SELALE UNIVERSITY

SELALE UNIVERSITY

GENERAL TADESSE BIRU CAMPUS

COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

EDUCATION AND BEHAVIORAL STUDIES UNIT

DEPARTMENT OF GEOGRAPHY AND ENVIRONMENTAL STUDIES

ACTION RESEARCH ON:

Improving Classroom Participation to Enhance Academic Performance

of Students in Fire Tewahido Kidus Rufael Kindergarten and Primary
School: The Case of Grade 7thA Students in 2016E.C.

BY :- ZERIHUN CHERINET TESFAYE

[Link]. SP0105/14-0

ADVISOR :- Dr. KETEMA HAILE

July,2024
Fitche , Ethiopia

0
 SELALE UNIVERSITY
GENERAL TADESSE BIRU CAMPUS
COLLEGE OF SOCIAL SCIENCE AND HUMANITIES

EDUCATION AND BEHAVIORAL STUDIES UNIT

DEPARTMENT OF GEOGRAPHY AND ENVIRONMENTAL STUDIES

ACTION RESEARCH ON:

Improving Classroom Participation to Enhance Academic Performance of Students

in Fire Tewahido Kidus Rufael Kindergarten and Primary School:

The Case of Grade 7thA Students in 2016E.C.

BY :- ZERIHUN CHERINET TESFAYE

[Link]. SP0105/14-0

ADVISOR :- Dr. KETEMA HAILE

July,2023
Fitche , Ethiopia

1
Table of Contents
Acknowledgement 4

Abstract........................................................................................................................Error: Reference source not found

CHAPTER ONE

1. Introduction

1.1 Background of the study.........................................................................................Error: Reference source not found

1.2 Statement of the problem............................................................................................................................................8

1.3 Objectives of the study...........................................................................................Error: Reference source not found

1.4 Action Research question.......................................................................................Error: Reference source not found

1.5 Significance of the study............................................................................................................................................9

1.6 Scope of the study..................................................................................................Error: Reference source not found

1.7 Limitation of the study............................................................................................................................................. 10

CHAPTER TWO..........................................................................................................Error: Reference source not found

2. Literature review......................................................................................................Error: Reference source not found

CHAPTER THREE......................................................................................................Error: Reference source not found

3. Methodology............................................................................................................Error: Reference source not found

3.1 description of the study area.....................................................................................................................................13

3.2 Sampling techniques.................................................................................................................................................13

3.3 Data sources..............................................................................................................................................................13

3.4 Data collection methods...........................................................................................................................................13

3.4.1 Questionnaire.........................................................................................................................................................13

3.4.2 Class-test................................................................................................................................................................13

3.4.3 Observation............................................................................................................................................................14

3.5 Data analysis methods..............................................................................................................................................14

3.6 Proposed action plan.................................................................................................................................................14

CHAPTER FOUR........................................................................................................Error: Reference source not found

4. Observation of checklist...........................................................................................Error: Reference source not found

4.1 Implementing action plan.......................................................................................Error: Reference source not found

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4.2 Results....................................................................................................................Error: Reference source not found

4.3 Developing Action Plan..........................................................................................Error: Reference source not found

CHAPTER FIVE..........................................................................................................Error: Reference source not found

5. Reflecting, Findings, conclusion & recommendation...............................................Error: Reference source not found

5.1. Findings.................................................................................................................Error: Reference source not found

5.2. Conclusion.............................................................................................................Error: Reference source not found

5.3 Recommendation……………………………………………………………………………………………………………………………...25

References…………………………………………………………………………………………...………………………………………………….26
Appendixes…………………………………………………………………………………………………………………………………………………27

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List of tables and graphs

Table 1…………………………………………………………………………………….……15

Table.2……………………………………………………………………………………….....15

Table 3…………………………………………………………………………………………15

Table 4…………………………………………………………………………………………16

Table 5………………………………………………………………………………………..16

Table 6………………………………………………………………………………………..16

Table 7…………………………………………………………………………………….…16

Table 8……………………………………………………………………………………….17

Graph 1………………………………………………………………………………………

Graph 2………………………………………………………………………………………

Graph 3………………………………………………………………………………………

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 Acknowledgement

First and foremost, I would like to thank my Almighty God for all what he has bestowed on me
throughout the journey of my life.

