GAMBELLA UNIVERSITY
Action research tittle "Enhancing Active Learning and Teaching in the Case of Fourth-Year
Students of Logistics and Supply Chain Management at Gambella University"
March, 2025
Gambella, Ethioipa
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Table of Contents
Table of Contents........................................................................................................................................II
List of Tables...............................................................................................................................................III
CHAPTER ONE..............................................................................................................................................1
1. Introduction.............................................................................................................................................1
1.1 Background of the Study........................................................................................................................1
1.2 Statement of problem........................................................................................................................1
1.3 Research questions............................................................................................................................1
1.4 Objectives of the Study......................................................................................................................2
1.4.1 General objective........................................................................................................................2
1.4.2 Specific objectives.......................................................................................................................2
1.5 Significance of the Stidy.....................................................................................................................2
CHAPTER TWO.............................................................................................................................................3
2. Review of Related Literature...................................................................................................................3
CHAPTER THREE...........................................................................................................................................3
3. Research Methodology............................................................................................................................3
3.1 Sources and types of data..................................................................................................................3
CHAPTER FOUR............................................................................................................................................4
4.1 Data analysis and interpretations......................................................................................................4
4.2 Conclusions and recommendations...................................................................................................9
References.................................................................................................................................................10
II
List of Tables
Table 4.1 demographic profile of the respondents.........................................................................................4
Table 4.2 Descriptive Analysis on close-ended, Likert scales and open-ended questions...............................5
Table 4.3 Descriptive Analysis on close-ended, Likert scales and open-ended questions...............................6
Table 4.4 close-ended questions.....................................................................................................................7
Table 4.5 close -ended questionaires..............................................................................................................8
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CHAPTER ONE
1. Introduction
1.1 Background of the Study
Active learning is an instructional approach that actively engages students in the learning
process, making them participants rather than passive recipients. This action research seeks to
explore how active learning methods can enhance teaching and learning outcomes among fourth-
year Logistics and Supply Chain Management (LSCM) students at Gambella University. The
study was focused on identifying challenges and opportunities for integrating active learning
strategies into the existing curriculum, aiming to improve student engagement, critical thinking,
and practical application of knowledge in the field of logistics and supply chain management.
1.2 Statement of problem
Despite the growing recognition of the importance of active learning in higher education, many
instructors still rely on traditional lecture-based teaching methods. This approach may not be the
most effective for LSCM students, who need to develop problem-solving skills, critical thinking,
and a practical understanding of logistics and supply chain processes. There is limited research
on how active learning techniques can be tailored to enhance the learning experience of fourth-
year LSCM students at Gambella University. This study addressed the gap by investigating the
potential benefits and challenges of incorporating active learning strategies into the LSCM
curriculum.
1.3 Research questions
1. How does the integration of active learning strategies impact the engagement and
participation of fourth-year LSCM students at Gambella University?
2. What are the perceived challenges and barriers to implementing active learning in the
LSCM curriculum?
3. How can active learning methods improve the students' understanding and practical
application of logistics and supply chain management concepts?
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1.4 Objectives of the Study
1.4.1 General objective
The general objective of this research is to explore and evaluate the effectiveness of active
learning strategies in enhancing teaching and learning outcomes among fourth-year Logistics and
Supply Chain Management students at Gambella University.
1.4.2 Specific objectives
1. To assess the current teaching methods used in the LSCM program at Gambella
University.
2. To identify the attitudes of fourth-year LSCM students towards active learning
approaches.
3. To examine the impact of active learning strategies on student engagement and academic
performance.
4. To provide recommendations for integrating active learning strategies into the LSCM
curriculum at Gambella University.
1.5 Significance of the Stidy
This study was significant because it seeks to bridge the gap between traditional teaching
methods and active learning techniques in the LSCM field. The findings would contribute
valuable insights for educators at Gambella University and similar institutions, helping them
develop more effective teaching strategies that foster better student engagement, critical
thinking, and practical skills. Additionally, the research will provide policy recommendations for
improving the LSCM curriculum to align with global educational standards in the logistics and
supply chain industry.
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CHAPTER TWO
2. Review of Related Literature
Active learning is widely recognized for its ability to increase student engagement and improve
learning outcomes (Freeman et al., 2014). Studies have shown that students who participate in
active learning environments exhibit better retention of knowledge, increased problem-solving
abilities, and higher academic performance compared to those who learn through traditional
lecture-based methods (Michael, 2006). In the context of logistics and supply chain management,
active learning can facilitate the development of critical thinking and practical application of
theoretical concepts (Coffman et al., 2017). However, challenges such as resistance to change
among instructors and students, limited resources, and insufficient training in active learning
methods have been identified as barriers to implementation (Bonwell & Eison, 1991).
