WOLAITA SODO UNIVERSITY, COLLEGE OF AGRICULTULTURE

ACTION RESEARCH

ON

Improving 2 nd Year Natural Resource Management (NaRM) Female

Students’ Class Participation in Soil and Water Conservation Course

By

Alemayehu Hido (NaRM)

Daniel Munda (Horticulture)

Milkias Kurka (Horticulture)

Mohammed Ayano (ABVCM)

Simon Yohannes (Plant science)

June, 2020

Wolaita Sodo, Ethiopia

 Table of Contents
Contents
Pages

CHAPTER ONE............................................................................................................................
INTRODUCTION.........................................................................................................................
1.1 Background and justification.................................................................................................
1.2 Statement of the problem.......................................................................................................
1.3 OBJECTIVES........................................................................................................................
1.3.1 General objective.............................................................................................................
1.3.2 Specific objectives...........................................................................................................
1.4 Research questions.................................................................................................................
CHAPTER TWO.............................................................................................................................
LITERATURE REVIEW................................................................................................................
2.1. Factors Affecting female student performance.....................................................................
2.2. Factors Affecting female student participation.....................................................................
CHAPTER THREE.........................................................................................................................
RESEARCH METHODOLOGY....................................................................................................
3.1 Study Area..............................................................................................................................
3.1.1 Location and accessibility of the College........................................................................
3.2Research Designs and Procedures...........................................................................................
3.3 Sample size determination and sampling techniques...........................................................
4.4 Data Collection Instrument..................................................................................................
3.5 Data Analysis Techniques....................................................................................................
CHAPTER FOUR.........................................................................................................................
RESULTS AND DISCUSSIONS..................................................................................................
4.1 Challenges that hinder female student class participation...................................................
4.2 Female student’s participation on reflecting their idea........................................................
4.3 Create intra competition between female students to answer oral equations in the
class............................................................................................................................................
4.4 The performance of female students participation on practical sessions.............................
5. Conclusions................................................................................................................................
Reference.......................................................................................................................................
 CHAPTER ONE

INTRODUCTION

1.1 Background and justification

Education is the harmonious development of the physical, mental, moral (spiritual), and
social faculties of individuals, for a life of dedicated service (Eshetu, 2002). It is a tool
that enables citizens to make all rounded participation in the development process. The
participation of females in socio-economic development programs also depends on their
educational backgrounds. Educating girls and women is critical not merely to achieve
personal benefits but also for the improvement in the areas of human resource
development of the society (Egenti & Omoruyi, 2011).

The natural environment does not distinguish males and females. However, whenever the
exposure of human beings to the natural environment occurred, both sexes started to
differ in the nature and depth of their experiences. Later, the gender disparity that began
in a small way, get widened by political, economic, cultural & other factors
(http://info.moe.gov.et/gendocs.pdf). Education is one of the social factors where by
gender disparity is reflected. In the field of education, the number of educated females is
very low. As the grade level in school increases, the number of female students starts to
decline because of lots of factors (Mersha et al., 2009).

Consequently, higher education remains an area of learning from which women are less
represented. The very few women that are fortunate enough to join higher institutions are
characterized by lower academic performance and higher forced withdrawal. As a result,
such inequity in higher education representation has a serious lifelong impact on their
opportunities to participate in the country’s political power sharing, economic privileges
as well as social representations. This is because, currently, joining higher education has
become a path to upward social mobility status, political power, economic privilege and
social prestige (Mersha et al., 2009).

The problem for women’s education is not obtaining the advantages that education can
offer. Currently, female enrollments are significantly improving from time to time. But
gender disparities still exist in education participation and performance in each year of
higher education. Factors that are hindering female participation and performance in

1
higher education appear to exist (Juma et al., 2012). Some girls clearly do enter tertiary
institutions despite numerous obstacles, but for most girls, the battles to overcome gender
impediments and obtain qualifications once they are enrolled continue unabated (Wudu &
Getahun, 2009). They often encounter an institutional culture that has not been
transformed and that remains hostile to their gender needs. Within this culture, they either
negotiate their specific needs as discretely and unobtrusively as possible, or dropout when
the environment makes trend and causes of female students’ dropout. Their requirements
may vary from the need for child care from parents, the need for women’s residences, for
safe and accessible transport to and from educational institutions at all hours, to an
institutional culture which values women’s intellectual capacities and skills. In order to
ensure that every girl enjoys her fundamental right to education, different strategies and
intervention programs were developed and implemented by the government of Ethiopia
(Wudu & Getahun, 2009).