Secondly, my sincere gratitude goes to my Advisor Dr. Ketema Haile for his conduction and valuable
advice throughout the preparation of this paper.

Thirdly, I would like to extend my thanks to Fire Tewahido Kidus Rufael Kindergarten and Primary
School administrates and my colleagues for their information and support in implementing the action
research.
Finally, I would like to extend my deepest gratitude to all who supported me for successful completion
of this action research.

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 Abstract
Classroom participation is must for the enhancement of academic learning. This paper looks specifically
on the strategy on how to improve the learners’ classroom participation to enhance their academic
learning. The aims and objectives of this action research is to improve students’ active participation in
classroom teaching and learning, explore the reasons why students hardly take part in classroom
teaching and learning, and to investigate the relationship between class participation and academic
performance. I have adopted quantitative data collection method. The data has been gathered through
the survey questionnaires and class test. After collecting the data, the descriptive analysis is used in
order to explain the quantitative data using frequencies and percentage to conclude the findings. It has
used the experimental design as its purpose was to find the improvement in classroom participation and
its relationship to the academic performance. While sampling, the gender equity was ensured and
adopted fifteen boys and fifteen girls. Therefore, I concluded the findings to 86.67% confidential level
(26 out of total population 30). I have used the interventions like being approachable to the learners and
motivating them through reinforcement. These interventions are helpful for the learner to enhance their
academic learning.
Key words: classroom participation, enhance academic learning, approachable, academic performance

CHAPTER ONE

1. INTRODUCTION
Fire Tewahido Kidus Rufael Primary School is first instituted in the year 2006E.C. The school is located
in Oromia Regional State, Bishoftu City Administration. Bishoftu City Administation is at a distance 47
6
km away from Addis Ababa, the capital city of Ethiopia. The school is one of the well-known private
schools in the city.
The title of this study is selected to improve classroom participation to enhance academic performance
of Fire Tewahido Kidus Rufael Kindergarten and Primary school grade 7thA students. The study mainly
focused on the students’ problem of classroom participation and to find a solution to the problem in
order to enhance their academic performance. This action research is based on my experience as a
teacher at Fire Tewahido Kidus Rufeal Kindergarten and Primary School, in Bishoftu City
Administration, in Oromia Regional State. The problem addressed in this action research is; most of the
students don’t participate in the classroom. I explored a way forward for students’ participation in the
lesson. I came up with an intervention plan ‘being approachable to all the students’ to improve
classroom participation. The academic result and learning is directly affected by the classroom
participation and interaction. Briggs (2003) argued, “The learning process depends on the level of
student-student interaction and student-teacher interaction.” This statement proves that the students learn
best when there is active classroom participation.
1. Background of the Study

Classroom participation is an important method of learning. Learning is not just between the student and
the teacher but a part of whole classroom experience. Students learn best when learning is active. When
the students are actively engaged in the learning process, the outcome is better. The knowledge, values
and attitudes are acquired better when active learning takes place. The students who actively participate
in the class learn more than those who do not. Participation in the class also reflects how much the
student like the lesson.
This action research paper would benefit both the teachers and students to have active
participation in the classroom. In order to have active participation the teachers need to know the
strategies to boost students’ participation. The intervention used in this action research would make the
teachers and students to have active participation which would yield outstanding result. The classroom
participation directly affects their academic performance. Weaver and Qi (2005) assert, “The students
who actively participate in the class are able to learn better than those who do not” (p.573). It clearly
supports that classroom participation helps to achieve better academic performance.
While doing this action research, I collected pre-data through class test without intervention. After a
month of intervention, I again gathered post data through class test and survey questionnaire. The
descriptive analysis is done through pre-data and post-data to conclude the relationship between active
participation and their academic performance. This action research would be able to instill massive

