysis of Data Obtained From school principal through
interview

Data have collected through interview from the school principals regarding to the existing
opportunities which help to improve female students’ class room participation. Regarding to
this issue, the interviewees have mentioned the existing opportunities for female students as
providing of tutorial class; giving chance for female students to participate in different areas like
clubs (assign female students as a chair person, class monitor); providing different
supplementary materials for female students including reference book.Some students, but not
all, in open-ended questions have also listed the existing opportunities as provision of tutorial
class for female students(but not strengthen); the establishment of different female student
clubs.

4.4 Interpretation and Analysis of Data Obtained From classroom Observation

1. Is The Class Room Comfortable?

The class size is reason contributing to student reticence as this restrictive pattern is aimed for
teacher-centered transmission approach which in a way undermines student’s active
participation in expressing views. But, the present study confirmed through observation that
the class were comfortable for students’ active participation.

2. Does The Teacher Select effective Method Of language Teaching ?

In the history of language teaching methodologies, a great variety of teaching methods and
techniques have evolved, existed for some time and then disappeared and were replaced with
a seemingly more effective teaching method. However, the data obtained through observation
indicated that English teachers used teacher centered method which is not recommended for
motivating students actively participate in class. From this data can understand that effective
way of teaching implemented by teacher.

3. Does The Teacher treat all students equally and in good manner?
If a teacher pays equal attention to all members of the class, encourages everybody to take part
in classroom debates and activities, and gives enough time to students to participate, he or she
can considerably enhance the students’ willingness on participation. On the contrary, the
teachers who are dictators, tend to dominate a discussion and take the floor, impose their
viewpoints to the learners and do not give much freedom to them to voice their opinions are
indeed doomed to failure. Similar to this, the data gained through observation showed that all
equally treated and teachers in friendly way.

4. Do the teachers use different styles to encourage female students’ class participation?
From the three observations conducted in each class, it was found that the English teachers
highly encouraged their students to take part in English class participation. However, this
doesn’t mean it was always the same consistent few who frequently volunteered to answer the
lecturer’s questions in all classes. This observation finding was in line with the students’
perceptions whereby a majority of them did not answer the lecturers’ question in whole.
UNIT FIVE
5. CONCLUSIONS AND RECOMMENDATIONS
It has been repeatedly heard that most students in most of female students remain passive in
English classes. This study aims to examine causes that hinder female students’ participation in
Nono Sele Woreda government school of Birbirsa town elementary school English classes.
Questionnaire, interviews and observations were carried out, and the following conclusions
have been drawn.

5.1 CONCLUSIONS
The study has attempted to examine the causes of female students' limited participation in the
English language classroom activities and discussions in Birbirsa elementary school. Based on
the study, It was found that most female students were remain quiet in language classrooms
because of the passive learning styles the English teachers used, lack of students preparation
before class.

Moreover, it was revealed that very few female students were willing to speak individually in
class, while many more were expressed their willingness to participate in pair and group
activities. A number of reasons were identified as contributing to the learners’ remain passive in
English class. On one hand, fear of speaking, difficulty of the task, fear of making mistakes,
teacher’ teaching style, and lack of familiarity with the task. Beside this, a range of factors were
identified as leading to passive style. On other hand, factors include lack of self-confidence, lack
of preparation, fear of making mistakes, lack of knowledge or interest in the discussion, and
teachers’ teaching method.

To sum up, It was also found that students’ fear of evaluation and fear of correctness of speech
reduced their willingness to participate in English classes.

5.2 RECOMMENDATIONS
Based on the discussions and conclusions made, the researcher would like to recommend the
following ways to reduce the causes of female students’ limited participation in English
classrooms at elementary level.

 To Create a Warm Atmosphere and Motivate the Students to Learn English First, teachers
should help students develop a positive image of themselves and others. They should create a
warm atmosphere to motivate the students to learn English by concentrating on dealing with
language problems through group work and activities and correcting students’ errors in a
friendly way.
 To minimize students level of anxiety in English Classroom, The teachers should help them
ease some of their irrational fears and teach them strategies such as self-talks and doing
relaxation exercises to deal with fears.

 The teachers should Prepare More Topics which Are Related to female Students’ Life In
addition, as suggested by the participants, English teachers can prepare more topics which
are not only interesting but related to student life so that female students have the interest in
and ability to talk about it.

 Teachers should also encourage female students to have the confidence to make mistakes in
order to participate actively in English classes and d should create opportunities to speak out
side class room.

 English teachers should also choose topics that most of the students share an interest in.

 Furthermore, as a positive response to students’ concern over the harsh manner of teachers’
error correction, teachers’ selection of error correction technique should be based upon
instructional philosophy.
References
Almaz Zewdie (1991). “Women in Primary & Second Education.” Gender Issue

In Ethiopia. Addis Ababa University.

