WOLAITA SODO UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES

DEPARTMENT OF CHEMISTRY

Action Research Title

Improving student’s lower achievement in chemistry subjects or

classroom in grade 9th B at Humbo tebela secondary school.

Student name ID

1. FIKADU CHURKO PGDW/217/16

2. DESTA DANGARO PGDW/207/16
3. TAMENECH TANGA PGDW/240/16

Advisor: Dr. MEBRATU. B

SUBMISSION DATE: JUNE, 2024

WOLAITA SODO UNIVERSTY
ACKNOWLEDGMENTS
First of all, we would like to thank our almighty God for his protection to us and for enabling us
to complete this study. Secondly, we would like to extent our deepest and heartfelt gratitude to
our advisor our instructor Dr.Mebratu.B For his advice and valuable comments throughout the
beginning up to the completion of this research and practicum. Thirdly, we would like to thank
our parents those support us in all Educational level. Finally, we would like to thank the
respondents for their genuine response that they gave us for this study, and we would like to
thank Wolaita Sodo University for providing this golden chance for us.

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ABSTRACT
The purpose of the study is to assess the lower achievements in chemistry grade 9th B at Humbo
Tebela secondary school. The study was carried out on 169 students’ selected stratified random
sampling technique accordingly high achieve, medium achieve and lower achieve classification
of students in classes with almost equal proportion of male and female from both grade seven
and eight, 2 experienced teachers, 2 school principals, 4 school vice principal and 10 Parent
Teacher Association members by using available sampling. Reliability of the instrument was
computed by using reliability statistics. The finding of this study highlighted that the lack of
chemistry laboratories and the school facilities, teacher experience, lack of teachers that used
local variable materials for teaching students, students’ attitude towards chemistry and parent
involvement were found to be a contributing factor for these patterns as well as low achievement
levels in primary schools in the study area. Therefore, it was suggested that teacher, Parent
should be more practical in this area of improvement.

KEYWORD: lower achievements, chemistry subject Tebela secondary school

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Table of Contents Page
ACKNOWLEDGMENTS..........................................................................................................................i

ABSTRACT................................................................................................................................................ii

CHAPTER ONE..........................................................................................................................................1

1. INTRODUCTION.......................................................................................................................................1

1.2. Statement of the Problem................................................................................................................2

1.3. Basic Research Questions.................................................................................................................3

1.4. Objective of the Study......................................................................................................................3

1.4.1General objectives.......................................................................................................................3

1.4.2 Specific Objectives......................................................................................................................3

1.6. Scope of the study.............................................................................................................................4

1.7. Limitation of the study......................................................................................................................4

1.8. Organization of the study..................................................................................................................4

CHAPTER TWO.........................................................................................................................................5

2. RESEARCH DESIGN AND METHODOLOGY....................................................................................5

2.1. Research design................................................................................................................................5

2.2. Source of data...................................................................................................................................5

2.3. Population.........................................................................................................................................5

2.4. Sample size.......................................................................................................................................6

2.5. Sampling technique..........................................................................................................................6

2.6. Data collecting instruments..............................................................................................................6

2.6.1. Interview....................................................................................................................................7

2.6.2. Classroom observation..............................................................................................................7

2.7. Data Collection Procedure and Analysis...........................................................................................7

2.8. Ethical consideration........................................................................................................................7

CHAPTER THREE.....................................................................................................................................9

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3. DATA ANALYSIS AND INTERPRETATION.....................................................................................9

3.1. Dropout Status of records.....................................................................................................................9

3.5. Results of Observation....................................................................................................................11

3.6. Major findings of the action research..............................................................................................11

3.7. Strength of implementation............................................................................................................12

3.8. Evaluations of Action Research..........................................................................................................12

CHAPTER FOUR.....................................................................................................................................13

4. CONCLUSION AND RECOMMENDATION.....................................................................................13

4.1. Conclusions....................................................................................................................................13

4.2. Recommendations..........................................................................................................................13

References.................................................................................................................................................15

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 CHAPTER ONE
1. INTRODUCTION
The 21st century has been an era marked by rapid advances in various fields, including
innovation in science and information technology. The development of information technology
has greatly influenced various aspects of human life, specifically in the field of education
(Wiyono k., 2015).

In the world of education, the most complex activity seems to be the process of teaching and
learning. As its complexity is more than we think, the problem it faces is also more complex than
one thinks. The quality of students’ performance remains at top priority for educators. It is meant
for making a difference locally, regionally, nationally and globally. Educators and trainers have
long been interested in exploring variables contributing effectively for quality of performance of
learners. These variables are inside and outside school that affect students’ quality of academic
performance. These factors may be termed as student factors, family factors, school factors and
peer factors (Crosnoe R, et.al. 2004).