7
participation to improve academic performance in the school.
One of the greatest challenges for the teachers in Fire Tewahido Kidus Rufael Kindergarten and Primary
School is to integrate students’ participation in the classroom teaching and learning. It has been observed
that students of the school are generally inactive and unresponsive during the lesson. They are reluctant
to participate in any kind of classroom activities like team discussions, team presentations, question-
answer sessions, and volunteerisms despite teacher’s repeated efficacy to stimulate them. Discussion
with other teachers also shared same problem which has actually brought down the overall performance
of the students. This is a clear indication that students’ participation is indispensable for academic
achievement following the fact that they learn more when they act and react through active participation.
Over several years of teaching experience in this school, I tried various methods and teaching strategies
including latest 21st century pedagogy to overcome this challenge yet could not come close to the
understanding of the real reason behind students’ lack of participation. Analyzing current situations and
problems, I felt that this issue deserves serious attention and need to resolve it at the earliest possible.
Considering its importance to the students and teachers, it’s imperative to do something about it before
way too late. The teachers cannot blame everything to the students about such behavior. Sometimes the
teachers as educator should question themselves. Are they really stimulating and triggering their
students to participate?’ Morgan (1991) asserts, “The traditional ‘stand and deliver’ style of teaching no
longer does the job, that it fails to develop students’ critical thinking and problem solving skills, and that
it suppresses natural creativity and curiosity.” The way teacher delivers lessons can also prove
influential and obligatory in bringing about classroom participation. I felt a genuine need to conduct
research on it and bring about mammoth transition in current practice of teaching-learning.
The students involve in this action research were briefed on their roles before they are into research. The
students’ normal classes were not disturbed. Their health and interest were constantly checked in order
to make them competent in doing this action research. This study is expected to improve classroom
participation to enhance academic performance in Fire Tewahido Kidus Rufael Kindergarten and
primary school.

1.2. Statement of the problem

The educational system is producing students short of the basic knowledge and skills to succeed in
achieving the bare minimum requirement to join tertiary education. As I have seen in Fire Tewahido
Kidus Rufael Kingergarten and Primary school of grade 7th’A’, most of the female students are not
active participants. The question arises whether there is the required level of teacher’ professional
commitment among teachers to improve students’ academic achievement in the teaching learning

8
process or whether something more is needed in relation to students’ academic achievement.
This action research finds out those methods that improve classroom participation to enhance the
academic performance of Fire Tewahido Kidus Rufael Kindergarten and Primary School grade 7 th’A’
students. It will also search a new solution that should be followed by the teachers to minimize the
problems. This shows the lack of backward knowledge, confidence, & participation. Many students are
not interested and cannot take care of their class activities and show less participation in the class.

1.3 Objectives of the study

The aims and objectives of this action research are:

-To improve students’ active participation in classroom teaching and learning.

-To explore the reasons why students hardly take part in classroom teaching and learning.
-To investigate the relationship between class participation and academic performance.

1.4 Action Research Question

How can we improve students’ participation in the classroom teaching and learning?
1.5 Significance of the study
This action research has the following advantages:-
 Helps the teachers and other bodies to identify the major problems that hinder students’
classroom participation.
 Helps the teachers to follow the possible ways of teaching & learning process to improve the
participation of students in the classroom.
 It helps to provide help full information for educational sector & researchers.
 Helps a teacher to become solution finder.
 It helps to improve students’ active participation in classroom teaching and learning.
 It helps to create a potential and academically active generations in the class, school and society
as well as in the country.
 To solve the problems especially with classroom participation of students.

1.6 Scope of the Study

This study focused on improving classroom participation to enhance the academic performance of Fire
Tewahido Kidus Rufael Kindergarten and Primary School grade 7 th’A’ students. It will be more
important if the study was conducted at wider scope. But it needs time and budget. The study scopes
population of 15 male and 15 students from grade 7 th’A’ students in Bishoftu City Administration, Fire

9
Tewahido Kidus Rufael Kindergarten and Primary School. However, due to various problems like time
and budget, I have limited to study one class and section only.

1.7 Limitation of the study

This study did not come to end without drawbacks. To this end, some limitations were also observed in
this study. The major problem that I faced in this study was shortage of finance. A small numbers of
respondents may not seriously filling out the questionnaires, and some may be busy to answer the
questions and return on time. However, I had to go to these subjects repeatedly and made a maximum
effort to get relevant data. For the above problems, I tried to solve the problems by: Proper planning,
giving attention and priority to the work devoted with patience.

Lack of money, difficulty in gaining access to relevant information that pertains to the study, failure on
the part of respondents to complete the questionnaires that administered to them, ignorance on the part
of the respondents was another factor that hindered progress of the study. A time constraint was also a
limiting factor. Despite all these limitations the study states the findings by remaining unbiased.