CHAPTER THREE
3. Research Methodology
This action research was conducted used a mixed-methods approach, combining both
quantitative and qualitative data collection techniques. The study involved the following
methods:
Surveys: A questionnaire were administered to both students and instructors to gather
quantitative data on their perceptions of active learning.
Interviews: Semi-structured interviews were conducted with selected faculty members
and students to collect qualitative insights into the challenges and benefits of active
learning.
Classroom Observations: Direct observation of classes employing active learning
strategies were conducted to assess the practical implementation and student engagement.
3.1 Sources and types of data
Primary Data: The primary data were collected through surveys, interviews, and
classroom observations of fourth-year LSCM students and their instructors.
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Secondary Data: Secondary data were collected from relevant academic literature on
active learning, existing curriculum documents, and reports on student performance.
CHAPTER FOUR
4.1 Data analysis and interpretations
A total of 25 self-administered questionnaires were distributed to selected fourth year students
and instructors of logistics and supply chain management department. The quantitative data from
the surveys was analyzed using descriptive statistics, utilizing software such as SPSS or Excel.
The qualitative data from interviews and classroom observations were analyzed using thematic
analysis to identify key patterns and themes related to the implementation of active learning
strategies.
Table 4.1 demographic profile of the respondents
Frequency Percent
\Gender of the respondents Male 20 80.0
Female 5 20.0
Total 25 100
Age of the respondents Below 20 1 4.0
20-24 18 72.0
25-29 5 20.0
30 and above 1 4.0
Total 25 100.0
Your current Academic Performance 2.00-2.50 9 36.0
(GPA) 2.60-3.00 7 28.0
3.10-3.50 9 36.0
Total 25 100.0
Source: Own Survey, 2025
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4.1.1 Gender Distribution of the Respondents
Among 25 respondents from logististics department, the Respondents were required to indicate
their gender. The Results presented in Table 4.1 indicate that 20.0% of the respondents were
female while 80.0% were male. This Result from the finding indicates that both sexes were
adequately represented in the study, hence indicating gender imbalance.
4.1.2 Distribution of the Respondents Based on their Age
During the field survey respondents were asked to indicate their age using closed ended
questionnaire. Based on their age rage, result from table 4.1, it was noted that 72.0 % of the
respondents were years 20-24 old, while 20.0 % of the respondents were between 25 - 29 years
old and the rest below 20 yrs. old were and the respondents above 30 yrs. old were also 4.0%.
This shows that the majority of the respondent’s age group is categorized among young age
groups. This indicates that, the university have admitted young and energetic students that could
be able to perform high in their academic carrier and enable the university to achieve its main
goal
4.1.3 Distribution of respondents based on Academic Performance (GPA)
Participants for this study were sought from the point of view of their academic performance
level they have achieved in their study. Table 4.1 thus, shows details of the respondent academic
performance level. From this perspective, 36.0 % of respondents were students who have
obtained 200-250 GPA, while, 28.0 % of respondents were those with 2.60-3.00 GPAs. Whereas
those students with 3.10% -3.50% score 36.0% respectively. This result indicated that not all
students felt under low performance. But, some students deserve good performance.
Table 4.2 Descriptive Analysis on close-ended, Likert scales and open-ended questions.
Have you ever received training on active learning methods?
Frequency Percent
5
Yes 7 28.0
No 18 72.0
Total 25 100.0
How frequently do your instructors use active learning techniques?
Rarely 7 28.0
Sometimes 18 72.0
Total 25 100.0
Source: Own Survey, 2025
The analysis results from the above table 4.2, show that 72.0% of the respondents explained that
they did not received any training on active learning methods while at least 28.0 % of the
respondents stated that they have received training on active learning. Also 72.0% of the
respondents indicated that, sometime instructors dedicated to use active learning techniques
frequently in the class while, 28.0% of the respondent stated that some instructors rarely use
active learning techniques. This result revealed that though some instructors do not applied
active learning techniques in their teaching, most of them practiced active learning methods to
deliver their courses.
Table 4.3 Descriptive Analysis on close-ended, Likert scales and open-ended questions.
Descriptive Statistics
Indicators N Mean Std. Deviation
How frequently do your instructors use active learning 25 2.7200 .45826
techniques?
Traditional lecture-based teaching is the most effective 25 2.2800 1.20830
method for learning logistics and supply chain concepts.
Active learning strategies (e.g., group discussions, case 25 2.8000 1.32288
studies, simulations) improve my understanding of
logistics and supply chain management.
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The use of active learning strategies positively influences 25 5.1600 8.18881
my academic performance.
