Wollo University

Kombolcha Technology Institute (KIoT)

Action Research Report On

“Enhancing Students Class Room Participation in case of 4th Year Mechanical and
Mechatronics Engineering Students at Wollo University, Kombolcha Institute of
Technology”
Presented in partial fulfillment of the requirements for the Higher Diploma Program
Group Members
1. Aleligne Yohannes (Mechatronics Eng. Department)
2. Habtu Beyene (Mechatronics Eng. Department)
3. Abubeker Yesuf (Mechanical Eng. Department)
4. Aleme Addisie (Mechatronics Eng. Department)
5. Temesgen Demissie (Mechanical Eng. Department)

Mentors
Mr. Melese Mengesha (PhD candidate)

Mr. Biruk Alemu (MSc)

Contents
• Abstract
• Introduction
• Statements of the Problem
• Research questions
• Significance of the Study
• Scope of the study
• Literature survey
• Research Methodology
• Result and Discussion
• Interventions/Actions Taken
• Conclusion and Lessons Learned for Future Instructional Activities
 1. Abstract
• This study aims to enhance fourth-year Mechanical and Mechatronics engineering students' engagement in class

by identifying factors that influence their participation and implementing strategies to address these issues.

• Utilizing a combination of questionnaires, interviews, and observations, the research initially revealed a
predominantly passive learning environment, with only a few students actively participating during lessons.

• Analysis of the data indicated that language barriers and difficulties in understanding content were significant

obstacles to participation, alongside a notable lack of confidence among students.

• To address these challenges, several action strategies were employed, including brainstorming sessions,
fostering communication, providing guidance, sharing responsibilities, and motivating students.

• Following the intervention, there was a marked increase in classroom participation , indicating enhanced self-

confidence and cognitive development stemming from increased engagement in the learning process.
2. Introduction
Globalization affects both the content and pedagogy in higher education (Airasian, 2001). With

ongoing global changes—gender equality, multiculturalism, new economic systems, and the
information revolution—education plays a vital role in shaping nations' socioeconomic and cultural
progress. Universities are responsible for national welfare, but quality education requires a
systematic, scientific approach to teaching.

Classroom participation fosters learning, critical thinking, and communication skills (Howard et al.,

1998; Peterson, n.d.; Petress, 2006). As the educational focus shifts to a constructivist approach,
diverse strategies like project-based and problem-based learning are needed (Oliver, 2001).
• Group work promotes deep learning through interaction and collaboration (Johnson & Johnson, 1998), but it can
be challenging. Students may struggle with uneven group contributions or peer pressure (van Offenbeek, 2001).
Teacher biases toward slow learners also affect participation.

• In Mechanical and Mechatronics Engineering, active participation is essential for deeper learning and
professional readiness. However, fourth-year students at Wollo University, KIoT, show varying participation
levels, impacting their academic performance and future careers.
 3. Statements of the Problem
• Engaging students in class is essential for fostering energy and passion in the learning environment.

• Effective participation encourages insightful discussions and connections among students. However, poorly
managed participation can lead to confusion and teacher dissatisfaction.

• Low student engagement limits opportunities for higher education and employment, contributing to disparities in
ability, interest, and income.

• Despite the importance of participation, most of fourth-year Mechanical and Mechatronics Engineering students at
Wollo University, KIoT remain passive during lectures.

• Addressing these issues is crucial to ensure all students benefit from their education and are well-prepared for
their future careers.
 4. Research questions
•Generally, the following research questions guided as the study's direction
1. What are the main factors that hinder classroom participation among fourth-year Mechanical and
Mechatronics Engineering students at Wollo University, KIoT?
2. How can teaching methods be adapted to encourage greater student participation?
3. What role do classroom dynamics and environment play in influencing student engagement?
4. How effective are the implemented interventions in increasing classroom participation?
5. Significance of the Study
•This study is significant for several reasons:
 Educational Improvement: It provides insights into improving teaching practices and educational
outcomes.
 Student Development: Enhances students' learning experiences and prepares them better for their
professional careers.
 Institutional Growth: Contributes to the overall academic excellence of Wollo University, KIoT by
promoting active learning.
 6. Scope of the Study
•The study will have boundaries in terms of geography, conceptually, methodology and time frame.