CHAPTER TWO
2. LITERATURE REVIEW
All the parents and the teachers would prefer their children to get outstanding academic results. The
teachers and students strive to get excellent performance. However, most of the students fail to achieve
excellent result. This is because of lack of active learning in the classroom. In order to have excellent
performance, active learning is vital. The active learning would take place when there is more
interaction. Mckeachi & Svinicki (2006) mention, “The students pay attention and think more actively
during the discussion and thus it facilitates actively learning.” This statement proves that active

10
participation would yield better result. If the students want to learn actively they must take part in
discussion in the classroom. The prototypic teaching method for active learning is discussion. Lowman
(1995) asserts, “Discussion requires interaction between students and teacher, so its effectiveness
depends heavily on the quality of students-teacher relationship.” This statement tells that classroom
participation happens more when the teachers are familiar and approachable to the students.
When there is less or no classroom participation taking place during the teaching and
learning session, there will be low academic performance. In order to support this statement, Berdine
(1986, p.23) declares, “The professors who lack motivational skills are likely to result in the low
participation of students in the class.” That is why the teachers need to motivate the students to
participate more in the class. One strategy to provoke students’ participation is by being friendly with
the students. Fritschner (2000) concludes, “Instructors with facial expression and encouraging voice can
have a great impact on students’ class participation.” However, Adler(1987) noted, “All genuine
learning is active, not passive. It involves the use of the mind, not just the memory. It is the process of
discovery in which the student is in the main agent, not the teacher.” Berdine (1986) took in
consideration that the learning is dependent on factors such as teacher’s friendly nature, his or her
approachability and open- minded. However, Adler believes that students are the main agent in
classroom participation, not the teacher. In context to their statement, the researchers firmly support both
the approaches owing to the fact that it’s a collaborative effort that can bring about participation in the
classroom. This idea is further supported by Meredith (1985) who believes that participation requires
equal interaction between teachers and students. Lowman (1995, p.159) claims, “Discussion can be
effective way to provide shy students a platform to speak out and contribute towards classroom
participation.” However, Larkin and Pines (2003) argued, “Sometimes attempt to include students in
discussion can result in undesirable effects and avoidance behavior.” On the contrary, it is not clear from
the works of Lowman (1995, p.159) what kind of discussion would actually drive shy students to
participate in the class. In addition, very vague information is shared by Larkin and Pines (2003) about
what discussion type would actually lead to undesirable effect. In relation to their statements, I believe
that discussions can have positive impact on classroom participation provided it is properly guided,
oriented and managed by concern teachers. This assumption is further supported by Oakley and et al.,
(2004) who found that discussion is vital for interaction and participation. Meyer (2009) claims,
“Students’ feelings about participation grades are worthy of investigation because if they like being
graded, they might be persuaded to engage actively in the class.” On the contrary, Wood (1996, p.112)
argues, “Participation grade does not promote participation nor measures students’ learning.” Meyer’s
finding is not clear since he did not give clear and explicit criteria to access students’ participation. On
11
the other hand, Wood’s view is that participation grading has nothing to do with participation of students
in the class which actually is not true. I feel that it is important to have grading but with good sets of
criteria to access individual student. This idea is further supported by Armstrong & Boud (1983), who
suggested that the teachers should distribute explicit criteria which will access participation of students
at the beginning of the academic year. Students’ interest, taking part and readiness to participate affect
the quality of discussion as an opportunity for learning. As a teacher, the challenge is to make all the
students take part in the class discussion and talk to each other on the given topic. But in most cases the
students never come forward and don’t take it as an opportunity to learn for their betterment. Therefore,
to overcome these challenges, I have come up with ‘being approachable to all the students’ as an
intervention strategy based on the findings from literature review.
As an educator, I was inspired to conduct this action research on ‘Improving Classroom Participation to
enhances Academic Performance’ on students to find out the remedy to awake the students for greater
participation to achieve their outstanding academic performance. I also wanted to know the effect of the
teachers being approachable to the students’ participation. Further, I wanted to explore the students’
participation and its relationship to their academic performance.
.