The ministry of education of Ethiopia is taking many measures to improve girls’

enrolment in the higher education. As a result, the number of female students enrolled in
higher learning institutions is relatively increasing. Despite experiences of the researcher
show that the participation of female students in class activities at higher learning
institutions is so low as compared with males. Here, it seems clear that thought the
ministry of education has tried to increase the enrollment of girls in higher learning
institutions in each year and in every semester the problem of female students’
participation at Wolaita Sodo University, College of Agriculture level seems worth.
Hence, the present study was undertaken to improve female student’s participation in
natural resources management at soil & water conservation course.

1.2 Statement of the problem

The genesis of this research stemmed from an observation that most of female students
were often lethargic in their approach to learning in class course provision sessions.
According to some recent studies, an instructor generally or on average says 100-200
words a minute, and a student only hears 50-100 half. Worse yet, in a typical lecture
class, students are attentive just 40 percent of the time (Race, 2001). A study conducted
by Juan, Raquel, & María (2010) on competence profile differences among graduates
from different academic Subject fields: Implications for improving Students’ education
concluded that students retain about 70 of what they hear in the first ten minutes of class,

2
and just 20 percent during the last ten minutes. Walk into any college/university/high
school classroom, unarguably, one can observe that some students concentrating intently
on their note taking or on watching the instructor’s presentation (Prince, 2004). This usual
classroom experience is frustrating for students, instructors and higher education
institutions that directly or indirectly hinder to achieve quality education and to produce
competent citizens (Kelly, 1998). Today, improving in-class experience or enhancing
student’s participations is vital for attracting and retaining on college students, especially
in light of increasing competition for vacancy having been graduated. The challenge has
been finding the right tools for increasing student engagement in class without placing
added burdens on instructors or restricting their teaching content and style. Female
student’s participation in class session in second year natural resources management is
very low as observed in all class activities. This problem leads female students to loss
their confidence and finally let them to terminate from the education system. This
research tray to improve second year natural resource management female student’s
participation in soil and water conservation course and increase their academic
performance on the respective course.

1.3 OBJECTIVES

1.3.1 General objective

The overall objective the study is improving second year natural resources management
female students’ class participation on soil & water conservation course.

1.3.2 Specific objectives

 To identify challenges that hinder female student class participation

 To increase female students’ participation on reflecting their idea
 To create intra competition between female students to answer oral questions in
the class
 To increase the performance of female students’ participation on practical sessions

1.4 Research questions

 How can we increase second year natural resources management female students’
participation in presentation?

3
 How can we create intra competition among second year natural resources
management female students to answer oral questions at class?
 How can we increase second year natural resources management female students’
performance on practical sessions?

4
 CHAPTER TWO

LITERATURE REVIEW

2.1. Factors Affecting female student performance

Many scholars believe that gender inequality and the negative differentiations were
responsible for poor performance of female students in education generally and in history
subject in particular. Others attributed this to poor home and societal backgrounds and
culture. They suggested the need to give females special attention in the classroom in
order to encourage them to participate and learn, as cultural and perceived biological
differentiation are not scientific basis for denigrating the females (Jong pier, 1995).

Teachers, heads of schools and school inspectors’ respondents argue that girls are low
enrolled in natural science subjects as compared to their counterparts’ boys. The reasons
pointed out were critical shortage of laboratories and laboratory requirements (97%),
which makes the teaching and learning of natural science subjects too theoretical. This
discourages the girls’ students to opt for natural science subjects because they don’t
understand the content of the subjects and consequently perform poorly in the national
examination. The situation aggravated by the critical shortage of science teachers which
is experienced in secondary schools in Tanzania (84%). Another reason which was
mentioned was that girls and boys are not treated equally in the teaching and learning
process (92%), with this regard teachers do not involve girls students in classroom
activities such as answering questions , asking questions , performing particular tasks,
volunteering for tasks, expecting to be asked a question, and who is asked difficult
questions. In addition, girls’ students are less rewarded by the teachers when they perform
better than teachers do for boys (Adelard Nhunde Saduka (Nd).