Quality education primarily depends on teachers and their capacity to improve the teaching and
learning process and is widely recognized that quality of teachers and teaching lies at the heart of
all schooling systems intending to offer quality education. Desai S. et. al, (2008) stated both
school and family as a source of students lower achievement and dropping out of schools by
saying that at the individual level, poor academic performance, retention, lack of teacher support
and guidance, disliking school or teachers, and taking on adult responsibilities such as work and
childcare have been found to contribute to lower achievement and dropping out of school.

According to Johnstone A. (2006) ‘Chemistry’ is a difficult subject for students. The difficulties
may lie in the capabilities of human learning as well as in nature of the subject.” Chiu H. (2006)
believes that “Chemistry is a world filled with interesting phenomena, appealing experimental
activities, and fruitful knowledge for understanding the natural and manufactured world.
However, it is complex.” As a result of the difficult and complex nature of chemistry and also
the fact that it is one of the most conceptually difficult subjects on the school and higher

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institution curricula, it is of major importance that anyone teaching chemistry is aware of the
areas of difficulty in the subject.

In at Tebela Secondary school students in grade 9 th B during practicum II, I recognized that
students' low academic performance in chemistry and their success in examinations, including
classroom tests, is not as much as expected at Tebela Secondary school students in grade 9 th B.
These are the underlining reasons that initiate the researcher to conduct this study.

1.2. Statement of the Problem

The increased participation in primary education was not accompanied by quality learning
outcomes. Graduates of primary education lack competence which requires integration of
knowledge, skills and the necessary values. The focus seems on factual knowledge, and good
proportion children fail to master basic skills of leaning at the completion of primary school
(MOE, 2018).

The education and training policy applied in Ethiopia in 1994 have to a lesser degree, addressed
a number of issues of which the introduction of standardized students achievement is one. An
academic achievement of students is a reflection of their level of conceptual understanding and
retention of concepts. According to Omolade O. (2008), in order for students to have higher
academic achievement, they must have deeper understanding of basic concepts of the subject.
The students’ conceptual understanding of science in turn depends on how their teachers teach
science. It is also indicated that achievement in education is directly related to knowledge
retention (Agaba K., 2013).

Research’s on chemistry education has examined several different aspects of chemistry

performance, including the importance of practical laboratory work (Hofstein & Lunetta, 2004;
Abrahams I, 2009; Toplis R, 2012). Perception of Students on Causes of Poor Performance in
Chemistry in External Examinations and the role of instructional materials in academic
performance of chemistry by Ojukwu M. (2016). The students’ negative attitude towards the
chemistry subject affected their performance (Hassan A. et al., 2015).

The continued lower achievement in Chemistry have been attributed to a number of factors
including students‟ attitude towards Chemistry, teachers‟ attitude towards students’ abilities,
inadequate teaching and learning resources, and poor teaching methodologies.

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However, it is not clear which of these factors are responsible for the lower achievement of
Chemistry in at Tebela Secondary school students in grade 9th B.

Therefore, this study will fill this gap by assessing lower achievement of primary school students
in chemistry related to the teacher related factors and students related factors at Tebela
Secondary school students in grade 9th B.
1.3. Basic Research Questions were:
1. Does availability of facilities and resources have any bearing in the achievements of chemistry
in primary schools?
2. Does students' attitude towards the subject chemistry affect students' achievements?
3. What teacher’s related factors contribute to the lower achievements of chemistry subject?
4. What are parent’s related factors that contribute to the lower achievements of chemistry?

1.4. Objective of the Study

1.4.1General objectives
The main objective of the study was to analyze the causes of lower achievements in chemistry at
Tebela Secondary school students in grade 9th B.

