Action Research Project proposal

On improving trainees theoretical learning interest: - The

case of level IV Electrical Electronics trainees

January 2022

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 List of Table
Table 1. Proposed Time tentative schedule…………………………………………………………………..8
Table 2. Total cost…………………………………………………………………………………………....9

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 Contents

List of Tables………………………………………………………………………..………….ii
1. Introduction………………………………………………………………………………..….1
1.2. Statement of the Problem…………………………………………………………………..4
1.3. Research question……………………………………………………………………….…4
1.4. Objective…………………………………………………………………………………...5
1.4.1. General objective……………………………………………………………………..5
1.4.2. Specific objective…………………………………………………………………….5
1.5. Significance of the Thesis………………………………………………………………..5
2. Review of Literature…………………………………………………………………….…....6
3. Methodology………………………………………………………………………………….7
3.1. Research approach and data collection……………………………………………….......7
4. Proposed Time Schedule……………………………………………………………………8
5. Budget and Funding…………………………………………………………………………9
6. References…………………………………………………………………………..…....…10

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 1. Introduction

Theoretical part of a study is very important and a very helpful means for the trainees to
understand the practical part of the study program.
Theories are academic models or frameworks that are developed to help explain or predict
certain phenomena. They are generally discipline specific and often build upon or even
contradict one another and Practice describes the application of knowledge or skills in a given
situation. It might involve describing experiences you have had, explaining the way you have
created or designed something, or imagining what might happen in a real-life situation.
(Frances & Steven 2021).It is useful to understand that theoretical knowledge and practical
knowledge are equally important.
All training curriculums are planned to have an arrangement of technical and non- technical
modules. The idea behind this is to make sure that it is not enough to qualify the trainees in
the technical knowledge and skills of the field each Programme designed to contain 70%
practical and 30% theoretical knowledge.
Most of technical students believe that practical knowledge is the only necessity to survive
in the industry and since they are in technical college, they do not give attention and they do
not have interest for the theoretical knowledge.
In theory, you get the answers for “WHY” It helps to understand why one technique works
where another fails. It show the whole framework, and helps set strategy to solve technical
problem it teaches through the experience of others. Theoretical knowledge lead to a deeper
understanding of an idea through seeing it in perspective of a greater whole and
understanding the why behind it and in practical; you get the answers for “HOW” it helps to
gain particular techniques. Practical knowledge only helps to solve a specific problem or how
to solve that same problem again. However, theory helps to solve different problems in
different way it helps to think critically. This should be understood by the trainees as well as
by the trainer.
The image and attractiveness of technical and vocational education and training (TVET)
constitutes an interesting topic that needs to be discussed. The issues related to this not only
exist in developing countries but also in developed countries. (Ratnata, I W. 2013).
The attitudes of parents, students and teachers to TVET are not favorable. During the
interview-based discussions with parents of grade 10 students, parents stated that they wanted
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their children to join college preparatory schools that lead to university education, not TVET.
Parents considered university education a “better alternative for a better future”. (Getachew
Habtamu Solomon 2016).
We should also focus on why it is not considered that TVET as better alternative for a better
future this might also lead us to the reading culture of the students that join TVET from grade
10 and the way TVET handle the students. Are they encourage to read or to change the way
they feel about education.
TVET system aims to provide more TVET opportunities to a wider range of different target
groups than previously. In addition to school leavers, the TVET system will therefore
address:
 School drop-outs;
 People without formal education, including illiterate people;
 Entrepreneurs and employees (including formal and informal apprentices) in both
formal and informal enterprises who require skills upgrading and access to
recognized qualifications;
 Farmers and their families;
 Unemployed people who need initial TVET or retraining to support their re
integration into the labor market;
 People with special constraints to properly engage in economic participation, such as
single mothers, people with disabilities, people from marginalized ethnic groups and
other groups that have been marginalized in the labor market. (Ministry of Education
2008)
According to this, it is visible that TVET system is for all but for the regular trainees it is
important to give attention.
This action research will give a direction and strategies on how to improve the trainees’
theoretical learning interest.

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 1.2.Statement of the Problem
The purpose of this action research project is to improve theoretical learning interest of level IV
electrical electronics trainee’s. Trainee’s low interest are mainly exposed through their exam result
of theoretical knowledge. Difficulty with:-
 Performing on exam
 Doing assignment
 Gathering reading materials
 Understanding the materials
 Following and giving attention to the trainer on theoretical class these are indicators of their
low interest and these are problems for the effectiveness of the training process.

1.3.Research question
This research will discover how trainee’s interest to learn to read and understand theoretical
part of a study can be improved by using specific strategies used in the workshop. Thus,
the research question is :
 How to increase trainees’ theoretical learning interest?
 What strategies can be used to improve trainees’ theoretical learning interest?

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 1.4.Objectives
1.4.1. General objective
The general objective of the study is to increase theoretical learning interest of trainees of
level IV electrical electronics department of Dire Dawa polytechnic college.
1.4.2. Specific objectives
This action research was conducted to address the following specific objectives:
 To identify factors that make the interest of trainees on learning theory low.
 To implement strategies that improves the theoretical learning interest of trainees.
 To identify training methods which encourage trainees to develop their reading
culture.

