WOLAITA SODO UNIVERSITY

COLLEGE OF EDUCATIONAL AND BEHAVIOURAL STUDIES

DEPARTMENT OF INFORMATION TECHNOLOGY

ACTION RESEARCH

IMPROVING THE STUDENT PARTICIPATION IN THE USE OF

TECHNOLOGY IN GRADE 10TH A AT GESUBA SECONDARY AND
PREPARATORY SCHOOL

GROUP MEMBERS NAME ID.NO

1. MARIA MATHEWOS PGDW/440/16

2. ABYSSINIA DEJENE PGDW/390/16
3. MUSE KORA PGDW/449/16

MAY, 2024

WOLAITA SODO, ETHIOPIA

1
 ACKNOWLEDGEMENT
First of all we would like to thank our creator God for giving the courage and
perseverance to complete the study.

We would like to express our appreciation to our PGDT coordinator for his technician
and professional from the beginning of the study style, the action research and in the
correction of the manuscript.

We would like to express our deep appreciation to students, teachers and directors
these who budgeted their time in providing the necessary support for the information
data and evidences that we want.

I
ABSTRACT

This action research study aims to explore how the integration of technology can enhance
students' participation in the 10th-grade classroom at Gesuba Secondary and Preparatory
School. The research will investigate the impact of various technological tools and strategies
on student engagement, motivation, and active involvement in learning activities. The study
will be conducted in a specific grade level setting, involving a sample of students from the
10th grade. Data will be collected through observations, surveys, and interviews, and
analyzed to identify effective practices and recommendations for improving students'
participation through technology.

II
 TABLE OF CONTENTS
ACKNOWLEDGEMENT.......................................................................................................................I
CHAPTER ONE....................................................................................................................................1
INTRODUCTION..................................................................................................................................1
1.1 Background of the study...............................................................................................................1
1.2 Statement of the Problem.............................................................................................................1
1.3. Objective of the study..................................................................................................................2
1.4. Specific Objectives......................................................................................................................2
CHAPTER TWO....................................................................................................................................3
REVIEW OF RELATED LITERATURE..............................................................................................3
2.1. THEORETICAL REVIEW.........................................................................................................3
CHAPTER THREE................................................................................................................................5
3. ACTION RESEARCH METHODS...................................................................................................5
3.1. Description of the Study Area and the School.............................................................................5
3.2. Subject of the Study (Target Population).....................................................................................5
3.3. Sampling Method and Sample Sizes............................................................................................5
3.4. Data Sources................................................................................................................................5
3.5. Data Collection Instrument..........................................................................................................5
3.6 Data Analysis Methods.................................................................................................................5
3.7 Analysis and interpretation of data...............................................................................................6
3.7.1 Analysis of students' responses..................................................................................................6
3.8 Analysis of teacher’s responses....................................................................................................6
CHAPTER FOUR..................................................................................................................................7
4. PLAN OF ACTION, IMPLEMENTATION, AND EVALUATION OF THE INTERVENTION.....7
4.1 Plan of Action...............................................................................................................................7
4.4. Conclusion and Recommendation.............................................................................................11
4.4.1 Conclusion...............................................................................................................................11
4.5.2. Recommendations..................................................................................................................11
REFERENCES.....................................................................................................................................13
APPENDIX..........................................................................................................................................14

III
 CHAPTER ONE
INTRODUCTION

1.1 Background of the study

The background of the study on improving student participation in the use of technology in
Grade 10 at Gesuba Secondary and Preparatory School can be framed within the broader
context of the increasing integration of technology in education. As technology continues to
advance rapidly, it has become essential for educators to leverage digital tools and resources
to enhance teaching and learning experiences.

At Gesuba Secondary and Preparatory School, like many educational institutions, there may
be a growing emphasis on incorporating technology into the curriculum to prepare students
for the digital age. However, despite the potential benefits of technology in education,
challenges may exist in ensuring that students are actively engaged and participating in the
use of technology for learning purposes.