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 CHAPTER THREE

3. METHODOLOGY
I have adopted quantitative data collection method. The data has been gathered through the survey
questionnaires and class test. After collecting the data, the descriptive analysis is used in order to explain
the quantitative data using frequencies, mean, percentage, and standard deviation to conclude the
findings. This action research has used the experimental design as its purpose was to find the
improvement in classroom participation and its relationship to the academic performance.

3.1 Description of the Study Area

This study was conducted in Oromia Region, East Shoa Zone, Bishoftu City Administration, Dibayou
Sub-City, Biftu Woreda, Fire Tewahido Kidus Rufael Kindergarten and Primary School particularly at
grade 7th’A’ students of 2016 E.C. This area is situated at about 47 km far from Addis Ababa, the Capital
City of our country, Ethiopia. Fire Tewahido Kidus Rufael Kindergarten and Primary School was
inaugurated in 2006 E.C. It is Kidus Rufael Church’s school. It has K.G. up to Grade 8. There were 1096
students in the school in 2016 E.C.

3.2 Sampling techniques

There are 27 male and 37 female, totally 64 students of grade 7 th’A’ students in Fire Tewahido Kidus
Rufael Kindergarten and Primary School in 2016E.C. Out of these 15 male and 15 female, totally 30
students I have taken as a sample by using availability sampling technique to give responses what they
are asked.

3.3 Data Sources

To collect information for this action research, I used observation, questionnaire and class-test.

3.4 Data Collection Methods

For this action research the necessary data was collected mainly through questionnaire, class-test and
observation.

3.4.1 Questionnaire
The main reason to use questionnaire was for obtaining factual information, opinions and attitudes from
large number of subjects with-in a short period of time.

3.4.2 Class-test
The class-test helps to understand the students’ activity and to get the scores they get.

13
 3.4.3 Observation
This method has used during pre-teaching learning process specially by directly working their day to
day participation as well as by observing their results.

3.5. Data analysis methods

The data that are collected through the above ways has been analyzed by quantitative method.
3.6 Acting
After the planning is completed, I started to implement the plan. I used random sampling technique in
consideration to large number of sample size in classroom. While sampling the gender equity was
ensured and adopted fifteen boys and fifteen girls. I used marginal error of ±2 as sampling error.
Therefore, I concluded the findings to 86.67% confidential level (26 out of total population 30). After
sampling is done from grade 7th A, I started to work on the data collection. I taught the lesson in the
normal style without intervention and collected the data through class test. Their frequency of classroom
participation was also recorded as its baseline data. Then I used intervention ‘being approachable to all
the students’ to help sample students to participate in the classroom for a month. During the intervention
time, I changed the method of teaching by being approachable to all the students. I taught the lesson
with calm and fair expression in friendly way. In addition, I also used more motivational words in order
to let them inspire to open up and participate in the teaching and learning lesson. All the time, the
students’ responds are acknowledged by giving positive reinforcement. After intervention implemented,
again I collected the data on class test and frequency of classroom participants in the lesson. In addition,
I surveyed through questionnaires to find appropriateness of the selected intervention for the students to
find whether or not it helped in their classroom participation. I analyzed the pre-data with post-data and
questionnaire data in order to conclude the effectiveness of the selected intervention to prove the
improvement in classroom participation and academic performance.

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 CHAPTER FOUR
4. DATA ANALYSIS AND DISCUSSIONS
In order to check the ground reality of the data, first I taught the lesson without intervention and
conducted a class test. The result of the class test was kept as the baseline of the data. During the
session, the number of classroom participation by the students was also recorded.
Table 1: Pretest Result of the sample students:
Minimum Standard
Number Maximum Mark Mean Remarks
Marks Deviation
30 0.5 8.5 4.62 2.49

The table 1 shows the baseline data for the pretest result of class test. Out of 10 marks, the minimum
mark scored by a sample student was 0.5 and maximum was 8.5. Their mean was 4.62 and standard
deviation was 2.49.
Table 2: Sample students’ participation before intervention:
No. of Students’
Number Percentage Remarks
Participation
30 6 20%