1.4.2 Specific Objectives

 To identify the availability of chemistry facilities and their bearing on lower achievements
of chemistry
 To examine students attitude towards chemistry
 To identify the teacher related factors contributions to the lower achievements of students
in chemistry,
 To identify the parents related factors contribute to the lower achievements of students in
chemistry?
1.5 significance of study
The study will have the following contribution:
The findings of this study tried to shed light on the causes of students’ poor participation at
Tebela Secondary school students in grade 9 th B classes which are found in Tebela town. In
another, it helps grade 9 th “B'' lower achievement of primary school students in chemistry related

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to the teacher related factors and students related factors at Tebela Secondary school students in
grade 9th B.
Furthermore, the findings could enable teachers to develop approaches and practices for working
with students.
To make students more motivated to participate and bring immediate solution in class room,
and used to asses level of students participation, Enable all students achieve in their lower
academic achievement by motivating them to participate class room.
1.6. Scope of the study
The study was delimited to lower achievement in case of Wolaita zone in Tebela secondary
school. Besides, this research has been conducted to examine the causes of Students’ limited
participation in the classroom activities and discussions. In addition, it was limited only to
participation in Tebela Secondary school students grade 9thSection (“B”) in chemistry
classroom.

1.7. Limitation of the study

Throughout conducting this research the researcher challenged by constrains like reliable
data, and time.

1.8. Organization of the study

The study has five chapters, the first chapter explains about the introduction of the study
which contains background, statement of the problem/preliminary investigation/, research
question, and the objectives of the study, significance of the study, scope of the study and
limitation of study. The second chapter contains the related review literature which explains
the concepts of participation that contain definition, Couse and important of participation.
Chapter three shows the methodology of the study which includes, Research design, source
of data, population, sample size, sampling technique, data collection instrument; which
includes, questionnaire, interview and observation, method of data analysis and at the end of
chapter three ethical consideration is included. The fourth chapter deals with data analysis
and interpretation. The fifth chapter discusses the summary, conclusion and recommendation.

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 CHAPTER TWO

2. RESEARCH DESIGN AND METHODOLOGY

This chapter deals with research design, source of data, population sample and sampling
techniques, data collections instruments, producers of data collection and method of data
analysis.

2.1. Research design

Mixed research design or both quantitative (focus on observation) and qualitative (mainly using
survey questionnaire and interviewer) was carried out. Due to the fact that mixed research
method provides more comprehensive answers to research question, going to beyond
overcoming the limitation of active participation. Therefore, study design was investigations and
data collection is best suited to study existing situations, problems and phenomenon as
employed.

2.2. Source of data

In this research, the researcher collected data from both primary and secondary sources. The
collected data from primary sources using questionnaires, interview and observation. On other
hand, the researcher collected data from secondary source by reviewing different books and as a
review literature and different researches those conducted by different researcher as a reference.

2.3. Population
As survey setting, grade ten students in Tebela secondary school was selected. The sampling
populations’ researcher had selected ten students from grade 9 th section ''B''. The researcher
selected twenty (20) students who represent the population of grade 9 thB students and the total
number of students was 53 that mean 23males and 30 females.

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2.4. Sample size
Due to lack of time and budget, twenty (20) respondents would be selected from the target
population of the study are 53.The number of sampled respondents would be ten (10) for
questionnaire and ten (10) of them would also be interview.

2.5. Sampling technique

To select respondents for this study the researcher employed purposive sampling technique.
Since it is not possible to take all students for the study, it is mandatory to have sample of
respondents. It is difficult to collect data from the whole of the secondary school grade 9 thsection
A “Students, that why the researcher selected (20) students from the class purposively.

In case, the researcher has gathered the information from those students who know or who are
learning in grade 9thB class. So, the researcher was deliberately used purposive sampling to get
information from students who are learning grade 9thB in 2014E.C.

2.6. Data collecting instruments

No. of students in grade 9 No. of target population No. of sample students from grade 9
section at In WANA from grade 9 section “B” section “B” students
WAGESHO secondary students
school

Male Female Total Male Female Total Male Female Total

49 58 107 23 30 53 10 10 20

Table one: Respondent of students

No. of students in grade No. of target population No. of sample students from grade 9
ten(9th) at Tebela from grade 9 section “A” section “B" students
secondary school students

Male Female Total Male Female Total Male Female Total

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 156 184 340 23 30 53 10 10 20

