Perception of students and English Language teachers towards English
Language Instruction: The case of schools in Sidama Zone, Ethiopia.
1
Eshetu Mandefro, Mebratu Mulatu, Tesfaye Abebe and
Yohannes Yona
Enhancing the classroom participation: The Case of 2nd Year Students of
Water Resources and Irrigation Management (BSc) at Dilla University
10
Adimasu Woldesenbet Worako
Beverage engineers: Creative international STEM project 18
Research Professor Dr. Dana M Barry, Associate Professor Dr.
Shigeru Katsuyama, Dean Professor Dr. Toshihiro Tanaka and
Deputy President, Professor Dr. Hideyuki Kanematsu
The Ethical Aspect of Journalist's Work 29
Nikolai Lukianovich Volkovskiy
2. Vol 8, No 4 – August 2016
Table of Contents
Perception of students and English Language teachers towards English
Language Instruction: The case of schools in Sidama Zone, Ethiopia.
1
Eshetu Mandefro, Mebratu Mulatu, Tesfaye Abebe and
Yohannes Yona
Enhancing the classroom participation: The Case of 2nd Year Students of
Water Resources and Irrigation Management (BSc) at Dilla University
10
Adimasu Woldesenbet Worako
Beverage engineers: Creative international STEM project 18
Research Professor Dr. Dana M Barry, Associate Professor Dr.
Shigeru Katsuyama, Dean Professor Dr. Toshihiro Tanaka and
Deputy President, Professor Dr. Hideyuki Kanematsu
The Ethical Aspect of Journalist's Work 29
Nikolai Lukianovich Volkovskiy
AAJHSS.ORG
4. (MoE, 2010). However, achievements in access have not been accompanied by adequate
improvements in quality. Recognizing the fact that, General Education Quality Improvement
Package (GEQIP), was launched by ministry of education a few years ago which consists of
different programs; among of those; the English Language Improvement Program (ELIP) is the
one in which it aims at improving the quality of education and competencies of teachers and
students in primary and secondary schools all over the country.
The program has been focused on a longer period of in-service training for English
subject teachers in primary and secondary schools. Besides this, the 1994 education and training
policy issued that, English will be taught as a subject starting from grade one and it will be the
medium of instruction for secondary and higher education. The 2006 joint review mission
(JRM) identified language policy as a key factor affecting education quality. The national policy is
to promote mother tongue teaching in primary education and then introduce English as a subject
in grade 1 and as the medium of instruction in secondary education. English is also a medium of
instruction starting from grade 5 and it extends up to higher grade levels.
2. Statement of the problem
The study conducted by South Nations and Nationalities and People’s Region (SNNPR)
education bureau (2014), on Regional Learning Achievement of students indicated that there is
serious deterioration of the student achievement in English language proficiency and the overall
performance of students had not improved over the previous years. There are many reasons that
cause the students poor performance of their learning English as a foreign language such as the
weakness of curriculum design, lack of English teachers, and lack of students’ learning
motivation. According to John and Ehow (2011), stated that the problems of learning English
language derived from many different factors in different environments such as school
resources, class size, quality of teachers, and the school attendance of learners. Murray and
Christison (2010) observed that many students think English is only a school subject and they
don’t see its significance for their prospective employment to work with multinational or
national companies where English is employed. Susanna (2007) pointed out that the mismatch
between the students’ conceptual or cognitive capacities and the learners’ English proficiency
level often cause problems for students because the students’ learning style and teachers’
teaching approach do not match and also the English course does not relate to the students’
needs and interests. In addition, students’ perception towards the learning of English language
plays a significant role in their success in the English language instruction (Bamlak, 2016)
Susanna (2007) also claimed that weak students usually have poor strategies and give
up easily when they find struggle. In addition, many studies have been conducted on students’
poor performance in learning the English indicated that English language learning anxiety in
students also found that students were afraid of making mistakes in the classes, failing the exams,
as well as the poor socio economic background cause of the poor performance in learning
languages (Baig, et-al, 2011).
A study conducted on national learning assessment and regional learning assessment
on student’s learning achievement in English at public schools found that a majority of students
have a problem with basic English language skills which influence the overall achievement of the
students at primary and secondary level. Hence, this study investigates the determinants and
issues of teaching and learning of English language as a foreign language or second language in
primary and secondary schools. It also aims to identify the problems and common discourses
with the instructional implementation of English language and it also seeks to identify the factors
that contribute to low English language proficiency among students in primary and secondary
schools of Sidama Zone, Ethiopia.
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5. 3. Objectives of the Study
3.1 General Objective.
The main purpose of this study was to assess the perception of students and English language
teachers towards their English language proficiency in primary and secondary schools of Sidama
Zone, Ethiopia.
3.2. Specific Objectives:
The specific objectives of this study are:
• To assess perception of teachers about their professional competencies and activities.
• To assess perception of students’ about the importance of English language in education
and different social context.
4. Materials and Methods
4.1 Research Design
The purpose of this study was to investigate the level of English language proficiency of students
in public primary and secondary schools in Sidama Zone districts. Therefore, descriptive survey
method was used as the appropriate design; because, the study was directed towards people, their
opinions, attitude and behaviors. This design is also commonly employed to collect detail
description of existing educational phenomena with the aim of producing data that justify
current condition& practices in educational settings. According to Best and Khan (2006),
descriptive research attempts to describe systematically a situation, problem, phenomenon,
service or program, or provides information or describes attitudes towards an issue. The method
was selected because the nature of the problems needs wider description and detailed analysis of
existing phenomenon with the intent of employing data to justify current condition.
4.2 Population of the Study and Sampling Techniques
Target groups of this study were English language teachers, who were working and students who
were learning from Grade 7-12, in the schools of Sidama Zone (districts) of SNNPRG in the
study period. According to Mouton (1998), the key concept in sampling is representativeness. He
has also contended that unless the sample from which we generalize, ’truthfully’ or ‘faithfully’
represents the population from which it was drawn, we have no reason to believe that the
population has the same properties as the sample. Thus, to achieve fair representation of
sampling, both purposive and random sampling techniques were used to select respondents from
the selected schools.
Hence, eleven (11) schools were selected randomly from public primary and
secondary schools; from each school, a total of 50 English language teachers and department
heads, were selected by random sampling technique. Similarly, 257 primary and secondary school
students were selected through random sampling technique.
4.3 Data Collection Tools
4.3.1 Questionnaire
To achieve objectives of the study, a quantitative methodology involving a close-ended
questionnaire were used as the measuring tool. Because, the close-ended questionnaires could be
administered to groups of people simultaneously since they are less costly and less time
consuming than other measuring instruments. In this research, questionnaire was used to obtain
quantitative information from teachers on the issues related with English language proficiency of
students in public primary and secondary schools of Sidama Zone. As a result, a total of 257
questionnaires were distributed to both teachers and students of eleven (11) primary and
secondary schools. During distributing the questionnaires, it was considered that both male and
female teachers and students from eleven selected schools had a chance to participate in the
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6. study. Out of the 257 questionnaires distributed to both group of respondents at eleven (11)
schools, 257 (100%) were appropriately filled and returned.