Anbesu Biazen (1992). Educational opportunities & Disparities in Ethiopia

(Unpublished Research Report

Ayalew Shibeshi (1989). “Some trends in Regional Disparities in Primary School

Befekadu Zeleke (1998). Promoting Girls’ Basic Education in the Rural Areas of Oromia. Addis
Ababa University (Unpublished Master Thesis. )

Bishop, G. (1989). Alternative strategies for Education. New York: Macmillan.

Brookover, (1982) Creating Effective Schools . Holmes Beach, FL: Learning

Publications.

Chamie, M. (1983). Institutional & Household Factors Affecting Young Girls

School Attendance in developing Countries. Washington DC.’

Tadesse, S. (2009). Understanding female students’ academic performance: An Exploration of

the situation in south nations nationalities and peoples regional state, Ethiopia. A Thesis
Presented to Graduate School of Development Studies, The Huge, Netherland. United

Work. ELT Journal. 52(4), 323-329. 12. Garton, S. (2002). Learner Initiative in the Language
Classroom.

ELT Journal. 56 (1), 47-55. 13. Good, T.L., and Brophy, J.E. (1997). Looking in Classrooms. (7th
edition). New York: Addison-Wesley Education

Stroquist, P., N. (1989) Determinants of Educational Participation and Achievement of Women

in the Third World: Review of Educational Research, UK.

Azeb Desta (1998). A Look at the Concept and Application of Self-Contained

Classroom Organization in Ethiopia Primary Education. Addis Ababa University: Institute of

Education Research (IER).

Okojie, C. E.E. (2001), Persisting Inequalities in Education of Female under Schooling in Africa as
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City, Nigeria.
 Appendices
APPENDIX A

Mettu University

Faculty of Social Science and Humanity

Department Of English Language and Literature

STUDENTS QUESTIONNAIRES

Dear Respondents,

The main objective of these questionnaires is to assess the cause of students’ classroom
participation in English classes in the case of Birbirsa primary school Grade 8 female students.
Your response will be used for only research purpose. Please, read the following statements
carefully, and give your genuine responses. With regard to the information you give me, I would
like to assure you that all of them are used only for the research purpose.

General directions

• Please, don’t write your name during you fill the questionnaires
• Please circle your response .
• Please try to respond to all questions.
1.How do you feel about English class room participation?

A, low B, Very high C, medium D, high

2. How often the teachers encourage you to participate actively in English classes?
A, always B, Sometimes C, Never
3. What Strategies do you use in English class?
A, Make enough preparation before class
B, Participate actively on English club
C, Contribute in class activities
4. Does your English teacher treat you friendly in class room?
A, Yes B, No
5. Does your teacher implement different techniques to improve you participation?
A, Yes B, No
6. What Techniques English teachers implemented to promote your class room
participation?
A, use well selected topics B, take less obtrusive measure in error correction
C, incorporate pair and group work activitiesD, follow communicative language teaching

7. What are your main obstacles in English class room participation?

A, fear of peers B, Lack of interest
C, Negative response of teacher D, Anxiety and nervousness
E, lack of preparation F, lack of confidence
 APPENDIX B

Mettu University

Faculty of Social Science and Humanity

Department Of English Language and Literature

TEACHERS’ INTERVIEW

1.Do you believe that female and male students equally participate in English classes?

2.What extent female students participate actively in English class room?

3.What techniques do you implement to promote female students’ English class room
participation?

4.What are teachers role to increase participation level of female students in English classes?

5.What factors hinder female students’ English class participation?

6.What do you suggest the possible solutions to solve the problems that affect female students
English classes active participation?

APPENDIX C

Mettu University
 Faculty of Social Science and Humanity

Department Of English Language and Literature

CLASSROOM OBSERVATION CHECKLIST

The main objective of this classroom observation is to evaluate what is really exercised
between theteacher and students. In addition to this, the observation checklist helps to gather
data on activities or techniques that the English teacher implements to promote class room
participation in English classes.

Date ________________________

Lesson topic__________________________

Grade and section____________

Period ______________________________

Table Of Classroom Observation Checklist

No

Observation Points Frequency %(Percent )

1. Does The Class Room Comfortable In An Intimate Class

Room Setting?
2 Does Teacher Organize Tasks And Activities That
Improve Female Students Communicative Skill?

3 Do Female Students Participate Actively In Class?

4 Does The Teacher Select Appropriate Method Of

Teaching Which Enjoy Students

5 Does The Selected Approaches Of Teaching Influence

Female Students Class Room Participation And Enable
Them Enjoy?

6 Does The Teacher Responsibly Act To Find Solutions To

Solve The Problems That Students Face On Class Room
Participation?