The approach adopted at Victoria University for instance, aimed to dispel the
misperceptions associated with information technology (IT), and attract high-school girls
to pursue computing studies through an interactive hands-on event where the girls spent a
day in the shoes of a computing student at the University; they participated in
purposefully designed classroom activities, mingled with female university students, and
even lunched at the student cafeteria. On their part, universities alone can only have a

5
limited influence on the future of females in IT. While they can ensure that their courses
are interesting, free of gender bias, and accessible to female students, they have limited
influence on girls at the time when their perceptions, interests, opinions are formed. To
this end, high-schools need to step in and do their share of encouraging. Universities need
to channel their efforts into collaboration and facilitation, not only with high schools, but
with other sectors as well. It appears that only an orchestrated effort can help achieve a
gender balance in IT and redefine this difficult mission as impossible ‘but in Hollywood
terms that is, possible after all (Iwona Miliszewska, 2006).

This variation is observed consistently under the four years national examinations of
science subjects. Thus, number of “F” scorer girls has increased from year to year: 2013
(51%), 2014 (57%), 2015 (56%), and in 2016 (61%). And inversely, the number of male
students also decreases to score “F” under the same years: 2013 (49%), 2014 (43%), 2015
(44%), and in 2016 (39%). This finding also directly aligned with what Oli’s study
revealed. Oli (2014) conducted a study to investigate status of students’ academic
achievement in science education across selected preparatory schools of Ethiopia. And
the overall academic attainment in science for male was 47.58% and for female was
39.70%. In all the cases, according to him, the mean scores of females were less than that
of males. Generally, based on analyzed data of this study, anyone can disclose by saying
that female students were poor performer than males above all in the science subjects.
Female students of North Wollo Zone did not perform academically as males in the
national examinations, particular (Molla Abraha Hailu,2018).

Female students also performed less than males by 47.81% in terms of scoring “A”, and
they remained higher than males by 12.71% in terms of scoring “F”. In line with this, the
calculated x2 value (1098.8) found as greater than the critical value of x 2 (5.02), which
shows both male and female students were scored differently in the science national
examinations (Molla Abraha Hailu,2018).

2.2. Factors Affecting female student participation

Society of Education, India, 2015 has attempted to examine the causes of students' limited
participation in the English language classroom activities and discussions in Ethiopian
public universities. It was found that students were submissive and quiet in language
classrooms as a result of such reasons as fear of losing face, their inability to understand
concepts, the passive learning styles they were accustomed to, lack of preparation before

6
coming to class, and their perceived linguistic ability. Moreover, it was revealed that very
few 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’ reticence. Reasons include low English
proficiency, fear of speaking, difficulty of the task, fear of making mistakes, unfamiliarity
with the interlocutor and the environment, teacher’ teaching style, and lack of familiarity
with the task. Besides, the researchers examined causes of students’ silence in oral
English lessons at the tertiary level, and they found that students who benefited from a
higher proficiency level were more willing to speak in class. Moreover, giving a lecture
was found to be the least favorite activity, while pair work was rated as a popular activity.
Students’ willingness to take part in class activities was found to increase as a result of
their exposure to spoken language and familiarity with the environment. Similar findings
were achieved by Li & Liu (2011) who examined the issue of limited participation and
anxiety in Chinese setting.
According to Society of Education, India, 2015, in Ethiopian public universities, it was
found that many learners were unwilling to take risk with the language and thus preferred
to remain silent during class discussion. A range of factors were identified as leading to
reticence. These 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, in a recent qualitative study, Riasati (2012) explored Iranian EFL
learners’ perception of factors influencing their willingness to speak in language
classrooms. Similarly, it is proved that the EFL classroom observation made by the
researchers in Ethiopian public universities showed a range of factors including task type,
topic of discussion, role of interlocutor, and role of teacher.

According to Yosef Kasa, (2016) from the inactive students, female students account on
average almost 67.59%, 28.28% are males and the rest are students who are absent in
class. In case of the teaching method, from the information the researchers get by
observation and interview for inactive students it has a great impact on students’
participation in class and some students account their inactivity the teaching methods that
teachers use. Even practicing active teaching methods not all of the instructors are
implementing it correctly as it is planned as obtained from the information with informal
discussions. Some of the factors listed are; class size, class schedule, etc…The students

7
said that it would be better for them to use active teaching methods so that they will
participate better in the classroom.