Geographically: The study is restricted to fourth- year Mechanical and Mechatronics engineering students at
the School of Mechanical and Chemical Engineering at Wollo University, KIoT.
Conceptually: Student participation outside of the classroom was not included in the study since it primarily
focused on in-class activities like asking and answering questions and actively participating in group
discussions.
Methodologically: The research was descriptive type. Moreover, the study will employ cross sectional
research design.
Timely: The study completed within the period between February to May 2024.
7. Literature Survey
8. RESEARCH METHDOLOGY
• Research Design

 Participatory and iterative method (planning, acting, observing, reflecting)

 Target group: Fourth-year Mechanical and Mechatronics engineering students at Wollo University, KIoT
 Sample represents the 2024 student population
 Duration: One academic semester
 Steps: Problem identification, strategy design, strategy implementation, impact evaluation

• Sampling Techniques

 Total sample: 9 students (8 male, 1 female) registered to take the course Power electronics (McEng-4164) are
included.
 No special sampling technique used
 Entire population included due to the small class size (under 100 students)
 • Type and Source of Data

 Primary Data: Classroom observations, interviews (formal/informal), questionnaires

 Secondary Data: Student scores, background information, feedback from other teachers

• Method of Data Collection

 Pre- and post-intervention surveys (participation levels, attitudes, barriers)

 Classroom observations (recording participation instances)
 Semi-structured interviews with selected students

• Method of Data Analysis and Presentation

 Qualitative Analysis: Narrative description from observations and focus group discussions
 Quantitative Analysis:
 Percentage: Analyzed factors affecting participation, teaching methods, and student preparation
 Frequency: Analyzed perceptions of active learning, participation challenges, and strategies
 Data presented via tables, bar charts, and pie charts
 Combined qualitative and quantitative approaches for comprehensive analysis
9. Results and Discussion
 Data collected from questionnaires and observations analyzed using tables, graphs, and charts.

 Thorough interpretation of information led to the implementation of an intervention plan.

 Analysis provided insights into key factors affecting student participation levels.

 Combination of quantitative and qualitative methods guided the development of targeted intervention
strategies

• Factors Affecting Students’ Participation

 Based on the focus group discussions with the Mechanical and Chemical engineering department and its
teachers, various factors influencing student participation were identified and prioritized.
 These factors include problems with the language of instruction, ineffective teaching approaches,
shyness or fear, economic issues, health disorders, disruptive sounds, and classroom disturbances.
 The class observation and students’ response display that the level of fourth-year Mechanical and Mechatronics
engineering students’ class participation is at medium level.
 Students were then asked to select the primary factors that hinder their active participation during lesson time.
Primary Factors Hindering Participation:
• Shyness/Fear: 55.56% (most significant)
• Language Problem: 33.33% (second significant)
• Teacher Approach: 11.11% (lesser contributor)
• Peer Influence and Other Factors: 0% (negligible)
Factors of lower participation
60.00%

55.56%
50.00%

40.00%

30.00% 33.33%

20.00%

10.00% 11.11%

0.00%
Language problem Teacher approach Shyness / fear Peer0.00%
influence 0.00%
Other

Figure 1:Factors of lower-class participation

Students’ Preparedness
•Enhances motivation and interest in class and extracurricular activities.
•Directly correlates with performance in class activities and homework.
 Figure 2: Illustrates varying levels of student preparedness before class
•66.67% of students prepare only sometimes
•33.33% of students never prepare Level of student's preparation before class

•0% of students always come fully prepared Never 33.33%

Sometimes 66.67%

Always
0.00%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Figure 2: Level of student's preparation before class

 Instructor’s Role for Class
Participation
Key Responsibilities:
• Facilitate learning and leverage subject expertise
• Design engaging curricula and provide constructive feedback
• Mentor students and foster an environment for critical thinking
• Continuously develop professional capabilities for student success
• Figure 3: Frequency of activities/questions posed by instructors in class
• 66.67% of instructors incorporate 3 to 7 instances of questions/activities
• 22.22% incorporate 7 to 10 instances Frequency of question and activities provided by the teacher per
• 11.11% provide 1 to 3 instances class.

• 0.00% exceed 10 instances per class 80.00% 66.67%

70.00%
60.00%
50.00%
40.00%
30.00% 22.22%
20.00%
11.11%
10.00%
0.00%
0.00%
1 up to 3 or [1-3] 3 up to7 or(3-7] times 7 up to 10 or(7 -10] a bove 10 times
times times
• This data offers insights into common instructional practices, suggesting room for optimization to strike a balance
between maintaining an engaging pace and ensuring sufficient opportunities for student participation and
active learning within the classroom setting.

• The possible reasons for the lack of classroom participation are identified, with students categorizing each reason
as a Not a Factor, Minor Factor, Significant Factor, or Major Factor. The findings are summarized in Table .1
below.
Survey Results on Reasons for Lack of Classroom Participation:
•Language Barriers: 77.77% of respondents consider this a significant or major factor.
•Difficulty Understanding Content: 55.55% see this as a significant or major factor.
•Lack of Confidence: This significantly affects 44.44% of participants.
•Fear of the Teacher: This impacts about one-third of students significantly.
•Ineffective Teaching Methods: Affects roughly one-third of students.
•Disinterest in the Subject & Unsuitable Seating Arrangements: These are viewed as minor factors by
about one-third of students.
•Socio-Cultural Factors, Poor Student-Instructor Rapport, & Lack of Opportunities to Speak: Most
respondents consider these minor or not factors at all.
 Teaching Method and Strategies
 The researchers provided explanations to students about the different types of teaching methods and styles.
 The aim was for students to be mindful in selecting the teaching approach most appropriate for their learning,
based on their academic background and learning interests.

