Debre Berhan University

College of Education

Training
On
Higher Diploma Program (HDP)

Proposal for Action Research on

Reducing Cheating Among 2nd Year Mechanical

Engineering Students
Prepared by:

1. Wondimu Dessalegn

2. Getahun Esubalew

3. Tarike Tenaye

Submitted to: Mr. Fuad

May, 2023

Debre Berhan, Ethiopia

 Executive Summary
Active participation of students in class plays great role in satisfying educational objectives and
setting up students’ personality. To ensure quality of education, increasing students’ class
participation has become very decisive.

The main purpose of this action research is to identify preventing factors for active participation
in classroom-based teaching learning process and to improve student’s active participation in
classroom-based teaching learning process in Debre Berhan University in particular third year
Mechanical Engineering students.

To conduct this action research, descriptive case study design and both qualitative and
quantitative research methods were employed. The quantitative data are collected from ME 3 rd
year students. Qualitative data was collected through observation and different literatures. Before
the implementation of action plan as the finding of the study showed that students participation
about active participation was low and active participation of students was challenged by
different problems like lack of awareness about active learning practices, lack of preparation in
advance on the lesson, lack of continuous support from the instructors, lack of sufficient time for
discussion, Instructor teaching methodologies, and lack of reward means for active participant
students from instructor.

However, by applying the proposed actions like creating awareness about the active learning
practices, giving teaching materials in advance for preparation with discussion questions,
supporting and encouraging them to participate actively, allocate sufficient time for discussion,
improve on student centered teaching learning process and motivating actively participate
students the researchers observed improvement on active participation of students.

After implementing our action, we expect that the number of active participants increases 90%.

Keywords: Class participation, Action research, Improvement, ME Students

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 Acknowledgement
First of all, we would like to thank Debre Berhan University for preparation of this Higher
Diploma Program (HDP) for instructors.

Then, we would like to express our profound thanks and appreciation to our HDP facilitator Mr.
Foad for his support and valuable advice throughout the end of the HDP program.

We would also like to express heartfelt thanks to third year Mechanical engineering students for
their willingness and contributions of devoting time for filling our questionnaire.

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Contents
EXECUTIVE SUMMARY.............................................................................................................1
ACKNOWLEDGEMENT...............................................................................................................2
LIST OF TABLES...........................................................................................................................4
LIST OF FIGURES.........................................................................................................................4
1. INTRODUCTION....................................................................................................................5
1.1. Background of the study..............................................................................................................5

1.2. Statement of the problem.............................................................................................................5

1.3. Objectives of the study................................................................................................................6

1.3.1. General Objective................................................................................................................6

1.3.2. Specific Objectives..............................................................................................................6

2. LITERATURE REVIEW.........................................................................................................8
2.1. Factors which affect active participation in the classroom...........................................................8

2.2. Methods that enhance participation in the classroom...................................................................8

2.3. Important benefits gained by participation...................................................................................8

3. RESEARCH DESIGN AND METHODOLOGY..................................................................10

3.1. Study Area.................................................................................................................................10

3.2. Research Design........................................................................................................................10

3.3. Sample Size Determination and Sampling Techniques..............................................................10

3.4. Data Collection Tools................................................................................................................10

3.4.1. Procedures of Data Collection...........................................................................................11

3.4.2. Data Analysis Methods......................................................................................................11

3.5. Analysis and Interpretation of Data...........................................................................................11

4. TIME FRAME.......................................................................................................................13
5. BUDGET................................................................................................................................14
REFERENCES..............................................................................................................................15

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APPENDIX....................................................................................................................................17

List of tables
Table 1 time schedule for accomplishing each activity

Table Ap1: Data obtained through questionnaire about student’s perception in active learning
practices

Table Ap2 Student’s view for items related with factors affecting active participation of students

Table 2 allocated for each activity required for action research

List of figures
Figure1 A chart showing the methodology employed for the action research

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 1. Introduction

1.1. Background of the study

Cheating on examinations in academic institutions is a worldwide issue Adolescents are at a time in their
lives where peers influence and peer pressure are high (David Rettinger & Kramer, May 2009). Student
habits and views on cheating are developed in high school (Donald L. MccabeKenneth & al, January
2012). In the advent of the twenty first century generation, one of the most disturbing and alarming
problems in education is underpinned by students’ ways of cheating. Cheating occurs when a student
obtains or attempts to obtain some advantage or extra marks by any dishonest or deceptive means. This
can include lying; copying from another's test or examination; interacting with other students during
assessments and taking any unauthorised material into an examination venue (Leo Andrew & Diego,
2017). Thus, cheating is considered as one of the forms of academic misconduct that has become one of
the biggest concerns of educational institutions (Liebig, March 2012). Problems concerning cheating
became evident not only among undergraduate university students, but also among secondary learners
in recent times.