1.5.Significance of the study

It is well known that theoretical part of a study is very important as the practical one.
However, trainees in technical college do not give attention for the theoretical part of their
study and they do not have interest for the theoretical knowledge. On this action research
Dire Dawa polytechnic college, department of electrical electronics level IV trainees will be
taken as sample group, the main reasons behind conducting this action research were:
 To contribute in filling the knowledge gap of trainees.
 To develop growth in reading culture, reading skills needed for career success and
critical thinking.
 To adjust trainees study habits accordingly to be prepare for theoretical exams.
 To make trainees more informed on decisions about choosing the right instructional
practices.

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 2. Review of Literature
Different researches have been accompanied on reading interest of trainees in institutions. Reading
interest associated with basic literacy: the ability to read, write and speak a particular language.
The basic literacies may lead to fundamental elements in information literacy skills (Anunobi &
Ukwoma, 2016).Reading contributes to the development of full intellectual and emotional person,
capable to self-development and self-realization (Valeev & Baranova, 2013; Sagitova, 2014).
Efficient professionals are characterized by the ability to read and understand written messages
quickly. Reading culture promotes lifelong learning skills of individuals when they apply critical
thinking and problem solving skills. According to (Bulgurcuoglu, A. N. 2016)
The culture of reading includes:
 The rational organization of the process of reading depending on the reading
material.
 Deep, accurate, clear and complete understanding of the reading material
 Search analysis and selection of reference books.
 Understanding the language of the materials.
Trainees should make the library their first point of call to be updated from time to time.
Furthermore, it can be deduced that most students read in their areas of specialization for academic
development
There are three major approaches to learning theories, which are behaviorism, cognitivism, and
constructivism.
Behaviorist learning theory emphasized the role of the environment in determining behavior
(Rabinowitz, 2004),
Cognitive theory will assist learner to obtain the thinking techniques in order to improve
performance in job (Sink, 2014),
Constructivism is a learning theory that concerned with the experiences and contexts that make the
learners willing and enable to learn (McGriff, 2001).
Behaviorism: Learning is a response to external stimulation. Cognitivism learning is a process of
acquiring, storing and retrieving information like a computer. Constructivism learning is a process
of building an understanding basing on experiences and present inputs.
To improve the interest of the trainees trainers use these different approaches in the study of
increasing trainees theoretical learning interest.

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 3. Methodology
Location: Dire Dawa Polytechnic College is one of the public higher education institutions
in Ethiopia. It is found in east-central Ethiopia. (www.britannica.com)
Target Group: The target groups of this action research are level IV electrical electronics
trainees which are 19 in number,2 are females 17 are meals. Level IV students were selected
because the trainer who is conducting this action research is training this group for the time
being.

3.1. Research approach and data collection

The study of this action research will be both qualitative and quantitative type of research.
Questionnaires, focus group discussions and observations will be primary sources of
information while secondary sources of data from academic articles, reports and magazines.
As the purpose of the study is to improve the trainees’ interest in learning theory to take
action, primary sources of information will be in use (questionnaires, focus group discussions
and observations). Questionnaires will be distribute for all 19 students. For observation, the
trainer will observe on the training sessions.

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 4. Proposed time schedule

Table 1. Proposed Time tentative schedule

Nov Dec Jan Feb Mar Apr May
Activity
2019 2020 2020 2020 2020 2020 2020
Action research title approval

Collecting literature

Study of Literature

Proposal writing and

submission

Proposal presentation

Preparing instrument

Planning and implementing

strategy

Analyzing

Result Formulation and report

writing

Action research Submission

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 5. Budget and finding

Table 2. Total cost

S.N Variables Measurement unit Total quantity Unit cost (ETB) Total cost
1. Paper Pack 2 1000 1000
2. Pen Pack 1 200 200
3. Data collection print Cent/papers 1 3,000 3,000
4. Duplication cent 1 2,000 2,000
5. The data collector cost ETB 1 5,000 5,000
6. Internet access ETB 1 2,500 2,500
Total cost 13,700

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 6. References
Anunobi, C. V., & Ukwoma, S. (2016). Information literacy in Nigerian universities trends, challenges
and opportunities. New Library World.

Bulgurcuoglu, A. N. (2016). Relationship between Critical Thinking Levels and Attitudes towards
Reading Habits among Pre-Service Physical Education Teachers. Educational Research and Reviews.

Frances, K. and Steven M.(2021). Linking Theory to Practice.Flinders university.

Getachew H (2016). Towards Competence-Based Technical-Vocational Education and Training in

Ethiopia. Wageningen University

McGriff, S. J. (2001). Leadership in Higher Education: Instructional Designers in Faculty

Development Programs In: Annual Proceedings of Selected Research and Development [and] Practice
Papers Presented at the National Convention of the Association for Educational Communications and
Technology.

Ministry of Education (August 2008).National Technical & Vocational Education and Training Strategy

Ratnata, I W. (2013). Enhancing the image and attractiveness of TVET. In: TVET@Asia,

Sink, D. L. (2014). Design Models and Learning Theories for Adults.American Society for
Training & Development (ASTD).

Valeeva, L. A. & Valeeva, R. A. (2013). Development of future engineers' critical thinking in foreign
language teaching. Kazan National Research Technological University.

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