Determinants of Female Students’ Involvement in Communicative English Skills Classroom Instruction with Particular Reference to Wolaita Sodo University, Ethiopia

Abstract

Any successful classroom instruction at all level of education demands students’ involvement in it. That is, the students must devote their time and effort for successful teaching-learning process. In this regard, the involvement of female students in their University level education is therefore taken as integral part of quality education. Hence, this study was aimed to analyze female students’ involvement in communicative English Skills classroom instruction with particular reference to Wolaita Sodo University, Ethiopia. To achieve the intended goal, descriptive research design with the data qualitative methods of data collection was employed. The data were collected from 352 female students who were selected by using convenience sampling technique. Results of the study showed that significant numbers of female students faced lots of challenges during communicative English Skills classroom instruction. The major determinants for their involvement includes poor English proficiency, their attitude towards the course, knowledge and skill gaps, lack of motivation to involve, the male students’ dominance, lack of interest to involve, and socio-cultural and economic factors. Based on the findings of the study, it is concluded that female students’ involvement in learning the course was very low. Therefore, it is recommended that concerned bodies should give attention for female students’ learning through their classroom involvements to improve the female students’ learning.

Keywords: Determinant, Involvement, academic achievement, classroom Instruction

DOI: 10.7176/RHSS/9-11-09

Publication date:June 30^th 2019