The aforementioned author stated that, from the total inactive students; 90% were seated
at the back of the class. Female students at the back of the class account 94%. From the
students interviewed for their low participation in class, 60% were due to afraid of their
incorrect response, 23.45% were due to language problem and 16.55% were due to their
background. In case their seating position in the class, those students who seat at the
middle area of the class were mostly those students with background problem that is
problems like not participated before, with less background knowledge, etc... But 86% of
the interviewed students have chosen the back side because of their assumption that a
teacher can’t ask them. Students assume that they are out of control, if they seat at the
backside. Another reason that students may not participate in class is because of their own
personal fears of feeling inadequate in front of others, regardless of the logistics of the
classroom setting. From the data it would be concluded that students may feel intimidated
or inadequate in front of their classmates and teachers, and thus choose not to participate.
Students even reported confidence as the most motivating factor for their participation in
class.

8
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Study Area

3.1.1 Location and accessibility of the College

The research area was located within Southern Ethiopia in Wolaita zone, College of
Agriculture belongs to Wolaita Sodo University which is one of the recognized
universities in Ethiopia. It is about 360 Km away from South of Addis Ababa, the capital
city of Ethiopia.

3.2Research Designs and Procedures

The aim of this research was focused on raising female students’ class participation in the
class room. So, to address the objectives were tried setting the following design was
employed in observation on classroom and focus group discussion interview.

Observation was done on Second year NaRM female students. The purpose of
observation was to identify the forms and level of participation and subsequently to
categorize students for focus group discussion. Observation was done for a period of eight
weeks lectures. Their forms and frequency of participation were recorded throughout the
lecture hours.

The focus group discussions were then conducted on two groups of students, comprising
active and passive students. Active and passive students were identified by their number
of participations in the classroom throughout the eight weeks observation. Each of the
discussions was lasted for between one to two hours. The students were asked questions
on the factors that motivate them to speak up or not to speak in the classroom. The
discussions were led by the researchers and recorded.

The role of each researcher was; one researcher was course instructor, the second
researcher also had other course in this class. All researchers were participated in
observation checklist preparation, test preparation with course instructor as same time
researcher and gave the test for the targeted class. It was decided to implement this action
research on the selected course.

9
The two active learning approaches were employed parallel in first and second cycle.
The descriptions of each cycle are discussed as follow:

Pre-cycle: Before conducting this action research, a pre-test was given immediately
thought the students on this course out of 10%. The purpose of pre-cycle was to know the
students‟ skill, knowledge and attitudes through test.

First Cycle: The researcher was announced the result of the test in pre-cycle result. In
this activity, the researcher (teacher) was taught by using active participation learning
technique that was made students pay attention. Before the teacher do the action, the
teacher was beginning to explain to the students about active participation learning
technique, was given overview, and how to work with it. Because this research is
classroom action research, there were four steps: planning, acting, observing and
reflecting.

Second Cycle: In this cycle, the researchers prepared planning as well as previous one.
The teacher was reviewed previous lesson, improve learning tool to improve students’
activeness and their academic achievement. In this phase, the teaching learning process
was evaluated as it run well or not, are they interested in this technique or not, are they
actively involved, are they tries to deliver their arguments to the other groups, can they
suggest towards the arguments delivered by them and ask.

3.3 Sample size determination and sampling techniques

The total sample size in NaRM second year female students are 8, all students were
participated in the research because most scholars strongly recommended that if the total
number of study population is less than 100, it is advisable to use all study population as a
whole. We, researchers have a course to deliver them. This was the best opportunity in
order to apply this action research through usual learning method and using selected
active learning methods. Soil & water conservation are the course selected for
conducting this action research based on researcher’s argument relative to others course
in the semester delivered in this class purposely.

That is why we researchers select this class in the college.

10
Since the total of second year NaRM students are 8, all students were participated in the
research because most scholars strongly recommended that if the total number of study
population is less than 100, it is advisable to use all study population as a whole.

4.4 Data Collection Instrument

The researchers were informing both the college and the department about the issues and
also research group make clear the idea for the student to engage freely to the action
research. Researchers engaged in the class room from data collection to the intervention
to improve students’ participation.

The technique of data collection which was used in this study was observation on
classroom and focus group discussion. The use of more than one data collection
techniques in a single study helps the researcher to substantiate the strength and corrects
the defect of any one source of data. Based on this the researchers employed variety of
tools to gather information about the participation of female students on soil & water
conservation course. The instruments assessed students’ perception towards active
learning, the role to improve class participation, challenges and possible strategies to
enhance class participation.