4.3.2 Interview
Interview was used by the researcher to get additional data to substantiate the information
obtained by questionnaires. Through this part of data collection instrument, the researcher used
semi-structured interview question to address 5 English language department heads and 3
English language teachers to investigate the level of English language proficiency of students in
public primary and secondary schools of Sidama Zone. The researcher designed an interview to
get supplementary information from the respondent.
4.3.3 Document analysis
In order to find the facts in the study area, the researcher analyzed different documents such as
students’ profiles, mark lists, student’s academic records (rosters), regional and national
certificate examination result records. The researcher used this method in order to cross-check
with the existing facts on the ground.
4.4 Methods of data Analysis
The method of data analysis was based on the nature of the data as there were two kinds of data:
quantitative and qualitative.
In analyzing the quantitative data, all the structured items of the questionnaires were
keyed into computer and analyzed using the Statistical Package for Social Sciences (SPSS) 17.0
version of computer program. First, the relevant data were coded, summarized, and then
transferred in to SPSS for further analysis. Scores of respondents of all items entered into SPSS
Version 17.0 software computer program to analysis and compute descriptive statistics. In this
study, one sample t-test was used to compute means, standard deviations, and t-value.
Frequency analysis and percentage were undertaken to determine number of respondents choose
each alternative response to each question. Thus, mean and percentage were used to report
statistical values of response of respondents. The statistical significance was set at p< 0.05.
The five point likert scale questionnaire items were analyzed in terms of their mean
range. The mean sores from “0.01 to 2.99” indicates negative response and disagreement of the
respondents on the statements forwarded to them; the mean value “3.00” indicates the neutral
response of respondents, and the mean value “3.01-5.00” indicates positive response and
agreement of respondents on the issue raised in the items
The other form of data in the study was the qualitative one. It was collected through
interview and document analysis. The data was analyzed textually by grouping information
thematically from the respondents.
5. Results and Discussions
This part presents the details of data on the teachers and learners’ beliefs and perception towards
English language and learning English. The textual analysis merged the likert scales, such as
‘Agree’ and ‘Strongly agree’ as the same category and “Disagree’ and ‘Strongly disagree’ as
another similar category. Hence, the data gathered from respondents through questionnaires and
interview are presented, analyzed and interpreted as follows.
5.1 EFL Teachers Awareness of General National Policy and strategies of English
Language
The respondents were asked to point out their awareness on the national policy and strategies of
English language through four items. These are the purpose of English language teaching and
learning, their knowledge of the place of English and education sector development programs
and their knowledge of English language curriculum and Syllabus in Ethiopian context.
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7. Accordingly, level of knowledge and understanding about the main purpose of teaching&
learning English language is as a foreign language in Ethiopian context. As result show, 100%
(n=50) of teachers are agreed that they know that the main purpose of teaching & learning
English language as a foreign language in Ethiopian context. This shows that all respondents
have understanding of the purpose of teaching & learning English as a foreign language in
Ethiopian context. However, 70% of teachers confirmed that they did not know the language
policies, strategies and directions identified in Ethiopian education and training policy. Likewise,
68% of teachers disclosed that they don’t know different education sector development
programs, including GEQIP that are being implemented in their schools. Moreover, the table
(table 1) clearly signifies that 77% of teachers revealed that they don’t know English language
curriculum and syllabuses that they are currently teaching in their schools. The same was
confirmed by the interview conducted.
Table 1: Perception of Teachers about their Professional Competencies’ and Activities
No
Items
Perception of teachers about their professional
competencies and activities
Frequency and percentage One sample t-test
t ti ti
F/N SD D NS A SA Mean St.d.
Sig.(2
tailed)
1
I know that the main purpose of
teaching & learning English language
is, as a foreign language in Ethiopian
context.
N 0 0 0 36 14
3.72 1.16 .000
% 0 0 0 72 28
2
I know language policies, strategies
and directions identified in Ethiopian
education policy.
N 11 24 0 11 4
2.46 1.28 0.004
% 22 48 0 22 8
3
I know different education sector
development program frameworks,
including GEQIP plan.
N 16 18 0 12 4
2.40 1.37 0.003
% 32 36 0 24 8
4
I know current English language
curriculum and syllabuses that I
teach.
N 11 25 0 9 5 2.44 1.29 0.004
% 22 50 0 18 10
N.B ( α = 0.05 at 95% confidence interval of the difference).
The results show that though most of the teachers know the purpose of teaching English as a
foreign language in Ethiopian context, they are not familiar with the language policies and
strategies, education sector development programs like GEQIP and English language curricula
and syllabi at the national level.
Perception towards School and Classroom based Practices
The perception of teachers towards school and classroom practice was measured by items whose
basic themes are the practice of CPD (continuous professional development), putting language
teaching theories in to practice and considering students’ individual differences during organizing
classroom lessons.
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8. Table 2: Perception towards School and Classroom based Practices
No
Items
Perception towards School and Classroom based Practices
Frequency and percentage One sample t-test
statistics
F/N SD D NS A SA Mean St.d.
Sig.(2
tailed)
5
I am engaged in practicing
continuous professional
development CPD of teachers.
N 2 17 0 24 7
3.26 1.19 0.129
% 4 34 0 48 14
6
I believe that I am putting basic
concepts of language theories into
practice in my school.
N 11 31 0 8 0 2.84 1.40 0.425
% 22 62 0 16 0
7
I am organizing the lesson as my
students’ background, learning ability
and pace.
N 6 28 0 15 1
2.54 1.11 0.005
% 12 56 0 30 2
Accordingly, though most of the teachers 62 % of teachers engaged in practicing continuous
professional development (CPD) to improve their professional competence, 38% of the
respondents were not engaged in the program. But, 58% of respondents said that they are not
putting basic concepts of language theories into practice in their school. Similarly, Most of the
respondents, 68%, stated that they are not organizing the lesson according to their student’s
background, learning ability and pace. This, as well as, the data from the document analysis,
implies that there is a good beginning of practicing CPD in the schools. Nevertheless, there are
gaps in putting theories in to practice and considering students’ background in organizing their
lessons.
6.3 Perception of students about the importance of English language
To assess perception of students about the importance of English language in the schools,
considerable emphasis was given to the importance related to interaction, future success,
broadening world view and traveling worldwide.
Table 3: Perception of students about the importance of English language
No
Items
Perception of students about the importance of English
language in Broader Context
Frequency and percentage One sample t-test
t ti ti
F/N SD D NS A SA Mean St.d. Sig.(2
tailed)
1
I believe that, speaking English can
help me to interact with those who
speak English.
N 7 3 0 82 165
4.53 0.80 .000% 2.7 1.2 0 31.9 64.2
2
I believe that, knowing English is
important because it can help me to
success in the future.
N 2 1 0 52 202
4.75 0.55 .000
% 0.8 0.4 0 20.2 78.6
3
Learning English language is
important because it will broaden
my world view.
N 4 3 0 41 209
4.74 0.67 .000
% 1.6 1.2 0 16.0 81.3
4
If I know English language, I can
travel around the world without
English language barriers.