Debre Berhan University prepared an assessment policy including a final exam and continuous
assessment. Through these every assessments process, there is not known how many students of
engineering are not participating in cheating activity. There are many students are caught when
participated in cheating by invigilators in final examinations, tests and quizzes. In addition, most
students did not work assignments given individually rather copied from one student who completed
first. Internship reports and BSc thesis/ project works are also the area of plagiarism in which students
copied other works and submitted to departments. The aim of this study is to assess the causes and
effects of cheating in engineering courses assessment and proposing a reducing measure in Debre
Birhan University

There is a general agreement about the importance of participation in higher education

institutions education; for instance, enabling students to become involved in their own learning
and enjoy their learning process (O'connor, 2013). Other benefits of participation include
increases in students’ commitment and better understanding and critical thinking (Heyman,
2011). Furthermore, student participation has been shown to encourage active learning, improve
work habits and develop specific skills, which are key ingredients for success in the professional
world.

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

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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 is designed to enhance participation or to improve the teaching
learning process in the classroom with a proactive participation of students.

1.2. Statement of the problem

Participation in classroom activities play meaningful role in satisfying educational objectives and
raising students’ personality. Enhancing student’s participation in different domains of classroom
activities needs to be searched and studied to uncover its fact to know its characteristics and
advantages. Effectiveness in learning depends up on teachers’ ability to select appropriate time
considering learners experiences and preferences. This implies that learners are the chief central
foci of classroom instructional planning. Their beliefs and motivation to learn their preferences
and expectation should direct their instructors to design instructional strategies in general, and
that of particular classroom activities in particular. Different literature recommends that active
learning is the best instructional approaches in involving students in doing things and thinking
about the things they are doing. It implies learners’ active participation, involvement and
thinking and doing what they think and sharing responsibilities for their learning rather than
passively absorbing the supposedly rich contents provided by their instructors. As we all know
participation is one of the essential elements in implementing active learning methods which
make students active participant in the teaching learning process and help them to learn more.
Carrying out action research on enhancing class participation is timely and essential to improve
students’ participation in classroom-based teaching learning process. Among many alternatives
to assure quality of education, enhancing students’ class participation has become very decisive.

At Debre Berhan university third year, Mechanical Engineering students didn’t actively
participate in Machine Drawing course. Even when the students were given some activities to be
done in group, they didn’t do it; instead, they waited for lecture from their teacher. This made
students always to wait others rather than try to do by their own. Therefore, the researchers were
tried to identify the determinant factors that why students’ class participation of third year,
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mechanical engineering students is low and to make intervention based on the findings of the
study. The main research questions to be attempted in this study are the following:

1. Why students are not participating in classroom-based teaching learning process?

2. What could be the possible approaches and solutions to enhance student class
participation?

1.3. Objectives of the study

1.3.1. General Objective

The general objective of the study is to improve students’ classroom participation in the case of
undergraduate third year mechanical engineering students.

1.3.2. Specific Objectives

Specific objectives of this action research are:

 To identify the factors which affect/hinders active classroom participation

 To reduce the problems which affect students’ active participation in the classroom.

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 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, 2004), (Rocca, 2009), guidance and teaching ability of
instructors (Feldman, 1988),students’ background history and the culture (Hargis, 1997), teacher
student relationship (Barbara, 1996), lack of module accessibility (Good, 2006), fear and shy to
speak in front of audience (Fritschner, 2000) and so on are the well-recognized factors which
affect active participation of students in the classroom.

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

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the subject matter being taught in the classroom (Graham, 2007). Ways which help to enhance
classroom participation are respecting, appreciating and giving more time/chance for students to
talk freely (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,
developing self-confidence and eagerness to know more (Rich, 2004), enhances critical and
analytical thinking ability (Raisa, 2014), improving the communication skills and interactions
within and among the peers, developing interpretation, analysis and synthesis capacity (Abel,
2008) 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 researchers.

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.
Hence, enhancing participation in the classroom makes the education media more plumbable and
attractive for the generation and as well produces confidential society.