The above table 2 shows the sample students’ classroom participation before intervention. Out of 30
students in the class only 6 of them participated during the entire lesson without intervention.
Through this data the researcher knew that only 20% of the students were participating in the class in
normal way without any intervention.
After the collection of baseline data, I implemented the intervention ‘being approachable to all the
students’ for a month. The teacher’s friendly nature and approachability influenced students’
participation to the great extent. Students are more open to speak and share if the teacher is amicable
which can create conducive environment for more classroom participation. Teachers’ positive
reinforcement will be a key to encourage students to participate in the class. After the intervention, I
conducted the class test to find the effectiveness of the selected intervention.
Table 3: Post-test Result of the sample students:
Minimum Standard
N Maximum Mark Mean Remarks
Marks Deviation
30 4 10 7.3 2.14

The above table 3 shows the post-test data of class test. It was conducted after intervention for a month.
Out of 10 marks, the minimum mark scored by a sample student was 4 and maximum was 10. Their
mean was 7.3 and standard deviation was 2.14.
Table 4: Sample students’ participation after intervention:
No. of Students’
N Percentage Remarks
Participation
30 25 83.3%

15
The above table 4 shows the sample students’ classroom participation after intervention. Out of 30
students in the class, 25 of them participated during the entire lesson while having intervention. Through
this data the I knew that when the teacher is approachable to the student, the percentage of classroom
participation is as high as 83.3%.
Table 5: Classification of sample students before intervention:
Score Range Classification No. of Sample students Percentage
5 Above Above Average 16 53.33%
4 - 4.9 Average 3 10%
3.9 Below Below Average 11 36.67%
Total 30 100%

The above table 5 shows the classification of sample students into; above average student, average
student, and below average student before intervention. In the class test result without implementing
intervention, 16 students got above average which is of 53.33%. There were 3 students who were
average student. The average student was 10 %. Out of 30 students, 11 of them were under below
average which was 36.67%.
Table 6: Classification of sample students after intervention:
Score Range Classification No. of Sample students Percentage
5 Above Above Average 29 96.7%
4 - 4.9 Average 1 3.3%
3.9 Below Below Average 0 0%
Total 30 100%

The above table 6 shows the classification of sample students into; above average student, average
student, and below average student after intervention. In the post class test result with intervention, 29
students got above average which is of 96.7%. There was 1 student who was average student. The
average student was 3.3%. Out of 30 students none of them were under below average.
Table 7: Difference in classification of sample students before and after intervention:
Difference/
Pre-test Post-test
Improvement
No. of No. of
Score Percenta Percent
Classification Sample Sample Percentage Remarks
Range ge age
students students
5 Above
16 53.33% 29 96.7% 43.3% Improved
Above Average
4 - 4.9 Average 3 10% 1 3.3% 6.7% Improved
3.9 Below
11 36.67% 0 0% 36.67% Improved
Below Average
Total 30 100% 30 100% 86.67%

The above table 7 shows the difference in classification of sample students before and after
intervention. Before implementing the intervention, the below average students was 11. After
intervention, there were no pupils reported to be in the below average group. This shows all the below
16
average students have improved with 36.67%. In case of average students, before intervention, there
were 3 students and after intervention, average student has decreased to 1. This shows 6.7%
improvement in average category. In above average category, the number of student was 16. After the
intervention the number of student has climbed to 29 where additional 13 students jumped to this
category. This shows 43.3% improvement after the intervention. The overall improvement after
intervention is 86.67%.
Table 8: Difference in classroom participation of sample students before and after intervention:
Classification No. of Sample students Percentage Remarks
Before intervention 6 20% Baseline
After intervention 25 83.3% Improved
Difference /
19 63.3% Improvement
Improvement

The above table 8 and shows the difference in classroom participation of sample students before and
after intervention. Before intervention, 20% of the students participated in the classroom teaching and
learning. As the intervention begins, the teacher began to be approachable by being friendly and
responsive to the students. All the time, I acknowledged their words and participations. Their responses
were reinforced with positive comments. Then the number of active participation increased day by day.
The data shows that with intervention, 83.3% of the students were participating in the teaching and
learning lesson. There is the difference of 63.3% between without intervention and with intervention.
This difference shows that ‘being approachable to all the students’ is necessary as a teacher for the
participation of the students.

