Action Research Proposal
The phenomenon of large classes, which is commonly observed in developing countries
like Ghana. This is attributed to global initiatives to ensure universal education
and increased access to education, as highlighted by the reference to the 1990
World Conference on Education for All (Benbow et al., 2007).
Challenges that teachers and students face when dealing with large classes. These
include difficulties in teaching strategies, class management, building student-
teacher relationships, and providing effective feedback and evaluation (Watson,
2006).
However, there are potential benefits to teaching large classes. Techniques such as
pair work, group work, role-playing, and small group discussions can help promote
active student participation, cooperative learning, and critical thinking (Harmer,
2009; Ming-hui, 2003 cited in Li, 2008; UNESCO, 2006).
The passage emphasizes that effective teaching methods that utilize students'
experiences and encourage active involvement, such as role-playing and small group
discussions, can help address the challenges of teaching large classes (Cherif &
Adams, 1993; Joyce & Weil, 1986).
Finally, the passage states that the research aims to examine how small group
discussions and role-play can enhance student learning in large class settings.
1.2 Perceived Problem
The perceived problem on the topic “using role play group discussion to enhancing
the performance and participation of a large class of JHS 1 students in Career
Technology’’. As a teacher in a large JHS classroom, I have noticed a perceived
problem in engaging students effectively in career technology education. Many
students seem disinterested or disengaged, often passively listening rather than
actively participating. I believe incorporating more interactive teaching methods,
such as role-playing scenarios and small group discussions, could help address this
issue. By allowing students to take on different roles and collaborate with their
peers, they may become more invested in the material and better able to apply the
concepts to real-world situations. This could not only improve their understanding
of career technology but also foster essential skills like communication, critical
thinking, and teamwork. Implementing these strategies in a large classroom setting,
however, presents its own challenges in terms of managing the activities and
ensuring equal participation. Overcoming this perceived problem could significantly
enhance the learning experience and prepare students more effectively for future
careers in technology-related fields.
1.3 Diagnosis of the Problem
The problem under study revealed itself through the researcher’s observation.
During Career Technology lessons, most of the students did not show any signs of
seriousness. They were doing their own thing whiles lessons were ongoing. Also, an
interview guide was made for other Career Technology teachers to solicit their
views on student’s participation in large class. Again, the marking of student’s
class exercises and assignments revealed the problem to the researcher.
Questionnaires were also given out to students.
i. Evidence
During the researcher’s internship program, it was observed that, most of the
students were always found doing their own thing whiles Career Technology lessons
were on going. The researcher after careful observation during lesson delivery
realized that students sitting at the back of the class were seriously talking to
one another without concentrating whiles class was in
section. After every lesson, the researcher made sure to give out take home
assignments and class exercises but the results of most of the students were not
something to write home about is because, almost half of the students did not
understand lesson whiles others end up copying from their colleagues. An
interaction with the students revealed that: teachers who taught them earlier did
not involve them during their lesson presentations. Teachers rarely conduct class
exercises. An interview with some teachers also revealed that, when class exercises
and assignments are given out to the students, majority of them refuses to attempt
them so they end up copying what their colleague students have answered that is why
they seldom give students exercises and assignments.
ii. Causes
a. Students found during their own things and do not concentrate while lesson is
ongoing was as a result of the class size and constant use of the teaching
technique by the teacher.
b. Teachers do not pave way for students to ask questions after every lesson
c. Teachers rarely conduct class exercises and assignments
1.4 Statement of the Problem
It is an expectation that students who pass through the Career Technology
curriculum must exhibit the right attitudes, knowledge, develop skills, habits of
mind and attitude necessary for scientific and technological inquiries as well as
demonstrate high level of critical thinking skills and be able to solve personal
and home problems. This rationale expects Career Technology class to be conducive
and allows students to actively engage in the teaching and learning processes.
However, in many schools in Ghana especially Asamang D/A Junior High School
students do not actively participate in Career Technology. It is the large class
size that is making it difficult for students to actively engage in Career
Technology lessons, and it is against this background that the researcher seeks to
addressed and suggest appropriate solutions to the problem.
1.5 Purpose of the Study
a. The main objectives of research should be clearly and concisely stated,
b. Highlighting the key questions or hypotheses that the study aims to address.
c. The purpose statement should provide a focused overview of the study's
rationale and the intended outcomes or contributions to the field of inquiry.
1.6 Objectives of the Study
1. Use role play to discussion to enhance student’s participation and
performance in a large class in the study of Career Technology.
2. Use small group to discussion to enhance student’s participation and
performance in a large class in the study of Career Technology.
1.7 Research Questions
1. How can role play discussion be used to enhance students’ participation and
performance in a large class in the study of Career Technology?
2. How can small group discussion be used to enhance students’ participation and
performance in a large class in the study of Career Technology¬¬¬?
