Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University

Million Chimdessa; Aman Wako

doi:doi:10.11648/j.ijecs.20200506.12

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Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University

Million Chimdessa, Aman Wako

Published in International Journal of Education, Culture and Society (Volume 5, Issue 6)

Received: 28 August 2020 Accepted: 19 September 2020 Published: 11 November 2020

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Abstract

Education is one of the social factors where by gender inconsistency is reflected. Cooperative learning is an approach to team work that reduces the occurrence of those unpleasant situations and exploits the learning and satisfaction that result from working on a high-performance team. The proven benefits of cooperative learning notwithstanding, instructors who attempt it frequently encounter resistance and sometimes open hostility from the students and create conducive environments for students to release ideas freely and interact with each other. Although the change of government policies in Ethiopia improves female participation in education, participation of female students are not as much satisfactory, especially in cooperative learning system and dependent rate of female students on male active learners are clearly known. Therefore, the major purpose of this action research is to improve female students’ participation in cooperative learning system in order to create conducive learning environment and to enhance the academic performance of female students through cooperative learning in case of Bule Hora University, Department of Biology. The random sampling techniques was used to select respondent from first year to third year female students, out of all groups of one to five in all class of Biology Department College of Natural and Computational science in Bule Hora University. The total of thirty one female students from one to five group participant was selected from all years of each groups, and one female students were randomly selected to fill the questions. Based on the assessment of this action research, 100% of the females were participated in group working activities. The activities of the females participation in group work is different, which is valued as 41.9%, 38.7%, 12.9% and 6.5% always, sometimes, rarely and usually respectively respond as their work in group assignment by asking question to be answered by group members.

Published in	International Journal of Education, Culture and Society (Volume 5, Issue 6)
DOI	10.11648/j.ijecs.20200506.12
Page(s)	120-125
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Cooperative Learning, Group Work, Females, Students

References

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[2]	Porter, J. Y. (2006) Using learning communities to enhance counseling curriculum‘, Vistas Online Available from: http://counselingoutfitters.com/Porter.htm.
[3]	Slavin, R. E. (1996). Education for all: Contexts of learning. Lisse, The Netherlands: Swets & Zeitlinger.
[4]	Schofield, M. (2006). Constructivist principles for empowering higher education learning, paperpresented at an international conference: Extending Our Boundaries: New Solutions for Complex Problems in Higher Education July 3-6, 2006, Dunedin, New Zealand. Available from: http://www.iutconference.org/pdfs/SchofieldIIIA1.pdf
[5]	Gupta, M. (2004). Enhancing student learning performance through cooperative learning in physics’ Assessment and Evaluation in Higher Education. vol. 29 (1): 63-73.
[6]	Mugny, G., & Doise, W. (1978). Socio-cognitive conflict and the structure of individual and collective performances. European Journal of Social Psychology, 8, 181–192.
[7]	Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
[8]	Mohammed Kedir. (2014). Cooperative Learning Practices in College of Education and Behavioral Sciences in Haramaya University, Ethiopia. International Journal of Science and Research, 3 (11).
[9]	Gillies, R. (2003). The behaviors, interactions, and perceptions of junior high school students during small group learning. Journal of Educational Psychology, 95, 137-147.
[10]	Johnson, D. W., & Johnson, R. T. (1992). Implementing cooperative learning. Contemporary there is no age bar for Education, 63 (3), 173-181.
[11]	Cross, P. (1998). Why learning communities? Why now?About Campus, July-August 1998.
[12]	Gross, B. (1993). Tools for Teaching. Jossey-Bass Publisher, San Francisco.
[13]	Weimer, M. (2008). Active learning advocates and lectures. Retrieved from: http://teachingprofessor.blogspot.com/2008/06/activelearning-advocates-andlectures.
[14]	Menges, R. J. and Weimer, M. (1996). Teaching on solid ground: Using scholarship to improve practice. San Francisco, CA: Jossey-Bass Inc.
[15]	Jolliffe, W. (2007). Cooperative learning in the class room: putting in to practice. New Delhi: SAGE Publications India Pvt Ltd.
[16]	Burdett, J. (2003). Making groups work: university students ‘perceptions‘, International Education Journal, vol. 4 (3): 177-191.