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 3. Research Design and Methodology

3.1. Study Area

The study can be carried out in Debre Berhan University. Debre Berhan University is one of
Ethiopian higher education institutions which is located 130 km from Addis Ababa and found in
Debre Berhan town.

3.2. Research Design

The researchers used only qualitative approach to gather data using questionnaires, discussion
and direct personal observation during class. Since the researchers had prior knowledge and
exposure about problems and information needed to explain situations regarding students’ low
classroom participation.

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 3.3. Sample Size Determination and Sampling Techniques
Since the total of third year Mechanical Engineering students are 17, all students were
considered in the research because most scholars strongly agreed that if the total number of study
population is less than 100, it is advisable to use all study population as a whole.

3.4. Data Collection Tools

The required data will be collected both from primary and secondary sources using discussion,
questionnaires and direct observation. The use of more than one data collection techniques in a
single study helps the researcher to confirm the strength and corrects the defect of any one source
of data. Based on this idea the researchers utilized variety of tools to gather information about
the practice and challenges of student active learning. The data collection methods assessed
student’s perception towards active learning, the role to improve class participation, challenges
and possible strategies to enhance class participation.

Both close ended and open-ended type of questionnaire can be used to collect data from students
about their perception, roles and problems encounters the effectiveness of active learning. The
questionnaire was a 5-point liker scale; ranging from Strongly Disagree (represented by 1),
Disagree (2), Undecided (3), Agree (4) and Strongly Agree (5). This, five liker scale works for
variables of assessment, attitude, training and input. (Appendix).

3.4.1. Procedures of Data Collection

The researchers informed the students about the issue to make clear the idea to engage freely to
the action research. Researchers engaged in the class room from data collection to the
intervention to improve students’ participation.

3.4.2. Data Analysis Methods

The data which can be found by questionnaire and direct observation for our specific research
questions can be analyzed using micro-soft Excel and also percentages and averages will used.

Percentage can be utilized to analyze and determine different characteristics and personal back
ground of the respondent. Frequency can be utilized to analyze and describe students’ perception
towards active learning, the role to improve class participation, challenges and possible strategies

Group 4 May 2022 Page 11

to enhance class participation. The data obtained through observation and discussion can be
analyzed using narrative description (qualitative methods of analysis).

3.5. Analysis and Interpretation of Data

This part presents the analysis and results of the research findings. The findings of the study can
be put into three categories in relation to our three specific research questions that we found from
questionnaire and direct observation in class room. As far as possible these data collection tools
can be used to answer the three specific research questions. Qualitative data have been recounted
the phenomenon of teaching learning process from active participation perspective based on the
skills and knowledge of researchers. A total of 17 third year students from department of
Mechanical engineering students will be considered for this research, all questionnaires were
appropriately filled and valid for analysis.

observation

Qualitative data
collection
techniques

Interviews
Data analysis
select Data and
collection interpretation
study area
Survey,
questionnaires
Quantitative data
collection
Group 4techniques May 2022 Page 12
 Checklist, test
and others

Fig. data collection and analysis chart

4. Time frame
Table 1 time schedule for accomplishing each activity

Item Activity Period of accomplishing activities

No
April May June Remark

1 Reviewing

2 Allocating Study Area

3 Carrying out research

design

4 Determining sample

Group 4 May 2022 Page 13

 size

5 Data collection

6 Data analysis and

interpretation

7 Preparing action plan

and implementation
strategy

8 Documentation

5. Budget
Table 2 allocated for each activity required for action research

Budget for Research design

Activity No. of People involved Unit cost Total cost Remark

Allocating study area Group 4 300 1,500

Sampling and research Group 4 400 2,000

design

Budget for data collection

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 Paper For 17 students each 2 5 170
pages

Printing For 17 students each 2 10 340

pages

Budget for Analysis and Interpretation

Software Group 4 1000 5,000

Budget for action plan and implementation strategy

Implementation Group 4 2000 10,000

Budget for Documentation

Documentation 2 95 190

Grand Total Budget 19,200

References
[1] Abel, G. (2008, January 17). Assessing tutorial participation and participation in
assessing tutorials: A teaching intern's experience In Preparing for the graduate of 2015.
Proceedings of the Proceedings of the, pp. 30-31.

[2] Barbara, C. (1996). Thirty years of stories: The professor’s place in student memories.
. Change,, 10-17.

[3] Binulal, K. (2013). Effects of Instructional Practices on Improving the Achievement

of Low Achievers. International Journal of Scientific and Research Publications, 2250-3153.