1.8 Significance of the Study
The study on using role play and group discussion to enhance the performance and
participation of a large class of junior high school (JHS) students in career
technology holds significant importance for several reasons. Firstly, incorporating
role play and group discussion in the classroom can greatly enhance student
engagement and active participation. These interactive methods allow students to
take on different roles and perspectives, encouraging them to think critically,
solve problems, and actively contribute to classroom discussions. By actively
involving students in their learning process, this approach promotes a deeper
understanding of the subject matter and enhances overall academic performance.
Secondly, career technology education plays a crucial role in preparing students
for the workforce and equipping them with practical skills and knowledge. By
integrating role play and group discussion into career technology classes, students
have the opportunity to apply theoretical concepts to real-life scenarios. Through
role play, students can simulate workplace situations, interact with their peers,
and develop essential employability skills such as teamwork, communication, and
problem-solving. This hands-on approach not only enhances their understanding of
the subject matter but also prepares them for future careers, fostering a seamless
transition from the classroom to the professional world.
Lastly, the use of role plays and group discussion in a large class setting
addresses the challenges of catering to diverse learning styles and abilities. In a
large class, it can be challenging for teachers to provide individualized attention
to each student. However, by incorporating interactive methods like role play and
group discussion, teachers can create an inclusive learning environment that
encourages active participation from all students. This approach allows students to
learn from each other, exchange ideas, and collaborate, fostering a sense of
community within the classroom. Additionally, students who are typically shy or
less inclined to participate in traditional classroom settings may feel more
comfortable expressing themselves through role play and group discussions, leading
to increased engagement and academic performance.
1.9 Delimitation of the Study
The study on using role play and group discussion to enhance the performance and
participation of a large class of junior high school (JHS1) students in career
technology has several delimitations. Firstly, it focuses specifically on large
classes of JHS1 students, and the findings may not be applicable to smaller class
sizes or different grade levels. Secondly, the study is limited to the context of
career technology education, and the effectiveness of role play and group
discussion techniques may vary in other subjects or disciplines. Additionally, the
cultural context in which the research takes place may influence the outcomes and
applicability of the findings. Finally, due to time constraints, the study may
primarily examine short-term effects rather than long-term impacts. Acknowledging
these delimitations is crucial for interpreting and applying the study's findings
effectively.
1.10 Organisation of the Study
This research report is presented in five chapters. The first chapter dealt with
the background to the study, statement of the problem, purpose of the study,
objectives of the study, research questions, significance of the study, limitations
of the study, delimitations of the study and the organization of the study. The
review of the relevant literature on the study forms the Chapter Two with emphasis
on what a large class size, its implications on students learning and how role play
technique can be used in a large class to enhance student learning. Chapter Three
considers the methodology. In the methodology, the following were discussed;
research design, population, sampling and sampling techniques used, instrument and
data collection procedure as well as the procedure for analysing the data. In
Chapter Four, results of the study are looked at which concern intervention design
and implementation, intervention results and discussion of the results. Finally,
Chapter Five summed up with major findings, conclusions, recommendations, and
suggestions for further studies.
2.0 Brief Review of Related Literature
Brief review of the related literature on using role-play and group discussion to
enhance the performance and participation of a large class of JHS1 students in
career technology:
The existing literature on the use of active learning strategies in large classroom
settings provides valuable insights into the potential benefits and challenges of
implementing techniques like role-play and group discussion. Studies have shown
that these approaches can significantly improve student engagement, critical
thinking, and the development of essential skills, such as communication, problem-
solving, and teamwork (Bonwell & Eison, 1991; Prince, 2004). In the context of
career technology education, researchers have emphasized the importance of
providing students with opportunities to apply their knowledge and practice
relevant skills through hands-on activities and collaborative learning (Finch &
Crunkilton, 1999; Rojewski, 2002).
However, the literature also highlights the unique challenges associated with
implementing active learning strategies in large classroom settings. Factors such
as limited time, resources, and the diverse learning needs of students can pose
significant barriers to the effective integration of these techniques (Exeter et
al., 2010; Machemer & Crawford, 2007). Addressing these challenges requires careful
planning, the allocation of appropriate resources, and the development of
strategies to manage large groups and ensure equitable participation (Cavanagh,
2011; Tanner, 2013). By reviewing the existing literature, educators can gain a
better understanding of the potential benefits and practical considerations of
using role-play and group discussion to enhance the performance and participation
of a large class of JHS1 students in career technology.
3.0 Research Methods
The research methods for this study would involve a mixed-methods approach,
including a combination of classroom observations, student surveys, and semi-
structured interviews with JHS 1 career technology teachers to gather both
quantitative and qualitative data on the implementation and effectiveness of using
role-play and group discussion to enhance student performance and participation in
a large class setting.
3.1 Research Design
The research design for this study would employ a mixed-methods approach to explore
the use of role-play and group discussion in enhancing the performance and
participation of a large class of JHS students in career technology courses. The
study would begin with a series of classroom observations to document the current
teaching practices and student engagement levels in the target JHS career
technology classes. This would be followed by the implementation of the active
learning strategies, with the researchers closely monitoring the implementation
process and gathering data on student reactions, participation, and performance.