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APA Style

Million Chimdessa, Aman Wako. (2020). Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University. International Journal of Education, Culture and Society, 5(6), 120-125. https://doi.org/10.11648/j.ijecs.20200506.12

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ACS Style

Million Chimdessa; Aman Wako. Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University. Int. J. Educ. Cult. Soc. 2020, 5(6), 120-125. doi: 10.11648/j.ijecs.20200506.12

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AMA Style

Million Chimdessa, Aman Wako. Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University. Int J Educ Cult Soc. 2020;5(6):120-125. doi: 10.11648/j.ijecs.20200506.12

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@article{10.11648/j.ijecs.20200506.12,
  author = {Million Chimdessa and Aman Wako},
  title = {Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University},
  journal = {International Journal of Education, Culture and Society},
  volume = {5},
  number = {6},
  pages = {120-125},
  doi = {10.11648/j.ijecs.20200506.12},
  url = {https://doi.org/10.11648/j.ijecs.20200506.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20200506.12},
  abstract = {Education is one of the social factors where by gender inconsistency is reflected. Cooperative learning is an approach to team work that reduces the occurrence of those unpleasant situations and exploits the learning and satisfaction that result from working on a high-performance team. The proven benefits of cooperative learning notwithstanding, instructors who attempt it frequently encounter resistance and sometimes open hostility from the students and create conducive environments for students to release ideas freely and interact with each other. Although the change of government policies in Ethiopia improves female participation in education, participation of female students are not as much satisfactory, especially in cooperative learning system and dependent rate of female students on male active learners are clearly known. Therefore, the major purpose of this action research is to improve female students’ participation in cooperative learning system in order to create conducive learning environment and to enhance the academic performance of female students through cooperative learning in case of Bule Hora University, Department of Biology. The random sampling techniques was used to select respondent from first year to third year female students, out of all groups of one to five in all class of Biology Department College of Natural and Computational science in Bule Hora University. The total of thirty one female students from one to five group participant was selected from all years of each groups, and one female students were randomly selected to fill the questions. Based on the assessment of this action research, 100% of the females were participated in group working activities. The activities of the females participation in group work is different, which is valued as 41.9%, 38.7%, 12.9% and 6.5% always, sometimes, rarely and usually respectively respond as their work in group assignment by asking question to be answered by group members.},
 year = {2020}
}

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TY  - JOUR
T1  - Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University
AU  - Million Chimdessa
AU  - Aman Wako
Y1  - 2020/11/11
PY  - 2020
N1  - https://doi.org/10.11648/j.ijecs.20200506.12
DO  - 10.11648/j.ijecs.20200506.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 120
EP  - 125
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20200506.12
AB  - Education is one of the social factors where by gender inconsistency is reflected. Cooperative learning is an approach to team work that reduces the occurrence of those unpleasant situations and exploits the learning and satisfaction that result from working on a high-performance team. The proven benefits of cooperative learning notwithstanding, instructors who attempt it frequently encounter resistance and sometimes open hostility from the students and create conducive environments for students to release ideas freely and interact with each other. Although the change of government policies in Ethiopia improves female participation in education, participation of female students are not as much satisfactory, especially in cooperative learning system and dependent rate of female students on male active learners are clearly known. Therefore, the major purpose of this action research is to improve female students’ participation in cooperative learning system in order to create conducive learning environment and to enhance the academic performance of female students through cooperative learning in case of Bule Hora University, Department of Biology. The random sampling techniques was used to select respondent from first year to third year female students, out of all groups of one to five in all class of Biology Department College of Natural and Computational science in Bule Hora University. The total of thirty one female students from one to five group participant was selected from all years of each groups, and one female students were randomly selected to fill the questions. Based on the assessment of this action research, 100% of the females were participated in group working activities. The activities of the females participation in group work is different, which is valued as 41.9%, 38.7%, 12.9% and 6.5% always, sometimes, rarely and usually respectively respond as their work in group assignment by asking question to be answered by group members.
VL  - 5
IS  - 6
ER  -

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Author Information

Million Chimdessa

Biology Department, Bule Hora University, Bule Hora, Ethiopia
Aman Wako

Biology Department, Bule Hora University, Bule Hora, Ethiopia

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APA Style

Million Chimdessa, Aman Wako. (2020). Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University. International Journal of Education, Culture and Society, 5(6), 120-125. https://doi.org/10.11648/j.ijecs.20200506.12

