(1) This document outlines an action research project that aimed to improve classroom participation among 10 female students in an 11th grade business class. (2) The researcher identified factors contributing to low participation such as shyness, lack of teacher encouragement, and poor subject knowledge. (3) Solutions implemented included giving advice, support, and encouragement to female students, asking simple questions, and rewarding participation. Most students' participation improved with these interventions.

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DEBRE BIRHAN UNIVERSITY
COLLEGE OF BUSINESS AND ECONOMICS
COLLEGE
Action Research to how can I Improve Grade 11th
section “A”
10 Female Students’ Class Room Participation in Busines
Subject In Case Of Azena General preparatory and Secondary
School
By Mengistu Dessalew
ID NO DBUS/3095/08
ADIVSOR Dr.Lemma Nigusie
Debre Birhan, Ethiopia
2014 E.C

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Table of Contents
Acknowledgement.......................................................................................................................................III
ABSTRACT.....................................................................................................................................................IV
CHAPTER ONE ...............................................................................................................................................1
1. Introduction ..........................................................................................................................................1
1.1 Background of the study.....................................................................................................................1
1.2 Research questions.............................................................................................................................2
1.3.Research objectives ............................................................................................................................2
1.3.1. General objectives ......................................................................................................................2
1.3.2. Specific objectives.......................................................................................................................2
CHAPTER TWO ..............................................................................................................................................3
2. Research Methodology.........................................................................................................................3
2.1. Research design .............................................................................................................................3
2.2.Sampling method................................................................................................................................3
2.3.Data collection tools ...........................................................................................................................3
2.3.1. Primary Data Sources..................................................................................................................3
2.3.3.Data Analysis................................................................................................................................3
2.3.4.Teachers response for interview .................................................................................................4
2.4. Solutions for study.............................................................................................................................6
2.5.Solution of Implementation Plan....................................................................................................6
CHAPTER THREE............................................................................................................................................9
3.1. Evalution the result of the implementation ......................................................................................9
3.2.1. Strengths observed during implementation...............................................................................9
3.2.2 Weakness observed during implementation...............................................................................9
3.3.What I have learned from the study and the next activities ............................................................10
Reference....................................................................................................................................................11

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Acknowledgement
I would like to express my gratitude to my advisor Dr.Lemma N for correcting,
giving advice and progress treatment in the whole progress of this paper. I am also
deeply indebted to Azena General secondary preparatory school administration that
helped me in supplying with the necessary material. I am grateful to all my friends
who helped me with moral and material support.

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ABSTRACT
The purpose of this study was to assess factor affecting female students participation skills in
class. To this end, descriptive research design both quantitative and qualitative research
approaches were used for data collection and analysis. The subjects of the study were 84
students and 4 available teachers were chosen for interview. Questionnaire, interview and
classroom observations were used to collect data from students and teachers respectively. Data
was analyzed through quantitative and qualitative analysis methods. It was found out that,
environmental factors such as being shy or being fear to talk in front of other, domination of
mother tongue over female , very low involvement of parent and the community to motivate the
students to participation , poor background knowledge of the students and lack confidence and
interest of teachers and most students inside and outside of the class room were some challenges
for advanced business subject. Therefore, the researcher recommends that, the school should
collaborate with the students, teachers and school community in motivating them toparticipation
in preparing free classrooms for practicing bussness, the principal need to work collaborate with
business teachers through buying materials and setting up female students club.

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CHAPTER ONE
1. Introduction
Azena General preparatory and secondary school was one of secondery school in Ayuhe
Goagusa woreda. It wasestablished in 1999E.C by support of school community and NGO.
However, due to the large number of student’s studing in this school and the fact that it is a large
institution; it should be the starting point of many researchers.
1.1 Background of the study
Several studies suggest that poverty, harmful cultural practices, not living near schools, and
gender-based violence are the main reasons why women don t go to school or drop out. This has
resulted in an imbalance between the educational participation and result of women and men in
Ethiopia (EDUC-2001). Similarly, Booth & Bennett indicated that equal treatment focuses on
non-discriminatory practices and positive action involves initiatives and developments aimed at
addressing disadvantages experienced by women, which will enable them to catch up with
men(Teshome Nekatibeb (Ph.D), (May, 2002). Therefore, the main obejective of this study is to
investigate the low participation of female students in Busines subject at Azena secondary
school. In business class a number of students are male 31 female 35 and total 66 students are
learn in the class, from those student the majority students try to participate in business class. But
among these, 10 female students have a low participation rate in businesss subject.
The following are some of the problem faced by students while teaching learning in the class
room such as
• When asked questions, bowing their heads and not actively participating
• Attendance at a low level during question and answer and groupwork
• Reluctance to conduct a survey
• Not paying attention to the 1 to 5 group discussion
• Self- confidence problem
• Failure to discussion report for class students
The reason for the occurrence of these problems is the problem of encouragement by
teachers, the problem of monitoring, the problem of not giving special support, and the
problem of not practicing asking simple questions. Therefore, if mostly female students have
difficulty learning with self-confidence, self-motivation and active participation,, I drcided to