17
Data on survey questionnaire on classroom participation:
In addition to data analysis through class test, the researchers have done survey questionnaire on
classroom participation. The data was collected based on three parameters;
I think active classroom participation is very important to enhance better learning.
I can participate well in the class when the teachers are approachable.
I like to participate in the class when the teachers reinforce me.
This survey was done in order to make it clear and explicit that the intervention ‘being
approachable to all the students’ is necessary and helpful for the teachers. It will serves as a
complementary data for the analysis result of pretest and post test data. This survey has been
done after the intervention so that the students share their perspectives on ‘being approachable to
all the students’ by the teachers and its effect to them.

Graph 1: I think active classroom participation is very important to enhance better learning.

18
 35

30

25

20
Male
Female
15 Total

10

0
Strongly Agree Agree Disagree Strongly Disagree

The above graph 1 tells on how the students personally think active participation is very
important to enhance better learning. Out of 30 students, 29 (15 girls and 14 boys) told that they
strongly agree with the statement. This data concluded that 96.66% of the students feel
classroom participation is very important to enhance their learning.

Graph 2: I can participate well in the class when the teachers are approachable.

19
 30

25

20

Male
15
Female
Total
10

0
Strongly Agree Agree Disagree Strongly Disagree

The above graph 2 shows that whether the students feel like to participate or not when the
teacher is approachable. In this statement, 27 students (14 boys and 13 girls) strongly agreed to it
and 3 students (2 girls and a boy) agreed to it. This data proves that the students can participate
more when the teachers are approachable to them..
3: I like to participate in the class when the teachers reinforce me.

20

18

16

14

12 Male Female

10
Total
8

0
Strongly Agree Agree Disagree Strongly Disagree

20
The above graph 3 portrays whether the students like to participate in the class when the teacher
reinforce them or not. To this statement, 18 students (10 girls and 8 boys) strongly agreed. 10
students (5 girls and 5 boys) agreed to the statement. There is a boy each for disagree and strongly
disagree. From this data, I conclude that the teacher’s reinforcement is necessary to help in classroom
participation.

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 CHAPTER FIVE

5. REFLECTING, FINDINGS, CONCLUSION AND RECOMMENDATION

5.1 Reflecting
While carrying out this research, I was satisfied that the intervention being approachable to all the
students’ works well to have more and active classroom participation which will yield outstanding
academic performance. I used the intervention ‘being approachable to all the students’ to find out how it
helps for classroom participation in the teaching and learning session. The data shows only 6 sample
students participated without implementing aforementioned intervention. After implementing selected
intervention, the post data revealed that the number of active participant increased drastically to 25.
Through this data, I proved that intervention ‘being approachable to all the students’ is working well in
teaching and learning session to have active classroom participation.
The researched data shows that there is correlation between classroom participation and academic
performance. When the participation was less, their academic performance was also less. For instance,
when there were 6 participants during the lesson, its pretest result has mean of 4.62. Later, when the
participants increased to 25, its mean was increased to 7.3. Therefore, this data proves that there is
correlation between classroom participation and academic performance.
This action research helped me to understand and apply ‘being approachable to all the students’ during
the teaching and learning session. I was confident that being approachable to all the students would
inspire the students to participate more in the teaching and learning session. This would ultimately help
to achieve high academic performance of the students. Thus, I believe that being approachable to all the
students is necessary as a teacher to have his or her students’ active participation and high academic
performance.
5.2 Findings
The followings are the findings of this action research;
The number of participant before intervention ‘being approachable to the students’ was 6.
The pretest result’s mean score was 4.62 and standard deviation was 2.49.
After implementing the aforementioned intervention, the number of classroom participant
increased to 25.
The posttest result’s mean was increased to 7.3 and standard deviation decreased to 2.14.
Before intervention the minimum marks of a student in pretest was 0.5 and maximum
were 8.5.
After intervention the minimum marks of a student in posttest was 4 and maximum was

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 10 out of 10.
The survey questionnaire, “I think active classroom participation is very important to enhance
better learning.” Here, 29 of 30 sample students strongly agreed.
The survey questionnaire, “I can participate well in the class when the teachers are
approachable.” In this statement, 27 of 30 sample students strongly agreed.
The survey questionnaire, “I like to participate in the class when the teachers reinforce me.” In
this statement, 18 of 30 sample students strongly agreed and 10 of 30 sample students agreed.