N 2 2 0 60 193
4.71 0.58 .000
% 0.8 0.8 0 23.3 75.1
N.B ( α = 0.05 at 95% confidence interval of the difference).
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9. Thus, the results (table 3) revealed almost all respondents underscored the importance of English
language to interact with people. Likewise, all respondents confirmed that studying English is
significant for success in the future. Furthermore, almost all of respondents that learning English
language has a potential to broaden their world view. Finally, all respondents agreed that if they
know English language, they can travel around the world without English language barriers. This
indicates that there is no perception gap in the students mind about the importance of English
language. This result agrees with Dereje (2016) who confirms that students are well aware of the
significance of English language in their academic context.
6.4 Perception of students about the Specific importance of English language
The students’ perception about the specific value of English language in the context was
evaluated through their perception towards the degree of the difficulty, their intention to
improve their English language ability, the importance to social and classroom interactional
contexts.
Table 4: Perception of students about the Specific importance of English language
No
Items
Perception of students about the specific importance of English
language
Frequency and percentage One sample t-test
t ti ti
F/N SD D NS A SA Mean St.d. Sig.(2
tailed)
5
I believe that, English language is
more difficult to learn than other
languages.
N 178 44 0 18 17
1.64 1.20 .000
% 69.3 17.1 0 7.0 6.6
6
I want to improve my English
language utilization skill.
N 6 5 0 57 189
4.62 0.80 .000
% 2.3 1.9 0 22.2 73.5
7
I believe that it is important to
speak English in different social
contexts.
N 8 10 1 80 158
4.43 0.92 .000
% 3.1 3.9 0.4 31.1 61.5
8
I believe that teachers and students
interaction in English in the class is
important because it help me to
acquire practical skill directly from
them.
N 8 3 0 67 179
4.57 0.83 .000
% 3.1 1.2 0 26.1 69.6
The respondents were asked to indicate their beliefs about studying English language is difficult
to learn than other languages for students, and almost all, 86.4%, of them disclosed that learning
English language is not difficult than learning other languages. Again, the respondents were
inquired to point out their level of commitment to improve their English language proficiency.
Accordingly, all of them confirmed that they want to improve their English language proficiency.
Similarly, almost all, 92.6%, respondents agreed that it is important to speak English in different
social context. Finally, concerning their beliefs about the significance of teachers and students
interaction in English language in class to acquire practical skill, all of them confirmed that
teacher-student interaction in English language in class is important to acquire practical skill
directly from their teacher from partner. In line with this, Jamil (2016) disclosed that an
interactive classroom gives actual opportunity for language learners to practice more. From this,
we can infer that the learners have no any problem related to the general and specific perception
on the importance of English language.
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10. 6. Conclusions
The main objective of the study was to assess the perception of students and (English as a
Foreign Language) EFL teachers towards their English language proficiency in primary and
secondary schools in Sidama Zone districts. Accordingly, the study disclosed results based on
both forms of objectives: general and specific.
The first specific objective was concerned with EFL teachers’ perception about their
professional competencies’ and activities. In line with this objective, most of EFL teachers
confirmed that they know the main purpose of teaching and learning English language is, as a
foreign language in Ethiopian context. However, the study equally revealed that majority of the
EFL teachers in the study area have limited knowledge about language policies, strategies and
directions identified in Ethiopian education system. They have also limited access to know
different education sector development program frameworks, including GEQIP plan.
Furthermore, teacher respondents are also confirmed that, they didn’t have access to know
current English language curriculum and syllabuses that they are teaching. The English language
teachers indicated that they don’t believe that they are putting basic concepts of language
theories into practice in their schools since they are not organizing the lesson according to their
student’s background, learning ability and pace.
The other specific objective is related with perception of students about importance of
English language. Results of the study indicated that majority of student believe that speaking
English can help them to interact with those who speak English, and they are also believed that
knowledge of English language is important because it can help them to success in the future
and it can broaden their world view. In addition, majority of student underscored that teachers-
student interaction in English in the class is important because it help them to acquire practical
speaking skill directly from them. On the contrary, most of the students confirmed that English
language is more difficult to learn. Nevertheless, they want to improve their English language
skills, and they are also believed that, it is important to speak English language in different social
context.
Based on the findings, the following recommendations are made.
• Since majority of the EFL teachers in the study area have limited knowledge about
language policies, strategies and directions, governmental and non-governmental
organizations should conduct awareness rising trainings to the teachers. In addition, the
documents should be provided to each school so that teachers can access easily.
• Many students confirmed that they believe English language is more difficult to learn.
Thus, EFL teachers should conduct English lessons in more interactive and motivating
ways so as to arouse their interest since they want to learn the language.
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11. References
Bamlak Getu (2016). Factors Affecting Students Language Learning. Addis Ababa: AAU
press.
Best, J.W. & Kahn, J.V. ( 2006). Research in Education. New Delhi: Prentice Hall of India.
Carlo, M. (2012). Teaching English to Speakers of Other Languages. TESOL Journal, 6(2),112-
119.
Dereje Birru (2016). Students Perception and the Role of English in Ethiopia. Addis Ababa:
Unpublished MA Thesis.
Jamil, K. (2015). Qualities of an Interactive Language Class. Oxford: OUP
John, L., &Ehow, C. (2011). Factors Affecting quality of English language Teaching and
Learning. Retrieved fromhttp://www.ehow.com/info_8040040_factors-english-
language-teaching-learning.html
Khader, K. T., & Mohammad, S. (2010). Reasons behind non-English major University
Students’ achievement gap in the English language in Gaza strip from students'
perspectives. Retrieved from
http://www.qou.edu/english/conferences/firstNationalConference/pdfFiles/khaderKh
ader.pdf
MOE, (2010). School Improvement Program Guidelines: improving the quality of
education and Students results for all children at primary and secondary schools.
A.A:GT press
MOE, (2008). General Education Quality Improvement Package. Addis Ababa:GT press
Murray, D. E., &Christison, M. A. (2010). What English Language Teachers Need to
Know:Understanding Learning. Taylor & Francis.
Ronald, C., & David, N. (2001). The Cambridge guide to teaching English to speakers
ofother languages. New York: Cambridge University Press.
Susanna, A. (2007). The weak language learner: a study of ways of taking weak language
learners into consideration in class. Sweden: VaxjoUniversity,School of Humanities
English, GIX115.
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13. 1. Introduction
Education is the pillar for sustainable and infallibly overall development of the given country.
Ethiopia launched new education and training policy in 1994 to enable citizens who respect
human rights, stand for the well-being of people, as well as for equality, justice and peace,
endowed with democratic culture and discipline (EEP, 1994). To meet these objectives the
country chose student-centered approach over the old teacher based training delivery system.
Moreover, the system accepted as a means to ensure the quality of education and considered as a
process in producing the creative and innovative generation which solves the country’s long-
lasted problems by their own capacity. Hence, participation of learners in the classroom is the
key point to achieve the intended purposes. Classroom participation is very critical to ensure the
active learning process and that requires student’s active participatory role rather adopting a
receptive and passive posture in the learning room (Snyder, 2003). The benefits of students’
participation are well recognized in the world but it has been a great challenge to implement it in
specific situations (Haruna, 2007). As Zepke and Leach (2010) report, classroom participation or
active learning is considered as students’ cognitive investment, active participation in and
emotional commitment to their learning. Without student’s proactive participation in the
classroom delivering lesson is like shouting in the borehole which is filled up to top with water,
i.e., simply speaking more without active listeners in the room.