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conduct this study on 10 female students of grade 11th
who have low participation and solve
the problem before the problem takes root and embarrasses many other girls. In general,
because the low participation of 10 female students of class 11th
is a hindrance to their
education and I understand that they have difficulty in reciving, conveying and expressing
ideas and because the participation of these 10 female students is very low, so I was
motiviated to solve the problem.
1.2 Research questions
• What is the reason of low participation of 10 female students’ in grade 11th
in bussines
subject?
• How to identify the factors that affect low participation of 10 female students’ in grade
11th
in bussines subject?
• What are the solutions for low participation of 10 female students’ in grade 11th
in
bussines subject?
1.3.Research objectives
1.3.1. General objectives
To improve Grade 11th
10 Female Students’ class room participation in busines subject
1.3.2. Specific objectives
• To identify the factors of 10 female students low participation in class room in business
subject
• To list factors of 10 female students low participation in class room in business subject
• To solve the problems of low participation of 10 female students in business subject
• To monitoring, encouraging and supporting 10 female students of low participation in
business subject

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CHAPTER TWO
2. Research Methodology
2.1. Research design
The research method was conducted for this study is descriptive research and the reason why it
was selected is because descriptive research is usually applied in the teaching process and
descriptive research is better to identify the problem of low participation of grade 11th
10 female
students collect data and provide solutions.
2.2.Sampling method
In this sample selection method the researcher was selected sample teachers and students for
interviews. In this sample selection the researcher took 8 male teachers and 1 female teacher who
teach in the class room through purposive sampling technique. In the selection of student sample,
the leader of group who learn together in the class 7 male students and 2 female students took a
total of 9 students selected by using purposive sampling technique.
2.3.Data collection tools
The researcher was used both primary and secondery source of data
2.3.1. Primary Data Sources
• Interview: this term survey is conducted by 9 teachers who tech in the class and co-learners
from the class and the leader of group 2 female, 7 male students and totally 9 students. It
was chosen because the researcher is assumed to know the low participation of the students
because the researchers teach in the class room and students learn together and are group
leaders.
• Observation፡ observation is by observing the activity and participation of the studied
students while the researcher is teaching in the class room.
2.3.2.Secondary data sources
 Document inspection፡ this was done by checking the 2013E.C results and attendance of
the students.
2.3.3.Data Analysis
In this data analysis I used the qualitative method to analyze the data obtained through interview
from teachers and students and observation

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2.3.4.Teachers response for interview
1. What is the reason for 10 female students low participationin class room in business subject?
The teacher’s respons shows that 10 female students low participationin class room in business
subject are the following such as
 Teachers do not support and encourage femae students
 Teachers do not encourage and ask questions of female students who do not participate
 Female students afraide to participate
 Female students do not paying attention
 Not understand the concept of lesson
 Don’t try considering wrong answer as shame
 Female students look down on themselves from male students
1. How to identify the factors that affect low participation of 10 female students’ in grade 11th
in bussines subject? The teachers gave the following response for the this questions
 By giving Class work
 By giving Group discussion
 Interview questions
 Class room refelection
 By giving Assimgnents
 Test
2. What are the solutions for low participation of 10 female students’ in grade 11th
in bussines
subject? The teachers gave the following response for the this questions
 Asking questions that are simple and relevant to their lives
 Encouraging female students
 Helping while sitting in place
 Giving advice for female students
 Understanding the benefits of classroom participation
 Giving special support for female students
 Follow up to help each other in 1to5 discussion
 Presenting active female students as role models

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2.3.5. Students Response for interviews
1. What is the reason for 10 female students low participationin class room in business subject?
The Student’s respons shows that 10 female students low participationin class room in business
subject are the following such as
 The teachers teaching method is no participative
 The students not understand the concept of the lesson
 Female students afraide to participate
 Female students do not paying attention
 Female students are negligence
 Teachers do not support and encourage femae students
 Teachers do not encourage and ask questions of female students who do not participate
1. How to identify the factors that affect low participation of 10 female students’ in grade 11th
in bussines subject? The students gave the following response for the this questions
 Ask each students a question
 By giving Class work
 By giving Group discussion
 Interview questions
 Class room refelection
 By giving Assimgnents
 Test
 Observation
 Asking urgent questions
2. What are the solutions for low participation of 10 female students’ in grade 11th
in bussines
subject? The students gave the following response for the this questions
 Asking questions that are simple and relevant to their lives
 Encouraging female students
 Helping while sitting in place
 Giving advice for female students
 Understanding the benefits of classroom participation
 Giving special support for female students