Understanding the current state of student participation in technology use at Gesuba

Secondary and Preparatory School is crucial for identifying areas of improvement. By
conducting an action research project focused on enhancing student engagement with
technology in Grade 10, educators can gather valuable insights into the factors influencing
student participation, as well as effective strategies for promoting active involvement.

Through this study, educators at Gesuba Secondary and Preparatory School can work
collaboratively to explore innovative approaches to integrating technology into the classroom,
providing support for both teachers and students, and creating a more interactive and
engaging learning environment. By addressing the challenges and barriers to student
participation in technology use, the school can strive to cultivate a culture of digital literacy
and empower students to become active participants in their own learning journey.

1.2 Statement of the Problem

While technology has the potential to enhance student participation, its specific impact on
10th-grade students at Gesuba Secondary and Preparatory School remains underexplored.
This study seeks to address this gap by investigating how technology can be effectively
utilized to improve student engagement and participation in the 10th-grade classroom.

1
1.3. Objective of the study
The main objective of this study is to explore the impact of technology integration on student
participation in the 10th-grade classroom at Gesuba Secondary and Preparatory School.

1.4. Specific Objectives

 To assess the current level of student participation in the 10th-grade classroom.
 To explore the impact of various technological tools and strategies on student
engagement.
 To determine students' perceptions of the use of technology in enhancing their
participation.

2
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1. THEORETICAL REVIEW
This chapter will provide a comprehensive review of existing literature related to technology
integration in education, specifically focusing on its impact on student participation and
engagement. It will explore relevant studies, theories, and best practices in using technology
to enhance student learning experiences, with a specific emphasis on the 10th-grade level.

This action research study aims to provide practical insights and recommendations for
teachers at Gesuba Secondary and Preparatory School to effectively integrate technology into
their instructional practices, creating engaging learning environments that foster active student
involvement.

Action research is a systematic approach to improving educational practices through the

examination of data and the implementation of interventions. In the context of improving
student participation in the use of technology in Grade 10 at Gesuba Secondary and
Preparatory School, a review of related literature can provide valuable insights into effective
strategies and best practices.

Several studies have highlighted the importance of student engagement in technology-

enhanced learning environments. For example, research by Means et al. (2010) found that
technology can enhance student motivation and engagement when used effectively in the
classroom. This suggests that implementing technology in education can potentially increase
student participation and interest in learning.

Furthermore, a study by Kay (2006) emphasized the role of teacher support and guidance in
promoting student engagement with technology. Teachers who provide clear instructions,
feedback, and encouragement can help students feel more confident and motivated to use
technology in their learning.

In addition, research by Hwang et al. (2019) emphasized the importance of integrating

technology into the curriculum in a meaningful way. By aligning technology use with
learning objectives and providing opportunities for hands-on exploration, educators can create
a more engaging and interactive learning environment for students.

3
Overall, the literature suggests that student participation in technology use can be enhanced
through effective teacher support, meaningful integration of technology into the curriculum,
and opportunities for hands-on learning experiences. By incorporating these strategies into
your action research project at Gesuba Secondary and Preparatory School, you may be able to
improve student engagement and participation in the use of technology in Grade 10.

4
 CHAPTER THREE
3. ACTION RESEARCH METHODS
3.1. Description of the Study Area and the School
The study will be conducted at Gesuba Secondary and Preparatory School, located in Wolaita
Zone, Offa Woreda Gesuba town. The school caters to a diverse student population and is
committed to providing quality education through innovative approaches.

3.2. Subject of the Study (Target Population)

The target population for this study will be 10th-grade students at Gesuba Secondary and
Preparatory School. This grade level was chosen as it represents a crucial stage in students'
academic journey and is an important transition period.

3.3. Sampling Method and Sample Sizes

A convenience sampling method will be used to select participants for this study.
Approximately 50 10th-grade students will be included in the sample to ensure a
representative data set.