Students’ silence in the classroom is very common which despairs teachers to deliver the lesson
effectively and efficiently as well as to advance their status by searching and reading various
books/information sources to upgrade their status. Hot-tempered and motivated student’s
engagement in the class inspires and initiates instructors to do more in order to fulfill the
demand and satisfy their feeling in searching new knowledge and skill. Education is a great
weapon to shape and invent the world which demands participation or contribution of students
in the classroom. Questioning generation has a great value in solving contemporary unending
challenges of the world and creating sustainable systems to cop-up it. However, the participation
of students’ is passive to realize the objectives of education and it needs intervention measures.
Hence, this action research was designed to enhance participation or to improve the teaching-
learning process in the classroom with a proactive participation of students. Specific objectives
of this action research are:
• to identify the factors which affects/hinders active classroom participation
• to reduce the problems which affects students’ active participation in the classroom
• to design effective teaching-learning processes that help to participate the whole students.
2. Literature Review
2.1 Factors which affect active participation in the classroom
There are numerous objections which reduce classroom participation in the higher education.
Teaching methodology (Binulal, 2013), nature of the curriculum (Norton & Crowley, 1995)
language problem (Gorham, 1988; Tatar, 2005), teachers’ approach to students inside and
outside the classroom (Dallimore et al., 2004; Myers, et al., 2002; Rita, 1996; Rocca, 2009),
guidance and teaching ability of instructors (Feldman’s, 1988; Fritschner, 2000; Wade, 1994;
Myers, et al., 2009 ), students’ background history and the culture (Hargis, 1997), teacher-student
relationship (Barbara, 1996; Myers, et al., 2009), lack of module accessibility (Good and Brophy,
2006), fear and shy to speak in front of audience (Brophy, 1998; Fritschner, 2000; Weaver & Qi,
2005) and so on are the well-recognized factors which affect active participation of students in
the classroom.
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14. 2.2 Methods that enhance participation in the classroom
Different researches revealed that group work or cooperative learning system is useful to
enhance motivation to learn, retention of knowledge, depth of understanding and appreciation
of the subject matter being taught in the classroom (Graham et al., 2007; Felder & Brent, 1996).
Ways which help to enhance classroom participation are respecting, appreciating and giving
more time/chance for students to talk freely (Rita, 1996; Fassinger, 2000), applying student-
student and two-way communication in teaching methodology, asking their opinions or views
about points raised in the class, approaching friendly, communicating smoothly and stressing on
empathy (Barbara, 1996), using inclusive language (Gorham, 1988; Kumar, 2007), reinforcement
and encouraging for their feedback, developing positive interdependency, etc.
2.3 Important benefits gained by participation
Participation in the classroom increases better understanding of the student about the lesson
(Petress, 2006), developing self-confidence and eagerness to know more (Fewings & Wonder,
2009; Rich, 2004), enhances critical and analytical thinking ability (Raisa et al., 2014), improving
the communication skills and interactions within and among the peers (Dancer & Kamvounias,
2005), developing interpretation, analysis and synthesis capacity (Abel, 2008; Bean & Peterson,
2016) and also they are developing the democratic cultures in their life. These are among some
crucial benefits of participation which deeply-sensed and observed by various investigators.
It encourages the social interactions inside and outside of the class, builds team-spirit and
togetherness, develops good attitude and respect to others. Moreover, it also elevates the
collaboration and cooperation to work in together and pillar to aggregated personal development
(Bean & Peterson, 2016). Hence, enhancing participation in the classroom makes the education
media more soundable and attractive for the generation and as well produces confidential
society.
3. Methodology
3.1. Research Design
Supple qualitative design was used for the study which deals with the current status of the
situation under consideration.
Steps followed: First problems were identified, second strategies to tackle the problems were
designed, at third the designed strategies implemented and fourthly impact of the interventions
was evaluated.
3.2. Sampling Techniques
Since the study focuses on only one class (40 students) students all are included in the study.
There is no especial sampling technique employed during the study. The total number of
students registered to take the course ‘Soil and water conservation engineering’ were included in
an investigation.
3.3. Data Collection Methods
For this action research both primary and secondary data were used. Primary data were collected
by using direct/closely and intensive observation in the classroom, informal interview, asking
questions and distributing the suggestion/comment writing simple papers to the all class
students. Secondary data were gathered from documents (registrar about the score of students
and their background information) and from other teachers who are teaching second year Water
Resources and Irrigation Management students.
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15. 3.4. Data Organization and Analysis
The data gathered were interpreted qualitatively and expressed briefly with detailed explanations.
Qualitatively here means that the data gathered were no structured questions and the view or
outlook of the students regarding to the problems and challenges were not quantified in number.
Students’ opinions and suggestions and as well the instructor views were incorporated elaborated
without any measured value.
3.5. Interventions/Actions Taken
To enhance students’ participation and to make teaching-learning arena conducive and attractive
for both teachers and students, the following interventions/ actions were taken.
• Objectives of the lesson of the day is introduced briefly before starting the main points at the
beginning. This activity was aimed to catch-up the students’ attention and to direct them
what be expected from them at the end of the lesson.
• More time and opportunity were given to students to share their experience for others in the
class and encouraging a free-talking system in the classroom (Fritschner, 2000). Appreciating
those students who raise hot issues that enhance the participation of all students in the
classroom. Inspiration and motivation to the students who raises questions can have a great
impact on their emotion and feeling that would help to enhance their participation.
Budgeting extra marks for active participation in the class on their final grade would be used
as a means to increase participation (Boniecki & Moore, 2003).
• Orientation was given to arrange the sitting position of students to discuss in the group and
to use think-pair-share strategy in the classroom. Circular/round/U-shaped sitting
arrangement was preferred over the traditional and row and column sitting to augment the
participation (Fritschner, 2000). Relevant seating arrangement promotes effective and
efficient time utilization.
• Cooperative learning strategies (one to five group based cooperation strategy, i.e., one top
scorer student leads the five students in the group and others participates in every activity
which allocated for the group work) were applied to increase interdependency and self-
confidence among students. This may reduce the gap in between students and shyness that
emanates from fear to each other (Winters, 2002).
• Duties and responsibilities are shared to every student during the class discussion and
adequate support was delivered on the point they need by deploying and strengthening the
spot-help-system.
• Equal observation are used to inspire and motivate all students without any discrimination.
That means giving equal chance for the top, medium and low achiever students to be
participant in every instant at classroom. Calling students by their name to encourage
speaking, build self-esteem and scaling-up the recognition by other friends were another
strategy applied as a tool to enhance students’ participation.
4. Results and Discussion
4.1 Factors hindering students’ participation in the classroom
As suggestion given by students the factors which affect the participation of students in the
classroom were fear for their friends, teaching methodology, sitting arrangement, teachers
approach in the classroom and outside, shyness (based on their background and cultural
influence), lack of material accessibility to prepare them before the session, schedule tightness
that leads to prolixity, problem of language, lack of reinforcement and shortage of time.