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 Follow up to help each other in 1to5 discussion
 Presenting active female students as role models
 Appreciate and reward participating student
2.3.6. Information from observation
When i was teaching in the class, i observed and confirmed the low participant 10 female
students in business subject are the following suach as
 Students showing silence during questions and answers
 Not participate in group work
 Bowing their necks when asked questions
 Having a feeling of nervousness and trembling
 And not paying attention for lesson
2.4. Solutions for study
The researcher gave the solutions for low participation of 10 female students’ in grade 11th
in
bussines subject such as
 Asking questions that are simple and relevant to their lives
 Encouraging female students
 Helping while sitting in place
 Giving advice for female students
 Understanding the benefits of classroom participation
 Giving special support for female students
 Follow up to help each other in 1 to 5 discussion
 Presenting active female students as role models
 Appreciate and reward participating student
2.5.Solution of Implementation Plan
The solution implementation plan to improve the low participation 10 female students in
business subject in grade 11th
is presented in the table below
No Action plan activities Place Schedule when taske
are performed
The body
studied
1 Giving advice for female students school 2-7/05/2014 Researcher
2 Giving special support for female students school 10-17/05/2014 Researcher

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3 Encouraging and support female students school 05-28/06/2014 Researcher
4 Asking questions that are simple and
relevant to their lives
school 1-5/07/2014 Researcher
5 Helping while sitting in place school 8-12/07/214 Researcher
6 Follow up to help each other in 1to5
discussion
school 15-19/07/2014 Researcher
7 Facilitate refelection school 22-3/07/2014 Researcher
8 Understanding the benefits of classroom
participation
school 6-10/08/2014 Researcher
9 Appreciate and reward participating
students
school 13-17/08/2014 Researcher
10 Presenting active female students as role
models
school 20-24/08/2014 Researcher
The following activities have been done to improve and solve the low participation of these
female students of grade 11th
and 10 female students in business subjects፡
 The researcher tried to point out that not participating in the class will reduce the result of
participation in the class room and bloom has a negative effect on participation in school,
family and national affairs. After these activities, out of 10 female students 3 of them
raised their hand to participate and ask questions in the class room wher the researcher is
teaching and get rid of the spirit of fear.
 The researcher tried to Asking questions that are simple and relevant to their lives,
encouraging female students, helping while sitting in place, Giving advice for female
students, follow up to help each other in 1 to 5 discussion, Appreciate and reward
participating students. In this way, it is easy to see the participation of the students.
 Facilitating and encouraging them to hold a discussion after 1 to 5 consective discussions
as well as informing students that they will be asked questions during the group
discussion and confirming their participation with questions. Through this activity most
of the students have increased their level of participation.

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 Finally, it was implemented as follows according to the mentioned action plans to
appreciate and reward participating female students and present actively participating
female students as ideals and models. The researcher presented female students who
actively participate as role models in front of the students and prasied them and rewarded
them with notebook and pens.
 In general, out of 10 female students with low participation in this action research, there
was no change in the level of participation and lack of motivation attendance in the
classroom, but 3 of them reached the middle level and 6 of them also reached the high
level of participation. Therefore, it can be seen that the change that was observed and
achieved in this action research was not completely effective, but the change that was
achieved was much better.

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CHAPTER THREE
3.1. Evalution the result of the implementation
3.2.1. Strengths observed during implementation
 Teachers are willing to provide information
 Students are happy during the study
 Improvement of studied students
 Teachers support and other similar activites
3.2.2 Weakness observed during implementation
 Studied students are unhappiness during the study
 Program overlap during the study
 Some student are not attending regularly
 Some students are not willing to provide information
3.2.2.1.Solution taken for weakness
 Facilitating and implementing program overlap
 Advising students who are not happy with their studies
 By giving understanding to students who are not willing to give information
 Efforts have been made to find solution to the problems encounterd by monitoring and
monitoring students who do not come regularly
Based on this, the participation level of the students and the results obtained are shown in the table
below
The level of
participation of studied
students
Number of students studing % of studied students
High 6 60%
Middle 3 30%
Low 1 10%
Total 10 100%

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As indicated in above table in this action research out of 10 female students with low
participation, there was no change in one (10%) but 6 (60%) moved to high level and 3 (30%)
moved to middle level. Therefore in this study, it was possible to see a 90% change by
improving of 10 female students.
3.3.What I have learned from the study and the next activities
• Through this action research, I have learned how to help students study and solve their
problems in a scientific way. In the study, I tried to improve the low participation of 10
female students of grade 11th
by supporting, monitoring and controlling, motivating and
encouraging students.
• In general, out of 10 female students with low participation in this study, there was no change
in one, but 6 of them moved to high level and 3 of them moved tomiddle level. Therefore in
this study, it was possible to see 90% change by improving the low participation of 10 female
students, however, in order to improve the students at the low low level of participation, I
tried to plan a research plan again to move the 3 of them at the middle level to high level.

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Reference
 Kebede yousuf, ahmed yousuf and jamal abdu(2007), current affairs of education
• Teshome Nekatibeb (Ph.D). (May, 2002).Low Participation of Female Students in
Primary Education.