Group 4 May 2022 Page 15

 [4] Bruns, W. (2006). Why I Use the Case Method to Teach Accounting. Boston:
Harvard Business School.

[5] Dallimore, E. J. (2004). Classroom participation and discussion effectiveness:

Studentgenerated strategies. . Communication Education, 103-115.

[6] Derebssa, D. (2004). Quality of Teaching and Learning in Ethiopian Higher

Education: Tension between Traditional and Constructivist Teaching Approach. The Ethiopian
Journal of Higher Education , 128-131.

[7] Fassinger, P. A. (2000). How classes influence students’ participation in college

classrooms. Journal of Classroom Interaction, 38-47.

[8] Feldman, K. (1988). Effective college teaching from the students’ and the faculty’s
view: Matched or mismatched priorities? . Research in Higher Education, 291-344.

[9] Firdissa, J. (2005). Active Learning versus Traditional Lecture Methods of Teaching
at Higher Education Institutions. The Ethiopian Journal of Education, 51-53.

[10] Frei. (2004). Participant-Centred Learning and theCase Method: 3-CD Case
Teaching Tool. Harvard Business. Boston: Harvard Business School Publishing.

[11] Fritschner, L. M. (2000). Inside the undergraduate college classroom: Faculty and
students differ on the meaning of student participation. The Journal of Higher Education, 342-
362.

[12] Good, T. L. (2006). Looking in classrooms (8th ed.). New York: Longman.

[13] Gorham, J. (1988). The relationship between verbal teacher immediacy behaviors
and student learning. Communication Education, 40-53.

[14] Graham, C. R. (2007). Empowering or Compelling Reluctant Participators Using

Audience Response Systems. Active Learning in Higher Education, 233–258.

[15] Hammond, J. (2002). Learning by the Case Method. Harvard Business School
Publishing, Boston.

[16] Hargis, C. H. (1997). Teaching low achieving and disadvantaged students (2nd
ed.).Springfield,. Springfield.

[17] Heyman, J. S. (2011). Peer assessment of class participation: applying peer

nomination to overcome rating inflation. Assessment and Evaluation in Higher Education, 605–
618.

[18] Kumar, D. (2007). Students’ Classroom Participation for Improved Learning in an

English Language Skills Course. University of South Pacific,.
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 [19] Norton & Crowley,. (1995). Can students be helped to learn how to learn? A
evaluation of an Approaches to Learning programme for first-year degree students. Higher
Education,

307-328.

[20] O'connor, K. (2013). Class participation: promoting in-class student engagement.

Education, 340-344.

[21] Raisa, B. D. (2014). Enhancing Educators’ Skills for Promoting Critical Thinking in
Their Classroom Discourses: A Randomized Control Trial. International Journal of Teaching and
Learning in Higher Education, 37-54.

[22] Rich, S. P. (2004). Student Performance: Does Effort Matter? . Hankamer School of
Business,Baylor University, 1-26.

[23] Rocca, K. A. (2009). Participation in the college classroom: The impact of instructor
immediacy and verbal aggression. Journal of Classroom Interaction, 22-33.

[24] Tatar, S. (2005). Why keep silent? The classroom participation experiences of non-
nativeEnglish speaking students. Language and Intercultural Communication, 284-293.

Appendix
Table Ap1: Data obtained through questionnaire about student’s perception in active learning
practices

S.No. Students perception in active class participation Level of agreement

SD D U A SA

1 Active participation in a classroom helps students to share

new ideas with their friends

2 Students participate only to get mark

Group 4 May 2022 Page 17

 3 Participation in the classroom contribute nothing for
students’ success

4 Active participation is time consuming

Legend:- A = agree, D= disagree, SD= strongly agree, U= undecided

Table Ap2. Student’s view for items related with factors affecting active participation of students

S.No Factors affecting active participation of students Level of agreement

.
SD D U A SA

1 Students interest in active participation

2 Lack of awareness about the benefits of active

participation

3 Insufficient support and follow up from teachers

4 Instructor teaching Methodologies time consuming

5 Lack of reward means for active participant students from

instructor

6 Instructors does not allocate sufficient time for discussion

7 Uncomfortable seating arrangement of students

8 Students awareness of active learning practices

9 Prepare in advance on the lesson

Legend:- A = agree, D= disagree, SD= strongly agree, U= undecided

If any other in addition to factors listed above mention them

_________________________________________

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