3.5 Data Analysis Techniques

The researchers were analyzing the data using quantitative data. Quantitative data were
found through conducting test. The data was analyzed by using statistical analysis to
know whether the students’ academic achievement improved or not. After the researchers
implement the use of active participation technique in improving female students’
academic performance the collected data was coded and analyzed using mean and mean
percentage.

11
 CHAPTER FOUR

RESULTS AND DISCUSSIONS

4.1 Challenges that hinder female student class participation
As per the response of the students, the following factors have been stated frequently as
challenges that hinder learners not to participate actively in class participation (group
discussions, presentations and practical demonstrations):

Table 1. Challenges that hinder female student class participation

Challenges Frequency Percentage

Absence of background knowledge 4 50

Shyness 5 62.5

Poor teaching methodology 3 37.5

Lack of preparation 6 75

As indicated Table 1, Around 75% of the respondents underlined that the major factors
affecting that hinder class participation was due to lack of preparation about the subject,
Shyness 62.5 %, 50% of students said that did not have background knowledge and due
to poor teaching methodology (37.5 %) constitute the first, second, third and fourth
crucial problems in order that affect female students’ class participation. From this, one
can conclude that there is a different challenge for participation in the classroom.
Therefore, the implication is that there is need for awareness rising program for the
students in the classroom to help all learners to enhance the class participation.

Proposed action

Based on the analysis results, the following planned measures should be taken:

a. Giving teaching materials in advance for preparation with discussion questions

b. Supporting and encouraging them to participate actively

12
c. Improve on student centered teaching learning process using different active teaching
methods like cross over group, jigsaw, micro teaching, hot seating, group discussion, and
presentation.

d. Motivate students to participate through incentives as a form of reward like Pen etc.

Implementation of the Action Plan

As recommended and planned by the researchers, the instructor has taken the following
actions to enhance student class participation:

Activity -1- Gave students the teaching materials in advance with discussion.

Activity -2- Supported and encouraged them to participate actively.

Activity-3- Applied different active learning methods.

Activity-4- motivated students to participate through incentives as a form of reward like

mark, and applaud.

Activity -5- Informed in advance about the forthcoming sessions to prepare in advance
and actively participate in the class.

Evaluation

After implementing the proposed actions recommended by the researchers, the research
team members found the implemented strategies bring some important changes such as
enhanced students’ participation, applied various active learning methods by the
instructor, motivated students by instructor and students came with well preparation in
advance. Despite that some students are still passive perhaps due to different
psychological and personal factors that need further investigation; the actions
implemented bring some important changes that enhanced students’ class participation.

Table 2. Percent of students participating in the class

Weak 1 Weak 2 Weak 3 Weak 4 Weak 5 Weak 6

No. of students 1 2 4 6 7 7

Percent 12.5 25 50 75 87.5 87.5

13
 100
Participation level in perecent

90
80
70
60
50 Percent of student partic-
ipation
40 Number of sessions
30
20
10
0
1 2 3 4 5 6

Number of weeks

Figure 1. Student participation level

4.2 Female student’s participation on reflecting their idea

At the beginning there is no active participation of female students when oral question is
asked. These is because of absence of back ground knowledge, lack of confidence,
shyness, poor teacher and student interaction and poor metrology used. Based on this
different intervention had made to increase the female student’s participation in the
session.

i. First intervention giving tutor for female students only

Intensive tutor was given for female students only on the session in order to increase their
participation on class activities. After doing this the session was delivered and different
activities were given to the class and female students were asked oral question and
present group discussion out puts.

ii. Modifying teacher and student interaction

14
 Female students were closely interacted in order to minimize their shyness and build
confides. This allows female students to express their felling about the session in addition
to oral questions and group discussion presentation.

iii. Application of different inter active learning

Different inter active methods were practiced. Among this micro-teaching, group
discussion, co-operative learning method, brain storming and case study were used for
continuous periods.
The first was micro-teaching in which small groups female students (3) were allowed to
present a session within a short time (10 minutes). The second inter active learning style
used was group discussion style in which different topics were given by classifying the
female students in to 2 group.
The group was allowed to do the task for 20 mints and questions were asked to measure
their participation. The third inter active learning used was on co-operative learning, for
the session groups of female students were formed according to their academic
performance high, medium and low academic acceptance give titles objectives of the
session. Students were actively participated based their role expected and participatory
because each individual has a chance to communicate closely so that is it is
recommendable to apply in any courses. The fourth active learning session used was case
study method. In this case topics which can be interpreted in different ways were given to
individual female students.
iv. Measuring the progress of participation.
The session has been delivered with normal class and the numbers of female students who
can participate were recorded.