Explored Teaching Methods:

 Discussion: A dynamic exchange of ideas and perspectives.

 Peer Teaching: Collaborative learning through student-led instruction.
 Cooperative Learning: Group-based activities fostering teamwork and shared understanding.
 Lecture: Traditional knowledge delivery by the instructor.

Student Preferences:

• Discussion Method: 45% of students deemed it the most effective for deep comprehension.
• Cooperative Learning: 22% embraced this interactive approach.
• Peer Teaching: Another 22% found value in learning from their peers.
• Lecture Method: Only 11% favored this conventional style.
 Appropriate teaching method selected by students

11%

22%

22%

44%
Figure 4:Teaching Methods

Lecture Cooperative Discussion Peer Teaching

10. Interventions/Actions Taken

 Despite the limited sample size, the findings indicated that most of the students were not actively participating
in class, highlighting the need for intervention.
 To improve student engagement, various action strategies were implemented. These strategies can serve as a
framework for addressing participation challenges in similar educational contexts. The following are among the
action strategies undertaken:
Brainstorming: Used to assess prior knowledge and activate participation before lessons. Icebreakers were
employed to refresh and engage student’s mid-lesson.
Encouraging Communication: Students were encouraged to speak freely, ask questions, and use local
languages to boost confidence and interaction.
Building Rapport: Efforts were made to create a friendly, student-friendly atmosphere to reduce the gap
between students and teachers.
Providing Guidance: Advice on study skills, career planning, stress management, confidence-building, and the
benefits of class activities was given.
Assigning Reading Tasks: Reading assignments with preparatory questions were given, followed by class
debates to enhance participation.
Sharing Responsibilities: Duties were distributed among students, with support provided through a
strengthened spot-help system.
Inspiring and Motivating: Initiatives were taken to inspire and motivate students to participate actively in class.
 10.1. Evaluation of Action/Intervention
• The implementation of the above strategies in the classroom, along with the results obtained from observations
(see Tables 2 and 3), demonstrates a notable change in student engagement.

• The average participation rate increased significantly, from 22.22% to 88.89%. This translates to an average
increase in the number of participating students from two to eight per day.

• The observed increase in participation suggests enhanced self-confidence and cognitive development among
students, reflecting the positive impact of active classroom participation on their overall learning experience.

• This indicates that the level of students’ class participation is much associated with different factors such as
conducive learning environment, teaching strategy, students learning style, students’ motivation and teachers’
commitment as well as approach to students.
Table 2 :Checklist Before the Intervention.

Table 3:Checklist after the Intervention.

 12. Conclusion and Lessons Learned for
Future Instructional Activities
12.1. Conclusion
• The study reveals several key factors that impede student participation in the classroom, including: Language
barriers, Difficulty in understanding content, Teachers' attitudes, Cultural shyness, Lack of preparatory
materials, Time constraints.

• Among these, language difficulty emerged as the most significant barrier, particularly when instruction is
conducted solely in English.

• The use of a bilingual approach, incorporating both English and Amharic, proved more effective in capturing
student attention and enhancing comprehension.
Key Outcomes:

• Interventions aimed at addressing these barriers led to notable improvements in student participation.

• Students began engaging more freely, fostering better social interactions and integrity with peers and
instructors.

• A shift towards cooperative learning was evident, with students rearranging seating to promote interaction and
adopting a positive, interdependent learning style.

Statistical Impact:

• The average participation rate increased dramatically from 22.22% to 88.89%.

• The average number of participating students grew from 2 to 8 per day.

• Overall, the interventions effectively boosted student engagement and learning outcomes. By addressing
identified barriers and promoting active learning and cooperative strategies, a more inclusive and participatory
classroom environment was established, significantly benefiting students' academic and personal development.
 12.2. Lessons Learned for Future Instructional Activities
• Reflecting on the study's conclusions, several vital lessons have emerged to enhance student participation and
learning outcomes:

• Bilingual Teaching Strategy: Implementing a bilingual teaching approach that incorporates both English and
Amharic significantly improves comprehension and engagement, encouraging active participation in discussions.

• Active Learning Methods: Utilizing active learning techniques—such as group discussions and interactive
activities—over traditional one-way communication fosters greater student involvement and enhances understanding
and retention of course material.

• Accessibility of Learning Materials: Ensuring that all necessary preparatory and supplementary materials are
easily accessible is crucial. This includes providing access to modules, textbooks, and other resources in both the
library and online to support student learning before and after class.

• Regular Feedback Systems: Establishing regular feedback mechanisms allows students to voice their concerns and
suggestions regarding teaching methods and classroom dynamics. This enables timely adjustments to improve the
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Thank You!