5.3 Conclusion
Based on the above findings, the followings are the conclusions;
The intervention ‘being approachable to all the students’ helps to have more classroom
participation in teaching and learning session.
When the classroom participation is low, academic performance too is low.
When the classroom participation is high, their academic performance is also high.
The students’ classroom participation directly affects their academic performance.
The students participate more when they are reinforced.
The students like to participate when the teachers are approachable to them.
The students don’t participate in the class when the teacher is not approachable and unfamiliar.
The teachers can improve students’ participation by being approachable to all the students.
Through this analysis, I conclude that the intervention ‘being approachable to all the students’ is
very much necessary for the students to participate in the teaching learning session. If there is active
participation, it directly helps their academic performance.

5.4 Recommendation
Based on the above findings and conclusions, the following recommendations are suggested;
All the teachers need to be approachable to the students.
Facial expression and mood of the concern teacher affects the students’ classroom
participation.
To have effective classroom participation the teachers need to reinforce the students’
responses.
 This action research should be continued.

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References
Adler, P. (1987). Observation: Complex research method. Retrieved from
[Link]
Berhanu, K. (2015). Improving students’ participation in active learning method. Journal of
Education and practice. 6(22). 29-33.
Briggs, B. (2003). The study of classroom organization.
Causes for the low-participation of students in the English lessons (2014). Retrieved from
[Link]
%20Ruiz%20de%20Erenchun%[Link]?sequence=1&isAllowed=y
Kumar, R.D. (2007). Students’ classroom participation for improved learning in an English
language skills course: Action Research. Retrieved from Larkin
[Link]

Larkin, J., & Pines, H. (2003). Asking Questions: Promoting student-faculty interchange in the
classroom. Retrieved from
[Link]
interchange-in-the-classroom
Lowman, J. (1995). Mastering technique teaching. Retrieved from
[Link] 07879
5568X
Meyer, M. (2009). Classroom participation strategy in principal of finance course. American
Journal of Business Education. 2(2). 39-46.
Morgan, M. (1991). Closeness and peer group influence. Retrieved from
[Link]
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Oakley, O. (2004). Classroom participation and discussion effectiveness: Student generated
strategies. Retrieved from
[Link] Disc
ussion Effectiveness Student-Generated Strategies
Weaver, R., & Qi, Q. (2005). Classroom organization and participation: College students’
perception. The Journal of higher education, 76(5), 570-601.

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Appendixes
Individual Student Consent Form:
Date: 21st Sept., 2016E.C.
Dear Student,
I am in the process of working on an Action Research. The topic of my research is Improving
Classroom Participation to enhance Academic Performance. Over a period of two months,
I will observe your class to collect data and I assure that no harm in any form will be done to
you. Any information that can be identified with you will remain confidential.
In order to successfully conduct my research, I am requesting your permission to collect data
for my research. If you agree to participate in my research I would like you to kindly fill up
the form given below with your signature.
If you have any questions or concerns, please feel free to talk to me.
Thanking you in advance for your support.
Sincerely,
Zerihun Cherinet
Fire Tewahido Kidus Rufael Kindergarten and Primary School
I………………………………… of class………………… in Fire Tewahido Kidus Rufael Kindergarten
and Primary School, have read the consent form and agree to participate voluntarily in the above
mentioned Action Research.
Signature___________________ Date________________________
Class Test
Subject: Geography Total Marks: 10
Direction: Read the following questions carefully and answer it in
the answer sheet.
1. What is planet? (1)
2. How many planets are there in the solar system? (2)
3 What other bodies found in the solar system? Justify. (5)
4. Explain how the planets move around the sun? (2)
Survey questionnaires:
Dear students,
Given below are the set of survey questionnaire. There are around THREE questions. Please
have a patient and find time in answering the following questions. Little effort from your part
will make a big difference.
1. Demographic Information [Tick the most appropriate].
Please tick the most appropriate response(s) that corresponds to your level of agreement or
disagreement against the following items.
[SA= Strongly Agree, A= Agree, SD= Strongly Disagree, D= Disagree]
SL. Statement SA A SD D
I think active
classroom
participation is very
1 important to enhance
better
learning.
I can participate well
in the class when the
2 teachers are
approachable.
3 I like to participate
26
in the class when
the teachers
reinforce me.

27