From the stated reasons the one which takes the lion-share is language problem. They couldn’t
understand when teachers speaking in English language only and they being passive even if their
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16. posture is present in the classroom. According to their opinion sometimes if teachers mix
English language with Amharic it’s easy to understand and to reflect on issues that demands
participation. Changing language from English to Amharic in between lecturing has a great
potential to maintain students’ attention and clearly address the course objectives. Due to
multilingualism of the nation some students are disappointed when the teachers deliver the
lessons in Amharic language since they think the one who spoke the language as a mother-
tongue grasp more knowledge and this was considered as a favor.
Teaching methodology has also a great impact on the students’ participation in the classroom.
The majority of students said that only one-way communication kills their participation since
teachers talk more without giving any chance to students. However, some students said that
using two-way communication or active-learning strategy is considered as a time killing and
energy saving strategy of instructors. But this idea has low weight on their comments. Most of
the students appreciate an active-learning strategy compared to the old passive-learning system.
Another problem is sitting arrangement and shortage of time to discuss issues raised by
instructors and their classmates. Students sit in the classroom randomly as they wish and that
hinders to apply cooperative learning, since it consumes time to reorganize their sitting
arrangement. Some courses have short and small contents that can be covered by the class on
the stated schedule period and it would favor the cooperative style. However, the courses like
Soil and water Conservation Engineering (SWCE) which has wide content couldn’t be covered
within the scheduled time and it leads to tension at the end of the semester termination. The
portion of SWCE course is very wide due to this using group discussion and cooperative
learning strategy to cover the content based on the schedule is too difficult. Even though the
formation of groups is also an important task in the process of enhancing interaction and
transforming the pair groups into effective teaching-learning teams.
Lack of module accessibility in the library to prepare themselves before attending the class or
session and after the class is one of the hindrances to the active participation. Aside to that
teachers’ approach inside and outside the class have its own impact on the participation. If
instructors approach friendly and appreciate students that may encourage classroom
participation. However, if instructors are too serious in every circumstance the vice-versa is also
true.
4.2 Effects of Intervention/Action
Even though the effect of intervention is not addressed very well due to schedule overlapping
for the national election related aspects in 2015; after the implementation of interventions some
changes were observed in the classroom. Some of observed changes are the following:
• Students speak freely without any fear and shyness to their friends in the classroom and ask
questions about unclear things. By using media of instruction or local languages they raise
questions and react to the ideas of others’ without any hesitation and hitch in the classroom.
They have developed amiable social characteristics and well integrity with their friends and
instructors.
• They have shown positive attitude towards cooperative learning and to arrange their sitting
position to save the time without any hesitation. They improved positive interdependent
learning style.
• Assumed first the active learning strategies as a way of instructors to reduce their work load
but now they consider it as a tool to equip them with deep-sense of knowledge and
experience sharing mechanism. Class atmosphere becomes warmer and noisy during the
lesson after implementation of the strategies. But still now there is the persistent problem
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17. which is always waiting for teacher action or expecting all things from the teacher rather than
practicing and exercising by themselves.
• Self-esteem and respecting each other also developed in the classroom and outside the class.
They are being eager and vigilant when attending the class.
• 86% of students have shown great improvements on their final exam score in comparing
with the pre-test score. That indicates the development of self-confidence and advancement
in their level of thinking and understanding ability due to engagement in classroom
participation.
5. Conclusion
There are several factors which affect student’s participation in the classroom. Among the major
or dominant factors language problem, sitting arrangement, teaching methodology, lack of
module accessibility and shyness or fear to the instructors and classmates are arduous. To
enhance students’ participation some interventions were applied such as using local language
(Amharic) in addition to English on the points which need more clarity, student-centered
approach and interactive teaching methodology, building self-confidence and creating positive
interdependence by using cooperative learning system, and giving reinforcement. These
strategies to some extent relaxed and motivated students in the classroom to be part and heart in
teaching-learning process. As this action research revealed that students always demand a more
interactive learning approach than the teacher centered approach even if it consumes more time
and is challenging to apply in large classes. So, university should encourage cooperative learning
application in the compound by giving/developing awareness to instructors. Teachers should
observe their students condition in depth before delivering the lesson and take comments and
suggestions after completing the session and should inform about the coming session lesson
topic in advance.
Acknowledgment
I would like to thanks Mr. Girma Legesse, the Higher Diploma Program group leader for
Education Educators in Dilla University, for his valuable suggestions and comments on this
action research. My appreciation also goes to Dilla University for the sponsorship to attend the
program.
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21. these fields. For our purpose, we refer to creativity as the ability to produce original ideas, items,
and services, and to combine existing ones in different ways for new purposes (Kozbelt et al.,
2010). Creativity involves higher levels of thinking (like synthesis and evaluation in Bloom’s
Taxonomy) and is important for all areas of education (Bloom & Krathwohl, 1956; Hicks, 2015).
Each field of study has problems to solve that rely on creative ideas for the possible solutions.
Educators need to assist students in the processes of discovering and developing their creative
potential in order to become the innovative scientists, engineers, and entrepreneurs of the future
(Ward, 2004).
Barry initiated a program (in collaboration with Kanematsu) to promote creativity and
combine it with STEM education at the international level (Barry & Kanematsu, 2006; 2007;
2008; 2010). The Creative Education program includes various teaching methods and activities
for both the real and virtual world (Barry & Smith, 2008; Barry & Kanematsu, 2007; Kanematsu
& Barry, 2011; Barry et al., 2009; Stimulating Interest in Science, 2009; Kanematsu et al., 2014;
Barry et al., 2014; Barry et al., 2015; Dharmawansa et al., 2014; Barry et al., 2012) . One of the
teaching methods is called the Multisensory Teaching Approach (Chemical Sensation Project),
which was developed to meet the learning style needs of all students (Barry, 2003; Kanematsu et
al., 2003; Barry et al., 2003; Barry et al., 2013). Some learn by seeing, while others learn by
listening, or carrying out hands-on activities. This method requires instructors to incorporate the
use of the senses (examples: seeing, smelling, tasting, and touching) into their science lessons and
engineering design projects. To complement the Multisensory Teaching Approach, the authors
prepared a STEM activity “Beverage Engineers,” which was successfully carried out by students
at Osaka University. Their work is presented and described.
Beverage activity begins
A variety of drinks are consumed each day by people throughout the world. Some, like milk and
orange juice are nutritious, while others such as non-diet sodas contain sugar and lots of calories.
This international, creative education activity provides students with a problem to solve, which is
actually an opportunity for them to design their best tasting, nutritious fruit juice. The project is a
preliminary investigation where the participants carry out research in a laboratory setting as they
follow the steps of a typical Engineering Design Process. This process includes a problem to
solve, data collection, design requirements, the generation and evaluation of possible solutions to
the problem, etc. (Horenstein, 2006). Students (as Beverage Engineers) work in teams of two or
three members and use a variety of fruits (five to ten different types) to prepare an innovative
drink. Also each group is asked to write a name and recipe for their beverage and to design an
attractive container for promoting it at the marketplace. This lesson encourages students to use
their senses (examples: taste and smell) to analyze fruits and their juices in order to propose
something new, a creative drink. It also nurtures communication skills and the planning
capability of science and engineering students because they need to solve several problems as a
group effort.