2.6.1. Interview
To collect required data the researcher interviewed selected informants. The interview contains
structured and semi-structured questions. Besides, interview was conducted for a few days with
informants. This type of interview is used in order to get available data from the interviewees’.
2.6.2. Classroom observation
The class observation in addition to questionnaire and interview was used as a tool to gather
information since it enabled the researcher to capture information from the actual settings.
Classroom observations as an instrument for the data collection for the study was used to observe
teaching pedagogy used by the teachers during their lesson delivery and observe the class size
and its effects in teaching chemistry.
During observation the researcher assumed the role of non-participant observer, using eyes to
observe and record events of relevance to the study. Document analysis For the purpose of
crosschecking and supplementing data obtained through document were examined relevant data
of students for the past three years from (2011-2013 E.C) exam result in chemistry subjects of
grade seven and eight students’ performance. The document assessing enabled the researcher to
triangulate the data collected through the other tools.
2.7. Data Collection Procedure and Analysis
For the purpose of the data collection, the researcher sought permission from the Tebela town
authority and school principals and informed them about the proposed study. The purpose of the
study was explained to the respondents prior to the data collection. The questionnaires were
administered to the selected teachers and students after school hours without interfering with the
school normal schedule. The response of the interviewees was transcribed, coded and the data
were categorized under specific themes and analyzed using content analysis technique.
2.8. Ethical consideration
For the successfulness of the study, keeping the social value of one community is obligatory
issues. The researcher told the purpose of the study for the respondents. Participants’
confidentiality and anonymity or quality was ensured and hence, it will be impossible to know
who say same thing without their consent or permission. The relationship between asking and

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answering were based on mutual trust and all ethical concerns were respected as the subject
groups of the study accept. The researcher will give the needed place as nothing will be done
physically, socially, and psychologically, on the participants and on the social values of the
communities.

CHAPTER THREE
3. DATA ANALYSIS AND INTERPRETATION
This chapter presents data analyses and interpretation which collected through questionnaire,
interview, and observation. And also it includes action plan, implementation, evaluation and
reflection.

3.1. Dropout Status of records

Records at schools and woreda education offices were reviewed to investigate dropout status at
pre-primary, primary and secondary school levels. As depicted in Table1, the overall pre-
primary, primary and secondary school dropout rate for the sample woreds were 1.7%, 4.9% and
4.6% respectively. The woreda level investigation revealed that the overall average status of
student dropout was low at pre-primary, and it was moderate at primary and secondary school
levels. However, lower achievement of chemistry subject’s classroom secondary levels was high
in some schools.

3.2 Magnitude (Level) of Participation

Day(s) Number of student participated Number of student not participated Remark

Female Male Total Female Male Total
Day 1 5 3 8 23 20* 43 *2 absent
Day 2 6 4 10 20** 20* 40 *3 absent
Day 3 4 5 9 22 21* 43 *1 absent
Day 4 5 6 11 20* 20* 40 2 absent
Day 5 4 4 8 22 23 45 -
Table A1. Checklist Before the intervention

Day(s) Number of student participated Number of student not participated Remark

Female Male Total Female Male Total
Day 1 9 6 15 19 18* 37 *1 absent

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Day 2 10 7 17 20 16 36 -
Day 3 9 6 15 17* 20 37 *1 absent
Day 4 7 8 15 20* 16* 36 *2 absent
Table A2. Checklist after Intervention

From the table A1 out of the total of the student on average 10 students where participated per
day; that is on average 42 students where inactive in a day. From the inactive students, female
student account on average almost 60%, and 40% males and rest are student who are absent in
class.
3.3 Teaching Method of the Instructor
In case of the teaching method, from the information we get by observing and interview for
inactive students it has a great impact on student participation in class and some student account
their inactivity the teaching method that teachers use. Even if the school is practicing active
teaching method not all of the teachers are implementing it correctly as it is planned as we get
from the information with informal discussion. Some of the factors teachers listed are; class size,
class schedule, etc. The students said that it would be better for them to use active teaching
method, so that they will participate better in class.
3.4 Problems of Students
From the total inactive student: 90% were seated at the back of the class female students at the
back of the class account 94%. From the students interviewed for their law participation in class,
60% were due to afraid of their incorrect responses 23% where due to language and 16% where
due to their background. Incase their seating position in the class those students who seat at the
middle area of the that class where mostly those students with background that is problem like
not participated before with less book ground knowledge, etc… but 86% of the interviewed
student have chosen the back side because of their assumption that a teacher can’t ask them and
students assume that they are out of control, if they seat at the backside.

Another reason that own personal fear feeling inadequate in front of others, regardless of the
logistics of the classroom setting. From the data it would be concluded that student may feel
intimidated or inadequate in front of their class mates and teacher and thus choose not to

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participate. Students even reported confidence as the most motivating factor for their
participation in class.

3.5. Results of Observation

The researcher has used observation as one instrument to collect and gather information about
the participation of students in active learning method in grade 9thB section in Chemistry subject
or class. As a teacher I have observed different factors that were hindered students’ participation
in the classroom. The major factors that minimize the active participation of grade 9th section B
students were: Shortage of time, Poor academic background of students, Physical arrangement of
the classroom students; fear, carelessness, Shyness, Poor communication skills in English
language and Lack of preparation.

