Enhancing Classroom Participation of Students in Practical Courses:The Case of Environmental Science Students’ at Kotebe Metropolitan University

Abstract

Practical courses (laboratory based courses) require more engagement of students with a little support than other courses delivered in class room setting. In this research, first year environmental science degree students were selected as studied subjects as they had been constantly observed having low participation in the purely practical course ‘practical water, soil and air sampling and analysis (EnSc 1053).  In order to enhance these students’ participation, a teaching-learning approach different from the usual one is believed to be essential. Consequently, individual work in conducting experiments along with report writing than group work were taken as an intervention/supporting mechanism. The intervention made brought a statistically significant change (p<0.01) (16% improvement) on the students’ participation. With the existing challenges (large class size, time to cover portion and instructor commitment) it is recommended that individual engagement in each experiment and report writing is a preferable teaching method than grouping to ensure students’ participation in practical courses.

Keywords: Intervention, participation, practical/laboratory