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ACS Style

Million Chimdessa; Aman Wako. Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University. Int. J. Educ. Cult. Soc. 2020, 5(6), 120-125. doi: 10.11648/j.ijecs.20200506.12

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AMA Style

Million Chimdessa, Aman Wako. Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University. Int J Educ Cult Soc. 2020;5(6):120-125. doi: 10.11648/j.ijecs.20200506.12

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@article{10.11648/j.ijecs.20200506.12,
  author = {Million Chimdessa and Aman Wako},
  title = {Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University},
  journal = {International Journal of Education, Culture and Society},
  volume = {5},
  number = {6},
  pages = {120-125},
  doi = {10.11648/j.ijecs.20200506.12},
  url = {https://doi.org/10.11648/j.ijecs.20200506.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20200506.12},
  abstract = {Education is one of the social factors where by gender inconsistency is reflected. Cooperative learning is an approach to team work that reduces the occurrence of those unpleasant situations and exploits the learning and satisfaction that result from working on a high-performance team. The proven benefits of cooperative learning notwithstanding, instructors who attempt it frequently encounter resistance and sometimes open hostility from the students and create conducive environments for students to release ideas freely and interact with each other. Although the change of government policies in Ethiopia improves female participation in education, participation of female students are not as much satisfactory, especially in cooperative learning system and dependent rate of female students on male active learners are clearly known. Therefore, the major purpose of this action research is to improve female students’ participation in cooperative learning system in order to create conducive learning environment and to enhance the academic performance of female students through cooperative learning in case of Bule Hora University, Department of Biology. The random sampling techniques was used to select respondent from first year to third year female students, out of all groups of one to five in all class of Biology Department College of Natural and Computational science in Bule Hora University. The total of thirty one female students from one to five group participant was selected from all years of each groups, and one female students were randomly selected to fill the questions. Based on the assessment of this action research, 100% of the females were participated in group working activities. The activities of the females participation in group work is different, which is valued as 41.9%, 38.7%, 12.9% and 6.5% always, sometimes, rarely and usually respectively respond as their work in group assignment by asking question to be answered by group members.},
 year = {2020}
}

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TY  - JOUR
T1  - Action Research on Improving Female Participation in Cooperative Learning: In Case of Biology Department, Bule Hora University
AU  - Million Chimdessa
AU  - Aman Wako
Y1  - 2020/11/11
PY  - 2020
N1  - https://doi.org/10.11648/j.ijecs.20200506.12
DO  - 10.11648/j.ijecs.20200506.12
T2  - International Journal of Education, Culture and Society
JF  - International Journal of Education, Culture and Society
JO  - International Journal of Education, Culture and Society
SP  - 120
EP  - 125
PB  - Science Publishing Group
SN  - 2575-3363
UR  - https://doi.org/10.11648/j.ijecs.20200506.12
AB  - Education is one of the social factors where by gender inconsistency is reflected. Cooperative learning is an approach to team work that reduces the occurrence of those unpleasant situations and exploits the learning and satisfaction that result from working on a high-performance team. The proven benefits of cooperative learning notwithstanding, instructors who attempt it frequently encounter resistance and sometimes open hostility from the students and create conducive environments for students to release ideas freely and interact with each other. Although the change of government policies in Ethiopia improves female participation in education, participation of female students are not as much satisfactory, especially in cooperative learning system and dependent rate of female students on male active learners are clearly known. Therefore, the major purpose of this action research is to improve female students’ participation in cooperative learning system in order to create conducive learning environment and to enhance the academic performance of female students through cooperative learning in case of Bule Hora University, Department of Biology. The random sampling techniques was used to select respondent from first year to third year female students, out of all groups of one to five in all class of Biology Department College of Natural and Computational science in Bule Hora University. The total of thirty one female students from one to five group participant was selected from all years of each groups, and one female students were randomly selected to fill the questions. Based on the assessment of this action research, 100% of the females were participated in group working activities. The activities of the females participation in group work is different, which is valued as 41.9%, 38.7%, 12.9% and 6.5% always, sometimes, rarely and usually respectively respond as their work in group assignment by asking question to be answered by group members.
VL  - 5
IS  - 6
ER  -

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