In addition, fear of making mistake is another obstacle to be passive.

Table Five: Check List of Observation and Interview

No Items Strongly agree agree Partially Disagree Remark
agree
1 Are students attending on all 
period?
2 Are students doing their 
homework?
3 Are students do class work? 
4 Are student’s discuses in group? 
5 Students are interest to learn in 
classroom?
6 Asking question if it’s not clear? 

7 Are disabled in class room? 

Are the material fulfill in learning 
8 process, text book, exercise book?
9 Are their parent’s follow up in 
classroom?

3.6. Major findings of the action research

Based on the above data analysis the major findings of action research listed as following: Lack
of English language, Lack of self-confidence, Lack of motivation, and Lack of time, Teachers’
teaching style. And also fear of making mistake, Physical arrangement of the classroom, also the

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students ‘carelessness, Lack of awareness about participation in teaching learning process and in
group work, for individuals activities. Moreover, Students fear of making mistakes in a part of
teaching learning process, and Teachers also didn’t encourage students to have the confidence to
make mistakes in order to acquire knowledge and skills are the major causes of low participation.
3.7. Strength of implementation
Nearly implemented action were applicable could for an expected chance to increase students
participation of grade ten(9th) section B classroom at Tebela secondary school in 2016 E.C. The
researcher uses the following mechanisms to improve student’s participation: Student-centered
active learning, Group discussion, Demonstration methods and after that the researcher observed
continuously, the students’ participation level during the class session and asked himself the
following questions:
 Class room participation was improved or not?
 The interest of student’s to discuss and to participate during the lesson was increased or not?
 Was minimized the dependent students in on those high achiever students?
 Was minimized Fear of students to speak in front of student is improved?
 Was Participate in group work is improved students participations?

3.8. Evaluations of Action Research

Based on The above listed points were the major evaluation to improve participation in
classroom were evaluated and the result were presented as the following table below.

As the result, based on the changing of teaching methods, student motivating, use actively
student centered teaching learning style and making them as they discuss by group were have
improved their participation and they have decide to participate actively and to do a given
activities in their group for the future.

And finally the researcher invited the co-operative teacher to observe the researchers while tries
to arrange in group discussion and using students’ center method teaching learning process to
improving and the change of student’s participation in class room while I am teaching.
Then he or my mentor commented/ provided to the researcher a good appreciable feedback in the
level of student’s motivation towards improving students’ participation and she comment same
point that need to improve or as weakens.

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 CHAPTER FOUR

4. CONCLUSION AND RECOMMENDATION

4.1. Conclusions
The study was conducted in two government Tebela secondary schools that were taken by
purposely sampling technique. Information was obtained from the sampled respondents through
questionnaires’, interviews and document analysis was employed for data collection. Data
collected from the field were coded and entered in to the computer for analysis using SPSS
version-20 for windows. Based on the findings, it has been found that comparing factors that
affect students’ academic performance was a complex issue which was multidimensional. This
had been indicated from the findings in terms of, percentage, standard devotion of the
independent variables among each other. The two schools did not have separate chemistry
laboratories, even general laboratories. The apparatus and chemicals are also inadequate. The
lack of separate chemistry laboratory and inadequate apparatus and chemical was the reason why
teachers skip practical lessons and this has hindered student’s learning in chemistry students’
loss of interest in chemistry has affected the effective teaching of chemistry as the student’s
negative attitudes toward the subject de-motivate the teachers. Student attitudes towards science
affect students’ participation in science subjects and impacts in science.

4.2. Recommendations
Based on the major findings of the study and conclusions drawn, the following
recommendations are made.
Parents
 Attracting parents’ teacher association (PTA) to school can bring parents and school together
to work jointly for child’s education and parents can improve their knowledge and skills on how
to involve in their child’s education as they communicate with their child’s teachers.
 Parents should give more attention and proper monitoring to their children education
Teachers

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 Teachers are expected to encourage parents and students to approach the school and the school
administration also to facilitate things for the tight relationship of parents and teachers.
 Teachers should employ various teaching strategies as well as the teaching must be from
known to unknown, from simple too complex for better understanding of their students. Teachers
should develop positive attitude towards the students under his/her control to ensure effective
learning and better performance of their students.
Principals
 Principals should be all means make use of recent and relevant teaching materials such as
textbooks, charts in the teaching, learning process to ensure better understanding and
performance of students.

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