At Osaka University, eight teams (of two students each) were provided with five
different fruits (oranges, bananas, seedless grapes, apples, and peaches). To start, they washed
the fruit. Then the students carefully analyzed each type to determine its physical properties such
as color, shape, size, smell, taste, surface texture, etc. See Figure 1. The information was recorded
in the “Fruit’s Physical Properties” section of their Data Chart. Their general observations
showed that the orange was round and seedless, had an orange color and was not so sweet. It
had more of a sour taste. The banana was mostly yellow with a curvy shape, had a strong smell,
and was sweet if ripe. The grape was seedless and small, purple in color, had an oval to round
shape, and tasted sweet. Each apple had a reddish/yellow color and the cut pieces quickly turned
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22. brown (oxidized) when exposed to air. The peach was mainly a red to pink color, with some
yellow, and had a fuzzy skin. Both the peach and apple were somewhat sweet.
Figure 1: Students analyze various types of fruit.
The participants also used computers and iPads to find out the health benefits of each
fruit. This information was recorded on the Data Chart. All of the fruits used in this activity are
nutritious and contain vitamins. A brief statement is provided for each one. Oranges are rich in
Vitamin C, which helps to strengthen our immune systems (Ware, November 18, 2015). Bananas
are high in potassium and pectin, a form of fiber (Ware, January 11, 2016). Potassium helps
regulate fluid balance in the body and controls the electrical activity of the heart and other
muscles. On the other hand, fiber helps maintain bowel health. Grapes contain vitamins,
minerals, and anthocyanins with antioxidants (Ware, January 9, 2016). The human body
produces free radicals which cause illnesses, etc. Antioxidants counter the damaging effects of
free radicals. Apples are high in fiber and Vitamin C (Nordqvist, 2016 ). Peaches are a good
source of Vitamins A and C (Ware, February 9, 2016).Vitamin A is important for good vision.
Materials
Each team used the following materials to carry out this special drink project. They had 3
oranges, 1 banana, 1 bunch of seedless grapes, 2 apples, and 2 peaches to make a specific juice
for each type of fruit. Other materials needed for this activity were 8 large cups (5 for each
individual juice type and 3 for each potential best tasting, nutritious fruit drink), labels, plastic
spoons, plastic knives, small paper cups for students and judges to use for sampling the juices,
bottled water, paper towels, juicer & small bowl to hold the juice, blender, calibrated measuring
cups, etc. computer, iPad, Data Chart, and Fruit Juice Combination Chart. The students also had
a store bought container of juice to examine.
Fruit juice preparation procedures
In order to reduce the number of experimental variables, the teams used the same procedures
(developed by the authors) to prepare a specific juice for each fruit. The fruit juice preparation
procedures are provided.
Orange Juice: Use a plastic knife to cut 3 oranges in half. Then squeeze them using a juicer.
Collect & save the juice in a labeled container.
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23. Banana Juice: Remove the skin from a banana. Then put small pieces of 1 whole banana into a
blender. Add 1 cup of water & blend one minute on a medium setting. Save & label the juice.
Grape Juice: Put 1 cup of seedless grapes and 0.5 cups of water into a blender. Blend for 1 minute.
Save & label the juice.
Apple Juice: Remove the stem, core, and seeds from 2 apples. Put small apple pieces and 1 cup of
water into a blender. Blend for 1 minute & save the juice in a labeled container. See Figure 2.
Peach Juice: Remove pits from 2 peaches. Put small pieces of each peach & 1 cup of water into a
blender. Blend for 1 minute. Save & label the juice.
Figure 2: Students use blenders to make grape and apple juice.
After preparing all individual fruit juice types, the team members closely analyzed them
to obtain information about their appearance, smell, taste, etc. Since this was a multisensory
activity, the methodology (for evaluating both the fruits and fruit juices) focused on the use of
our senses. In regards to taste, the bottled water did not really have any. Acidic fruits, like
oranges and their juices, tended to have a sour taste. Fruit /juice like grape, tasted sweet because
it contains sugar. Of course, the sense of taste depends on an individual’s taste buds, etc. (Owen,
2015). Students used their eyes (sense of sight) to determine the attractiveness of a drink and
their nose (sense of smell) to determine its aroma. Juice consumers make judgements using their
senses too. All juice data was recorded in the Fruit Juice section of the Data Chart. General
observations of the juices indicated that the banana, apple, and grape juices were foamy (mainly
due to air bubbles). The orange juice was orange. The banana juice was an off white color and
the grape juice was purple. The apple juice appeared thick and light brown in color. The peach
juice was brown too. Also the banana juice and orange juice had a strong smell. NOTE:
Students who used ripe fruit prepared sweet fruit juices. The degree of sweetness tends to
increase with an increase in sugar content.
Students were encouraged to obtain more information about each juice by using simple
equations and instruments available in their laboratories. For example, the density of each juice
could be determined by using the following equation.
Density = Mass per unit Volume. D = M/V
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24. One needs a clean, graduated cylinder to measure the volume of juice and a scale to determine
the mass of that amount of juice.
Colorimetry is used to determine the concentration of colored compounds in solution (
Colorimetry, 2016; Chen et al.2016 ). This technique may be useful for colorful fruit drinks. Take
the food dye Allura Red as an example. Its concentration can be determined by measuring the
absorption of light through the solution. The concentration of an unknown solution containing
Allura Red is determined by measuring its absorbance with a colorimeter that has been calibrated
for Allura Red. In order to do this, a stock solution must be prepared, from which four solutions
of known concentration will be made. The absorbance of each is measured and then graphed
versus concentration (x-axis) to give a calibration plot. The absorbance of the unknown sample
is located on the y-axis of the graph. Its corresponding concentration can be found on the x-axis.
Both concentration and solution length are allowed for in the Beer-Lambert Law (Clark, 2016).
An interesting article that relates to this work is titled “Peak Response Identification
through Near-Infrared Spectroscopy Analysis on Aqueous Sucrose, Glucose, and Fructose
Solution,” (Omar et al., 2012). It describes near infrared spectroscopy analysis for sugar
solutions.
Alternatives for the best tasting nutritious drink
It is essential for beverage engineers to exercise their critical and creative thinking skills.
Therefore during this preliminary investigation, the student engineers carefully analyzed and
evaluated the fruit and fruit juice information on their Data Charts. As a team, they discussed it
and decided the desired properties (engineering design requirements) needed for their best
tasting, nutritious drink. A particular color, smell, thickness, and degree of sweetness, etc. were
selected for their beverage. Each group created plans (recipes) and used them to prepare three
alternatives (possible solutions) for their best tasting, nutritious drink. If a drink was to be sweet,
then appropriate juice(s) and their correct amounts needed to be combined in order to make the
best tasting drink. Of course, various amounts of each added juice could be adjusted several
times until the team was satisfied with the taste. A similar procedure was also used to produce
the best final drink’s color, density, etc. Therefore, all changes and adjustments made to each
alternative drink were incorporated into the final recipe for that drink. It is true that recipes for
fruit drinks exist. However, many store-bought juices contain colored sugar water (Boulton et al.