Table 2. Number of students participating in the class

Weak 1 Weak 2 Weak 3 Weak 4 Weak 5 Weak 6 Remark

No. of students 2 3 5 5 7 7

Present 25 37.5 62.5 62.5 87.5 87.5

Table 2 show female student’s participation increase from time to time when different
interventions are conducted. The highest numbers of female students were participating at

15
weak 5 and weak 6 which is 87.5%. This result was achieved due to repeated intervention
listed above.

Based on the table lowest number of students to respond for different oral question and
present their group work was found in weak1 which is 25%.

90

80

70

60

50 Number of sessions
40 Percent of student’s partici-
pation
30

20

10

0
1 2 3 4 5 6

Figure 2 Increasing number participation per session

The figure shows that an increasing trend of female student’s participation as the session
was repeated for a long period of time. Based on the result female students can participate
more and more if different inter active learning method had applied in the class to deliver
the session.

4.3 Create intra competition between female students to answer oral equations in the
class
Female students are not competent and willing to participate in group discussion and
competent with males and then giving reward for answering questions enables us to
increase the female participation

1. Giving tutor class for female students only

2. During normal session oral questions and group discussion reports presentation
have been given and those female students who are active to the activity are
rewarded like pen and paper

Number of students’ participation in group discussion

16
 Week Week Week Week Week Week
1 2 3 4 5 6

No. of students participated 2 3 4 6 7 7

Percentage 25 37.5 50 75 87.5 87.5

As shown from the table above number of female students participating in group
discussion and answering questions during oral questioning increases starting from week1
to the next. Giving incentives like pen were important to increase female participation.

4.4 The performance of female students’ participation on practical sessions

Aimed to improve female students’ practical participation in soil and water conservation
(swc) course. At the beginning female students in soil water conservation course was
evaluated with no information leaked to them whether there was evaluated or not. During
that time there was no willingness, proper knowledge background, and ability to
implement swc practice in its specification and proper procedure. When evaluated
individually about the problem, most of them replied that there was no such practical
opportunity before and they only read the theory than changing the task into action. Base
on this gap, these female students were invited to demonstration site and well informed
about each specification and proper procedures and the practical session was displayed
practically more than demonstration. Finally, female students were allowed to apply in a
practical site with proper specification and procedure about different soil water
conservation methods and to lead the group as well present the report according to the
given soil water conservation task from practical session. As the result, at the first week
only one female student was willing and tried to practice even though not satisfied based
on the given specification.

This problem indicated that, researchers must support and give additional tutor and
practical session again for those female students until inter competition was developed
and shyness when mistakes appear reduced. As a result, in week two and week three,
three and four students were willingly participated in the practical site respectively and
were satisfactory than previous week. This intervention opened their mind and reduced
shyness and lack of confidence to disclose their idea freely and indicated and encouraged

17
them they can do soil water conservation practical session by themselves. Through
continuous effort, female students soil water conservation practical participation and
willingness was significantly improved in each week (i.e. 6, 7, and 7 in week 4, week 5
and week 6 respectively).

18
 CHAPTER FIVE

CONCLUSIONS AND RECOMMENDATIONS

5.1 Conclusions
The participation of females in socio-economic development programs also depends on
their educational backgrounds. The natural environment does not distinguish males and
females. However, whenever the exposure of human beings to the natural environment
occurred, both sexes started to differ in the nature and depth of their experiences. It was
found that students were submissive and quiet in language classrooms as a result of such
reasons as fear of losing face, their inability to understand concepts, the passive learning
styles they were accustomed to, lack of preparation before coming to class, and their
perceived linguistic ability. Moreover, it was revealed that very few students were willing
to speak individually in class, while many more were expressed their willingness to
participate in pair and group activities.

The challenges that hinder female student class participation were, 75%, due to lack of
preparation about the subject, 62.5% Shyness, 50%, of students said that did not have
background knowledge and due to poor teaching methodology (37.5 %) constitute the
first, second, third and fourth crucial problems in order that affect female students’ class
participation. From this, one can conclude that there is a different challenge for
participation in the classroom. Therefore, the implication is that there is need for
awareness rising program for the students in the classroom to help all learners to enhance
the class participation. It was found that that in the first week only one female student was
willing and tried to practice even though not satisfied based on the given specification.

19
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