Empirical Action Research on Improving Student’s Classroom Participation: The Case of Dilla University Computer Engineering Students

Learning is a means by which people develop and acquire knowledge, skills, values, and attitudes. It creates the foundation for development and is critical in improving socio-cultural, economic, technological, political, and environmental progress. Active classroom participation for students is very important to achieve the learning goals (for a better understanding of the students). At different times our country Ethiopia adopts a variety of strategies to promote sustainable development, one of which is education policy. However, our educational system has numerous challenges. Our students, for example, do not regard learning as an essential tool that imparts knowledge to improve one’s life, but rather as a means of fulfilling some criteria and obtaining credentials. In other words, they are not actively engaged in the classroom. This study uses experimental action research to answer how to promote classroom involvement among Dilla University computer engineering students. As a result, this experimental action research found that before taking action, classroom participation was extremely low, with only 14.65% of students participating in the total number of students presented in the class per day; however, after developing the action strategies and taking the action classroom participation was significantly increased, with 56.85% of students participating in the total number of students in the classroom. Finally, it is recommendable that by implementing the action strategies taken in this study, it is possible to improve University students’ classroom participation.