Concurrently, student surveys would be conducted to assess their perceptions of the
active learning techniques, their level of engagement, and the development of both
technical and soft skills. Additionally, semi-structured interviews with the JHS
career technology teachers would provide valuable insights into the challenges,
successes, and overall effectiveness of the implemented strategies from the
educators’ perspectives. By combining quantitative and qualitative data, the
research design would offer a comprehensive understanding of the impact of role-
play and group discussion on student outcomes in a large JHS 1 career technology
classroom setting.
3.2 Population
According to Polit and Hunglar (1996), population is the entire aggregation of
cases which meet a designated set of criteria. Asamang D/A Junior High School has a
total population of 200 students.
3.2.1 Target Population
The target population of the study included Form one students in Asamang D/A
Junior High School. The class has a total number of 50 learners which 22 are girls
and 28 are boys.
3.2.2 Accessible Population
The accessible population for the study on using role play and group discussion to
enhance the performance and participation of a large class of junior high school
form one students at Asamang D/A in career technology would refer to the subset of
the target population that is readily available and accessible for the researchers
to study. In this case, the accessible population would consist of JHS1 students
who are enrolled in career technology classes within the chosen research setting.
The JHS1 has a population of 50 students which 22 are girls and 28 are boys
3.3 Sample and Sampling Techniques
Sampling refers to the selected portion of the population that represents entire
population. The researcher used purposive sampling technique in selecting all fifty
(50) students from JHS 1 class.
3.4 Data Collection Instruments
The instruments used to gather information for the study were test and
questionnaire. The researcher collected data on class exercises to enable her
compare pre-intervention performance with post intervention performance as to
whether the intervention has worked or not. The questionnaires were also used to
find out students and teachers’ views on how role play and small group discussion
enhance students’ performance in large classes. The purpose was to improve
students’ participation and performance in a large class using role play and small
group discussion in the teaching and learning of Career Technology. It was also
aimed at observing the effectiveness of the methods and strategies employed during
the teaching and learning.
3.5 Pre-Intervention Activities
a. Role play and small group discussion
b. Questioning and answering
c. Whole class discussion.
Suggested Intervention Activities
Suggested intervention activities that could be implemented as part of the study to
enhance the performance and participation of a large class of JHS 1 students in
career technology courses at Asamang D/A through the use of role-play and group
discussion
1. Role-Play Activities:
a. Assign students to small groups and have them act out scenarios related to
specific career technology skills, such as troubleshooting equipment, conducting a
job interview, or presenting a product pitch.
b. Encourage students to take on different roles (e.g., technician, manager,
customer) and navigate the dynamics of the scenario, allowing them to apply their
knowledge and practice essential soft skills.
c. Provide feedback and facilitate discussions after the role-play activities to
help students reflect on their performance and identify areas for improvement.
2. Group Discussion Activities ;
a. Divide the class into small discussion groups and assign them topics or case
studies related to career technology concepts or industry trends.
b. Instruct the groups to engage in collaborative discussions, where they analyze
the given information, share their perspectives, and work together to propose
solutions or recommendations.
c. Encourage students to take on different roles within the groups, such as
facilitator, note-taker, or presenter, to foster active participation and the
development of leadership skills.
d. Facilitate whole-class discussions where groups can share their insights and
engage in cross-group dialogue, promoting critical thinking and the exchange of
ideas.
These intervention activities aim to create opportunities for JHS students to
actively apply their knowledge, practice relevant skills, and engage in
collaborative learning, all while addressing the challenges of a large classroom
setting. The combination of role-play and group discussion can help enhance student
performance, participation, and the development of both technical and soft skills
essential for success in the career technology field.
4.0 Data Analysis Plan
The instruments used to gather information for the study were test and
questionnaire. The researcher collected data on class exercises to enable her
compare pre-intervention performance with post intervention performance as to
whether the intervention has worked or not. The questionnaires were also used to
find out students and teachers’ views on how role play and small group discussion
enhance students’ performance in large classes. The purpose was to improve
students’ participation and performance in a large class using role play and small
group discussion in the teaching and learning of Career Technology. It was also
aimed at observing the effectiveness of the methods and strategies employed during
the teaching and learning.
5.0 References
6.0 Timeline for the Research
7.0
Table 1: Timeline for my action research
S/N TIMELINE ACTIVITY
1 JAN. 16 – 30, 2024 Field observations to identify researchable problems
in my school of internship
2 JAN. – FEB 2024 Writing and completing my research proposal
3 MAR. 20, 2024 Meeting with my supervisor to discuss the proposal for
review and acceptance.
8.0 Budget for the Research
Table 2: My proposed budget for the research
S/N ITEMS AMOUNT GHS
1 Data bundle 40.00
2 Printing Cost 30.00
3 Transportation Fee 30.00
4 Research benefit to participants Cost 50.00
5 TOTAL = 150.00