3.4. Data Sources

The primary data sources for this study will include student observations, surveys, and
interviews. Additionally, teacher observations and interviews will also be conducted to gather
comprehensive insights into the use of technology in the classroom.

3.5. Data Collection Instrument

The data collection instruments will include:

 Observation checklist for assessing student participation during technology-integrated

lessons
 Surveys for students to gauge their perceptions of technology use in the classroom
 Semi-structured interview guides for both students and teachers to delve deeper into
their experiences and perspectives

3.6 Data Analysis Methods

The collected data will be analyzed using qualitative and quantitative methods to provide a
comprehensive understanding of the impact of technology integration on student participation.

5
3.7 Analysis and interpretation of data
3.7.1 Analysis of students' responses
The analysis of students' responses will involve categorizing and coding the survey data to
identify common themes related to their experiences with technology use in the classroom.
The qualitative data from interviews will be transcribed and analyzed to extract key insights
regarding student engagement and participation.

Quantitative data from surveys will be analyzed using statistical methods to determine trends
and patterns in student perceptions of technology integration. This may involve using
software such as SPSS for statistical analysis.

3.8 Analysis of teacher’s responses

Similarly, the analysis of teacher's responses will involve categorizing and coding the
interview data to identify common themes related to their experiences with integrating
technology into their instructional practices. The qualitative data from teacher interviews will
be transcribed and analyzed to extract key insights regarding their perceptions of student
participation and engagement when technology is utilized.

In addition, any quantitative data obtained from teacher surveys will be analyzed using
statistical methods to determine trends and patterns in teacher perspectives on the impact of
technology integration on student participation.

This action research study aims to provide valuable insights into the effective use of
technology to enhance student participation in the 10th-grade classroom at Gesuba Secondary
and Preparatory School, ultimately contributing to the improvement of teaching practices and
student learning experiences.

CHAPTER FOUR

4. PLAN OF ACTION, IMPLEMENTATION, AND EVALUATION

OF THE INTERVENTION
4.1 Plan of Action

6
The plan of action for improving student participation in the use of technology in 10th-grade
classrooms at Gesuba Secondary and Preparatory School will involve the following steps:

How do you feel about your teachers' use of technology in Frequency Percentage
the classroom?
a) Very effective 9 18%
b) Somewhat effective 12 24%
c) Not very effective 14 28%
d) Not effective at all 15 30%
Total 50 100%
Source Own Survey, 2024

Based on the survey results, 18% of students rated their teachers' use of technology as very
effective, 24% as somewhat effective, 28% as not very effective, and 30% as not effective at
all. The majority of students (58%) expressed dissatisfaction with the effectiveness of
teachers' use of technology in the classroom. Common reasons cited for the perceived
ineffectiveness included lack of teacher training, limited access to technology resources, and
disconnect between technology use and learning objectives.

Have you noticed any improvements in how technology is Frequency Percentage

used by your teachers after they received training?
a) Yes, I have noticed improvements 23 46%
b) No, I have not noticed any improvements 27 54%
Total 50 100%
Source Own Survey, 2024

Based on the survey results, 46% of students reported that they have noticed improvements in
how technology is used by their teachers after receiving training. On the other hand, 54% of
students indicated that they have not noticed any improvements in how technology is used by
their teachers. The data suggests a mixed response from students regarding the impact of
teacher training on technology integration and student participation.

What specific areas of technology do you think your Frequency Percentage

teachers need more training in to enhance your learning
experience?
a) Using educational software 10 20%

7
 b) Online assessment tools 16 32%
c) Virtual classrooms 24 48%
Total 50 100%
Source Own Survey, 2024

The above table shows, using educational software: 10 students (20%) believe their teachers
need more training in this area. Online assessment tools: 16 students (32%) think their
teachers need more training in using online assessment tools. Virtual classrooms: 24 students
(48%) indicated that their teachers need more training in utilizing virtual classrooms. The data
suggests that the majority of students feel that their teachers need more training in virtual
classrooms, followed by online assessment tools and educational software.