The university provides adequate resources to implement 25 2.2800 1.10000
active learning methods effectively.
I face difficulties in engaging with active learning due to 25 3.4800 1.19443
time constraints, workload, or lack of guidance.
Total 25
Source: Own Survey, 2025
On the aspect of active learning strategies, it was stated by the respondents representing (2.8000
mean score value with 1.32288 standard deviation). That, the active learning strategies related to
group discussions, case studies and simulations have improved their understanding of logistics
and supply chain management. This result concurring with the view of other respondents
representing (mean score value 3.4800 with 1.19443 standard deviation). stated that, they face
difficulties due to time constraints, work load or lack of guidance at This result show that, time
constraints, work load or lack of guidance become problem to practice active learning possibly.
Table 4.4 close-ended questions
Which of the following active learning strategies do you find most effective?
Frequency Percent
Group discussions 9 36.0
Case studies 11 44.0
Hands on projects 1 4.0
Simulations 4 16.0
Total 25 100.0
Source: Own Survey, 2025
The analysis results from the above table 4.4, show that 44.0% of the respondents indicated that
they find case study is the most effective active learning method that can improve learning. In
addition to case study, 36.0% of the respondents revealed that, group discussion strategy can be
adopted. This result revealed that case study and group discussions were mostly applied in
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Gambella University and in the department of logistics and supply chain management in
particular.
Table 4.5 close -ended questionaires
Source: Own Survey, 2025
What is the main challenge preventing the adoption of active learning in your classes?
Frequency Percent
Resistance from students 3 12.0
Lack of instructors training 8 32.0
Limited time in class 7 28.0
Insufficient resources 7 28.0
Total 25 100.0
How do you prefer learning logistics and supply chain concepts?
Listening to lectures 4 16.0
Watching videos/ demonstrations 5 20.0
Participating in discussions 3 12.0
Solving real-world problems 9 36.0
Engaging on hands activities 4 16.0
Total 25 100.0
Would you recommend more active learning strategies to be incorporated into the LSCM
curriculum?
Yes 14 56.0
No 6 24.0
Not sure 5 20.0
Total 25 100.0
The results of the analysis from the above table 4.5, show that 32.0% of the respondents
indicated that lack of instructors training on active learning strategies, become the main
challenges to adopt active learning. In addition to this challenge, 28.0% of the respondents stated
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that limited time in class and insufficient resources contributed to the challenges that prevent
them to adopt active learning.
Based up on the result of the above table, 36.0% of the respondents state that, they prefer solving
real-world problems to learn logistics and supply chain management concepts and then 56.0% of
the respondents recommended more active learning strategies to be incorporated into LSCM
curriculum to improve their level of understanding to logistics and supply chain management
courses. This result show that, lack of instructors training was not only challenges that prevent
active learning adoption. Limited time to applied active learning strategies in class and lack of
resources provision have contributed to active learning adoption challenges. The finding above
was correlated with the prior research stated that, challenges such as resistance to change
among instructors and students, limited resources, and insufficient training in active learning
methods have been identified as barriers to implementation (Bonwell & Eison, 1991). And also
related with the field findings discussed with some of the students and instructors, who were
interviewed. They said the “ Limited time to applied active learning strategies’’ lower students
and instructors participation to practice active learning and teaching strategies during the class
sessions .
4.2 Conclusions and recommendations
In conclusion, the research would provide a comprehensive understanding of how active learning
strategies impact teaching and learning in the LSCM program at Gambella University.
The study was expected to highlight the benefits of active learning, such as increased student
engagement and improved academic performance. Additionally, it would identify the challenges
that need to be addressed, such as resistance to change and lack of resources and limited time in
class, work load or lack of guidance and lack of instructors training on active learning strategies.
Based on the findings, the research would provide actionable recommendations for faculty,
administrators, and policymakers to enhance the curriculum and teaching methods in the LSCM
program, ensuring a more dynamic and effective learning environment.
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This study therefore; suggests the following recommendations for Gambella university to be
considered:-
Find potential source of Supply to provide adequate teaching and learning materials to
improve active learning and teaching in university.
Improving/ providing skill and knowledge training/ development of its staff, through
provision on job and off job training.
Introduce modern technology and encourage all learners and instructors to adopt active
learning and teaching strategies.
References
Freeman, S., et al. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences,
111(23), 8410–8415.
Michael, J. (2006). Where's the evidence that active learning works? Advances in
Physiology Education, 30(4), 159-167.
Coffman, C. D., et al. (2017). Enhancing critical thinking through active learning: The
case of logistics education. Journal of Business Logistics, 38(2), 121-137.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the
classroom. ASHE-ERIC Higher Education Report No. 1.
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