2016). Osaka University students used their senses, items available in the laboratory, and their
obtained fruit/juice information to combine fruit juices in a new way. They created drinks with a
unique color, aroma, taste, etc.
The alternative drinks were closely analyzed and evaluated (taking into account the
beverage’s engineering design requirements). This information was recorded on the Fruit Juice
Combination Chart. Finally, each of the 8 teams selected their best tasting, nutritious drink (all of
which contained orange juice). Since there were 8 best beverages, several instructors judged them
to determine the best tasting, nutritious drink of all the participants. The winning drink was
prepared by Team 5 and consisted of 40% orange juice, 30% apple juice, and 30% grape juice.
NOTE: The recipes for each team’s alternatives and best tasting, nutritious drink are provided
on Table 1.
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25. DATA CHART
Fruit Physical Properties Health Benefits Fruit Juice Properties
Orange
_________________________________________________________________________
Banana
_________________________________________________________________________
Grape
__________________________________________________________________________
Apple
___________________________________________________________________________
Peach
_______________________________________________________________________
FRUIT JUICE COMBINATION CHART
(List Fruit Juices Combined and Amounts of Each. Also List other Information such as
Appearance, Smell, Taste, etc.)
Alternative 1:
___________________________________________________________________________
Alternative 2:
___________________________________________________________________________
Alternative 3:
___________________________________________________________________________
Solution to the Problem: List the best alternative.
___________________________________________________________________________
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26. TABLE 1: Team Alternatives & Best Tasting, Nutritious Drink
Team
Number
Alternative #1 Alternative #2 Alternative #3 Best Drink
1 50% banana juice, 50%
orange juice
50% banana juice,
50% peach juice
33 & 1/3 % of
each: orange,
grape, & banana
juice
Alternative #3
2 33 & 1/3% of each: grape,
orange, & apple juice
50% peach juice,
50% banana juice
50% orange juice,
50% apple juice
Alternative #3
3 30% orange juice, 30% peach
juice, 30% grape juice, 5%
apple juice, & 5% banana
juice
30% grape juice,
25% peach juice,
20% orange juice,
15% apple juice, &
10 % banana juice
20% of each:
grape, orange,
apple, banana, &
peach juice
Alternative #1
4 25% of each: apple, orange,
grape & peach juice
33& 1/3 % of
each: peach, grape,
& orange juice
40% orange juice,
40% grape juice, &
20% banana juice
Alternative #1
5 50% orange juice, 50% grape
juice
40% orange juice,
30% apple juice, &
30% grape juice
40% grape juice,
30% orange juice,
& 30% banana
juice
Alternative #2
(Selected by
Judges as best
drink.)
6 50% peach juice, 50% orange
juice
50% orange juice,
50% grape juice
20% of each:
peach, banana,
orange, grape, &
apple juice
Alternative #1
7 40% peach juice, 30% grape
juice, & 10% of each: orange,
banana, & apple juice
50% grape juice,
25% orange juice,
& 25% banana
juice
50% peach juice,
25% apple juice, &
25% orange juice
Alternative #1
8 25% of each: peach, grape,
orange, & banana juice
33& 1/3 % of
each: grape, apple,
& orange juice
50% orange juice,
& 50% grape juice
Alternative #3
Names and container designs for the best drinks
Students examined fruit juices purchased at the store. They noted the name, bottle design, and
ingredients. A container of mango peach juice consisted mostly of sugar and water. It was only
5% juice. The backside of its plastic bottle was indented inward for an easy grip with one hand.
A plastic container of cranberry juice was also analyzed. It was more nutritious than the mango
peach juice. The drink contained cranberry juice, Vitamin C, potassium, etc. Its bottle had a
narrow neck to provide an easy grip.
Next, each team was asked to create a name and design an attractive container to
promote their drink to consumers. They also selected a material (such as glass or plastic, etc.) for
their container. Results for two student teams are displayed in Figures 3 and 4. In Figure 3, a
student shares the plastic container design for the best drink of Team 3. See Table 1. The bottle
is shaped like a leaf and has a unique cap. This drink is called Nafreco. It has color, is fresh, and
comes from nature. The name was derived from the following words.
Nature + Fresh + Color = Nafreco
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27. Figure 3: A student describes the container design for the best tasting, nutritious drink (called
Nafreco) of Team 3.
Figure 4 contains the design for the plastic container to hold the best tasting, nutritious
drink of Team 5 (selected as overall winner for best drink of the 8 teams). See Table 1. This
container holds 3 different juices, with each in a separate section. A slurry is at the bottom of
each section. Such a versatile container allows consumers to drink individual juices (orange,
apple, or grape) or to combine them by shaking the bottle. This special drink is called Shaking
Fruit.
Figure 4: This is the container design for the best tasting, nutritious drink for Team 5. It is
versatile and allows consumers to drink individual juices (orange, apple, or grape) or to combine
them by shaking the bottle.
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28. Conclusion
This educational project, which complements Barry’s and Kanematsu’s international program in
Creative Education, was between professors in the United States and Japan. It provided students
at Osaka University with an opportunity to create their best tasting, nutritious fruit juice. They
(as Beverage Engineers) worked in teams of two members and used a variety of fruits (five
different types) to prepare an innovative drink. Also each group wrote a name and recipe for
their beverage and designed an attractive container for promoting it at the marketplace. This
lesson encouraged them to use their senses (examples: taste and smell) to analyze fruits and fruit
juices in order to propose something new, a creative drink. It also nurtured their communication
skills and planning capability because they needed to solve several problems as a team effort.
This is an excellent activity for engineering education /STEM (science, technology,
engineering, and mathematics). Also it is a great exercise in entrepreneurship, because it gives
the students a chance to invent and name a potential, new product for consumers.
Acknowledgments
Special thanks are extended to the Graduate School of Engineering, Osaka University; the
Center for International Affairs, Graduate School of Engineering, Osaka University, and to
Dean Professor Toshihiro Tanaka’s Lab, Division of Materials and Manufacturing Science,
Graduate School of Engineering, Osaka University; for their great support and assistance. Also
we thank the National Institute of Technology, Suzuka College; and Clarkson University's
Departments of Chemical & Biomolecular Engineering and Electrical & Computer Engineering.
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32. is caused by a certain measure of moral decline of the media. Crisis of ethics in journalism is
increasingly recognized in the professional environment of media workers and the public.
Forming the moral consciousness of people through mass media calls for further development
and improvement of professional journalistic ethics and its introduction into practicе of the
media.