Do you believe that additional training on technology for Frequency Percentage

teachers would improve your learning experience?
a) Strongly agree 22 44%
b) Agree 15 30%
c) Disagree 5 10%
d) Strongly disagree 6 12%
Total 50 100%
Source Own Survey, 2024

Based on the responses of the respondents, strongly agree: 22 students (44%) strongly believe
that additional training on technology for teachers would improve their learning experience.
Agree: 15 students (30%) agree that additional training on technology for teachers would
enhance their learning experience. Disagree: 5 students (10%) disagree with the idea that
additional training on technology for teachers would improve their learning experience.
Strongly disagree: 6 students (12%) strongly disagree with the notion that additional training
on technology for teachers would enhance their learning experience.

Would you be interested in participating in workshops or Frequency Percentage

activities that involve technology integration in your
lessons?
a) Yes, definitely 10 20%
b) Maybe 16 32%
c) No 24 48%

8
 Total 50 100%
Source Own Survey, 2024

Based on the respondents response, Yes, definitely: 10 students (20%) expressed a strong
interest in participating in technology integration workshops. Maybe: 16 students (32%)
indicated a moderate interest in joining such activities. No: 24 students (48%) showed no
interest in participating in technology integration workshops.

How often do your teachers incorporate technology into Frequency Percentage

your lessons?
a) Always 10 20%
b) Sometimes 11 22%
c) Rarely 14 28%
d) Never 15 30%
Total 50 100%
Source Own Survey, 2024

According to the above table the respondents responded, always: 10 students (20%) reported
that teachers always incorporate technology into lessons. Sometimes: 11 students (22%)
mentioned that technology is sometimes used by teachers. Rarely: 14 students (28%) stated
that technology is rarely integrated into lessons. Never: 15 students (30%) indicated that
teachers never use technology in their lessons.

What challenges do you face when technology is used in Frequency Percentage

your lessons?
a) Lack of resources 32 64%
b) Difficulty understanding the technology 7 14%
c) Other students' resistance 11 22%
Total 50 100%
Source Own Survey, 2024

Lack of resources: 32 students (64%) identified this as a primary challenge in using

technology in lessons. Difficulty understanding the technology: 7 students (14%) reported
facing this challenge. Other students' resistance: 11 students (22%) mentioned this as a
significant obstacle.

9
 In which subjects do you think technology could be better Frequency Percentage
integrated into the curriculum?
a) Science and Math 34 68%
b) Language and Literature 6 12%
c) Social Studies 10 20%
Total 50 100%
Source Own Survey, 2024

The above table shows, Science and Math: 34 students (68%) believe technology could be
better integrated in these subjects. Language and Literature: 6 students (12%) indicated that
technology could be better integrated in these subjects. Social Studies: 10 students (20%)
expressed that technology could be better integrated in this subject.

Are there any specific areas of the curriculum where you Frequency Percentage
believe technology could be better integrated?
Science and Math 31 62%
Language and Literature 12 24%
Social Studies 7 14%
Total 50 100%
Source Own Survey, 2024

Science and Math: 31 students (62%) believe technology could be better integrated in these
subjects. Language and Literature: 12 students (24%) think technology could be better
integrated in these subjects. Social Studies: 7 students (14%) indicated that technology could
be better integrated in this subject. The data suggests that the majority of students feel that
technology could be better integrated in Science and Math, followed by Language and
Literature, and then Social Studies.

4.4. Conclusion and Recommendation

4.4.1 Conclusion
Based on the findings of the action research project on improving student participation in the
use of technology in Grade 10th A at Gesuba Secondary and Preparatory School, it is evident
that there are several factors that influence student engagement with technology. These factors
include access to technology, teacher training, student motivation, and the integration of

10
technology into the curriculum. Through the implementation of various strategies, it was
observed that student participation in the use of technology can be significantly improved,
leading to enhanced learning experiences and outcomes.

4.5.2. Recommendations
1. Enhance Access to Technology: The school should strive to provide adequate access to
technology resources for all students. This may involve securing additional devices, ensuring
reliable internet connectivity, and creating dedicated technology spaces within the school.

2. Professional Development for Teachers: Continuous professional development programs

should be offered to teachers to enhance their technological skills and pedagogical
knowledge. This will enable them to effectively integrate technology into their teaching
practices and create engaging learning experiences for students.

3. Student Motivation and Engagement: Implement strategies to increase student motivation

and engagement with technology, such as incorporating interactive and collaborative
activities, learning experiences, and real-world applications of technology in the curriculum.

4. Curriculum Integration: Integrate technology seamlessly into the curriculum across

subjects, ensuring that it is used as a tool to enhance learning rather than a standalone activity.
This can be achieved through collaborative planning among teachers and the integration of
technology-rich projects and assignments.

5. Ongoing Monitoring and Evaluation: Establish a system for ongoing monitoring and
evaluation of student participation in the use of technology. This can include regular surveys,
feedback mechanisms, and analysis of student performance data to gauge the impact of
technology integration on learning outcomes.

6. Parent and Community Involvement: Engage parents and the community in supporting
students' use of technology by providing information on the benefits of technology
integration, organizing workshops, and seeking support for fundraising efforts to acquire
additional technology resources.

By implementing these recommendations, Gesuba Secondary and Preparatory School can

create an environment where students are actively engaged in using technology for learning,

11
leading to improved academic achievement and better preparation for the demands of the
21st-century workforce.

12
 REFERENCES
Morrison, G. R., & Lowther, D. L. (2015). Integrating computer technology in the classroom:
Skills for the 21st century (5th ed.). Boston, MA: Pearson.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2013). Removing obstacles to the pedagogical
changes required by Jonassen's vision of authentic technology-enabled learning.
Computers & Education, 64, 175-182.
Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching
(6th ed.). Boston, MA: Pearson.
Lai, K. W., & Bower, M. (2019). How is technology being used in schools? A study of
teachers' experiences of technology integration in Singapore. Computers & Education,
103, 1-15.
Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and
student learning: Barriers and promise. Journal of Science Education and Technology,
17(6), 560-565.

13
 APPENDIX
Questionnaire for Students - Training for Teachers:

1. How do you feel about your teachers' use of technology in the classroom?

a) Very effective

b) Somewhat effective

c) Not very effective

d) Not effective at all

2. Have you noticed any improvements in how technology is used by your teachers after they
received training?

a) Yes, I have noticed improvements

b) No, I have not noticed any improvements

3. What specific areas of technology do you think your teachers need more training in to
enhance your learning experience?

a) Using educational software

b) Online assessment tools

c) Virtual classrooms

4. Do you believe that additional training on technology for teachers would improve your
learning experience?

a) Strongly agree

b) Agree

c) Disagree

d) Strongly disagree

14
5. Would you be interested in participating in workshops or activities that involve technology
integration in your lessons?

a) Yes, definitely

b) Maybe

c) No

Questionnaire for Students - Curriculum Integration:

1. How often do your teachers incorporate technology into your lessons?

a) Always

b) Sometimes

c) Rarely

d) Never

2. What challenges do you face when technology is used in your lessons?

a) Lack of resources

b) Difficulty understanding the technology

c) Other students' resistance

d) Other (please specify)

3. In which subjects do you think technology could be better integrated into the curriculum?

a) Science and Math

b) Language and Literature

c) Social Studies

d) Other (please specify)

4. What support or resources do you think are needed to improve the integration of
technology into your curriculum?

15
a) More teacher training on technology

b) Access to more technology tools

c) Updated curriculum with technology components

d) Other (please specify)

16