2. Methodology
The study of the ethical aspect of modern journalistic activity included, above all, monitoring the
media, selection of materials on ethical topics and their classification by issue. Particular
emphasis was placed on the analysis of information, the preparation of which the journalists
admitted violation of the ethical standards of professional ethics. The study of media materials
was carried out using mainly logical methods of cognition (analysis, synthesis, comparison,
analogy, abstraction, concretization), discourse analysis, intent analysis. For an in-depth
understanding of the ethical issues of modern journalism historical method was used, which
allowed to make more informed conclusions on the researched object. Also, in this paper
authors appealed to the quantitative method presented by content analysis and meaningful
analysis of publications; they carried out bibliographic research, organized the obtained
information. In the study of the media and the selection of materials both Russian-speaking and
global media databases have been used (including INTEGRUM, Factiva, etc.). Combination of
different research methods and tools has allowed for a more objective examination of the
research issue.
3. Research findings
3.1. Impartiality of the correspondent
News programs on radio and television together reported that a well-known Russian opposition
leader, after participating in a rally and street procession ended up in a local Department of
Internal Affairs. The police said that he was "invited to give explanations" on the complaint of
bodily harm. A 20-year-old student of Journalism Department claimed that she had received
injuries "as a result of his actions during the interview."
She introduced herself to internal affairs officers as freelance correspondent of one of the
regional media. According to the young woman, the opposition leader's reaction followed after
he had heard from people around about the young journalist's preferences for "Young Guard"
movement by "United Russia" party, which is leading in parliamentary elections (22).
"Our radio station does not side with either legal authorities or the system opposition, it
maintains a position of neutrality and objective approach to the coverage of events. Why do
members of the opposition, allegedly fighting for justice, allow themselves insolent acts against
the press? I would like to ask the law enforcement agencies - when will journalists finally be
protected?" it said on the website of the media, freelance employee of which the young woman
claimed to be (22).
At first glance, it seemed that journalists had the truth on their side. But if you delve deeper into
the problem, it turns out that whilst the radio station really does not side with anyone and
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33. maintains a position of neutrality, the journalist sympathizes with "Young Guard" movement by
"United Russia". On hearing this, the other person could have doubted the impartiality of the
media employee, and that may have caused his inappropriate reaction. Apparently the young
reporter had not been taught that many countries had their journalists ethics codes. For instance,
the Society of Professional Journalists (US) Code of Ethics states: "Journalists should not accept
any other jobs, they should remain free from political work, public service, if such activities
compromise impartiality of the journalist or their employer" (10). As we can see, it can be of
great use to exchange experience of mass communications with our colleagues-journalists from
other countries. And especially if we learn not only from positive experience but also scrutinize
each other's mistakes.
3.2. TV presenter's gesture caused international scandal
It reminds me of a recent case on Russian television which was also reported by foreign media.
On live Ren-TV channel the anchorwoman was speaking about the APEC summit: "Today
Dmitry Medvedev has become the chairman of the Asia Pacific Economic Cooperation summit.
Earlier this post was held by US President Barack Obama "(16). And right after these words she
showed her middle finger ...
In that way the anchorwoman caused a little international scandal by showing her middle finger
on air. The West was perplexed by the fact that the obscene gesture was made right after the
name of the US President Barack Obama. Some interpreted this as an attempt to insult the
American leader.
The leadership of the TV channel treated the journalist's act as 'a gross violation of live
programme guidelines and a lack of professionalism'. Despite her status of being a winner of
TAFFY — the most prestigious television award in Russia, the presenter was fired (17).
Communicating non-verbally with each other, many journalists often do not take time to think
what certain signs, gestures and symbols may mean for a person of different culture or
nationality. According to estimates made by American psychologist A. Merabyan, our words
contain only 7% of information, 38% comes from voice and intonation, 55% - from facial
expressions and gestures. The importance of non-verbal stimuli is reflected in the fact that if
words express one thing and the voice — something else, the viewer will believe the voice. And
if the face "says" a different thing at that moment — then the face. The study of gestures,
postures and body movements used in communication is known as kinesics. There are gestures
called illustrators; these are descriptive and visual gestures that lose their meaning outside the
context of speech. Gestures, movements of body, hands or wrists that accompany speech, have
their own meaning for each nation (12).
Thus, unlike Russians, Germans and French people do not bend, but extend their fingers while
counting. Referring to one's self, a European person would point to his chest, a Japanese — to
his nose. In Middle Eastern countries, the left hand is considered "impure"; a communicator,
actively gesticulating with his left hand may be considered unwelcome. In Japan, upward head
movement does not mean 'I agree', but 'I'm listening carefully'. And their pointing gesture is
interpreted by Americans as begging. Some cultures (eg, Jewish, Italian) encourage the use of
expressive gestures while talking, while others (especially Eastern) — on the contrary, disapprove
31 http://aajhss.org/index.php/ijhss
34. of it. In addition, there are modal and ritual gestures, emblem gestures. Modal gestures express
emotional assessment, attitude to things and people. These are gestures of approval, frustration,
irony, mistrust, uncertainty, pain, thoughts, confusion, etc. Ritual gestures (Christians cross
themselves, Muslims at the end of prayers move their hands from top down, etc.) are closely
linked to a particular culture and lose their meaning beyond its borders. Conventional gestures
that carry information by themselves are known as emblems. They are used consciously and
convey an autonomous message, like a word or a phrase, and, therefore, are classified as
quasilinguistic. Emblems are used for greetings and farewells, invitations, bans, insults etc.
Usually they are related to national traditions and can generate a false code translation in foreign
cultural audiences.
A good example of this is the final scene of "Double Impact" movie. Main character played by
Jean Claude Van Damme connects his thumb and index finger in an 'o' sign. In the US, this
means "all right» (o'kay), in Japan - money, in some regions of Europe — an insult ("you are a
zero, nothing"), and in Portugal and Latin America, this gesture is considered rude and vulgar (
interpreted as an invitation to have sex).
Another example is a picture of American soldiers captured by Koreans in 1968. It was taken by
the Korean side and sent to the US to show that prisoners were kept in good conditions. But as
soon as the photo was released, Americans noticed a detail: The prisoners extended their middle
fingers (a gesture that indicates a negative attitude in America). That was enough to "decipher"
disobedience and contempt, and also to understand that not everything was all right with the
prisoners.
It is clear why the Russian TV presenter was fired: her middle finger was deciphered by the
American media as "Screw you!" addressed at Barack Obama. All this should be taken into
account while training prospective journalists skills and types of professional communication.
Our foreign colleagues journalists are not exempt from similar "bloopers", however. For
example, in mid-February 2012, America's leading radio station KFI-AM 640 presenters John
Kobylt and Ken Chiampou during the program dedicated to Whitney Houston who died an
early death, used slang words such as "crack" and "coke whore". For such immoderate
comments made towards the pop star, despite their popularity, they were suspended from work
for "tactlessness and discourtesy." In a statement, the radio station said that "management does
not support or tolerate such comments." The front men admitted their mistake and apologized
to the listeners as well as the singer's friends and family. "We made a mistake and agree with the
decision of the radiostation's management. We used inappropriate language ", Kobylt stressed.
(18).
In every country, at different times journalism bloopers were treated in different ways. In France,
for instance, TV presenters who use British equivalents instead of French words, get fined. If
they would fine for television mistakes in Russia, monetary penalties would be enormous. One
of the veterans of Russian telejournalism Anna Shatilova notes that on average speakers make up
to 50 speech errors in one news program (15).
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