MEKELLE UNIVERSITY COLLEGE OF HEALTH SCIENCES

HIGHER DIPLOMA PROGRAM

ACTION RESEARCH PROPSAL

HOW CAN WE MAXIMIZE INTERACTIVE LECTURING FOR PHYSOTHERAPY

UNDERGRADUATE STUDENTS?
TEAM MEMBERS
1. GebrezgiGidey (Dr.)
2. BethelMesfin (Dr.)
3. Tsiwaye Gebreyesus
4. MitikuTamir
5. YontannBekuretsion (Dr)
MEKELLE UNIVERSITY COLLEGE OF HEALTH SCIENCES

HIGHER DIPLOMA PROGRAM

ACTION RESEARCH PROPSAL

HOW CAN WE MAXIMIZE INTERACTIVE LECTURING FOR PHYSOTHERAPY

UNDERGRADUATE STUDENTS?
TEAM MEMBERS
1. GebrezgiGidey (Dr.)
2. Bethel Mesfin (Dr.)
3. Tsiwaye Gebreyesus
4. MitikuTamir
5. YontannBekuretsion (Dr)

Submitted to: Mr. TsegayGirmay (HDL)

MEKELE, ETHIOPIA
JANUARY, 2018
 Table of Contents
Summary ....................................................................................................................................................... ii
Acknowledgement ....................................................................................................................................... iii
1. Background ........................................................................................................................................... 1
2. Significance of the study ....................................................................................................................... 3
3. Objectives: ............................................................................................................................................ 5
4. Statement of the problem ...................................................................................................................... 6
5. Research question: ................................................................................................................................ 6
6. Methodology ......................................................................................................................................... 7
6.1. Study design .................................................................................................................................. 7
6.2. Study area...................................................................................................................................... 7
6.3. Study participants.......................................................................................................................... 7
6.4. Data collection tool ....................................................................................................................... 7
6.5. Data collection method ................................................................................................................. 7
6.6. Data analysis and presentation..................................................................................................... 7
7. References ................................................................................................................................................ 8

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Summary
Background: Department of Physiotherapy is one of the departments within college of health
sciences, Mekelle University working hard to fulfill human resource gap of the country. It runs
undergraduate and post graduate programs. In addition to that, it provides clinical service for
patients. Teaching-learning process in the department is going on since its foundation. Active
learning engages students in the process of learning through activities and/or discussion in class,
as opposed to passively listening to an expert. It emphasizes higher-order thinking and often
involves group work.

Objective: the objective of the action research is to identify the root causes of poor active
lecturing and provide a solution for the identified causes.

Methodology: An observational check list and self-administered questionnaire will be used to

collect data from instructors and undergraduate students of physiotherapy department. After
identifying the gap, appropriate interventions will be made; the impact of the intervention
will be measured with the same tool used to assess at the very beginning.

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Acknowledgement
We would like to express our deepest gratitude to Mekelle University, college of health sciences
for giving us to attend the higher diploma program.

Special thanks also go to Mr. Tsegay for his constructive and valuable comments throughout the
whole process of the development of this proposal.

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1. Background
Department of Physiotherapy is one of the departments within college of health sciences,
Mekelle University working hard to fulfill human resource gap of the country. It runs
undergraduate and post graduate programs. In addition to that, it provides clinical service for
patients.

Teaching-learning process in the department is going on since its foundation. “Learning results
from what the student does and thinks and only from what the student does and thinks. The
teacher can advance learning only by influencing what the student does to learn.” Herbert A.
Simon.

Lecturing has been the predominant mode of instruction since universities were founded in
Western Europe over 900 yearsago (1). Although theories of learning that emphasize the need
for students to construct their own understanding have challenged the theoretical underpinnings
of the traditional, instructor-focused, “teaching by telling” approach (2)

In recent years, the lecture has fallen on hard times. Prominent researchers have raised doubts
about its use, claiming that lectures rely on rote learning and fail to promote active engagement.
Yet most of us have either attended or delivered wonderful lectures - lectures that have expanded
our thinking, provided fresh insights, or opened our eyes to new world. Clearly, lectures can be
an efficient way of transmitting large amounts of information in a relatively small amount of
time.

Active learning engages students in the process of learning through activities and/or discussion
in class, as opposed to passively listening to an expert. It emphasizes higher-order thinking and
often involves group work.(3)

While lectures are the traditional mode of college science instruction, critics have argued that
lectures harden barriers to participation by students from many ethnic, cultural, and
socioeconomic backgrounds, by presupposing familiarity with implicit premises and values that
are culturally narrow.(4)

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An interactive (active) lecturing is an easy way for instructors to intellectually engage and
involve students as active participants in a lecture-based class of any size. Interactive lectures are
classes in which the instructor breaks the lecture at least once per class to have students
participate in an activity that lets them work directly with the material. The instructor might
begin the interactive segment with anengagement trigger that captures and maintains student
attention. Then the instructor incorporates an activity that allows students to apply what they
have learned or give them a context for upcoming lecture material. As the instructor feels more
comfortable using interactive techniques he or she might begin to call upon a blend of various
interactive techniques all in one class period. (5)

These students often feel inhibited from asking questions in large lectures, because they perceive
that questions reveal a deficit in their presumed knowledge base and expose the questioner as an
outsider. As a result, traditional lecture classes often marginalize students from diverse
backgrounds (Johnson, 2007). (6)

By contrast, curricular structures that incorporate active learning are thought to improve learning
and engagement, particularly when facilitated by peers.(7)

Strategies developed to encourage faculty adoption of active-learning practices need to

acknowledge the realities of faculty and instructor life and the many potential barriers to
adoption identified in the literature. At the institutional level, these barriers include a reward
system that can lead faculty members to devote less time and effort to teaching (Lee, 2000)
(4)and limited institutional effort to train graduate students or faculty members on teaching
methods (Cole, 1982; Weimer, 1990).(5)

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Figure 1: PORTAAL captures one aspect of active learning: how the instructor structures the in-
class experience. Active learning is a multifaceted practice that involves inputs from the
instructor and students as well as events in and outside class. All these inputs influence the
ultimate outcome of student learning.(5)

2. Significance of the study

This study focuses at maximizing active lecturing in the department of physiotherapy for
creating active learning citizens that are fully instrumented with the knowledge that the
department expects from the lecturer and students.

Making lectures interactive by including techniques such as think-pair-share, demonstrations,

and role playing, can foster active engagement and enhance the value of the lecture segments.

Using techniques that allow all of the students to participate, instead of having individual
students answer questions when called on, will promote student retention and learning of the
material presented during lecture, give students practice in developing critical-thinking skills,
and enable instructors to assess how well the class is learning that day.

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Breaking up the lecture with these techniques not only provides format change to engage
students but also allows students to immediately apply content and provides feedback to the
instructor on student.

Hence, the study would provide an important clue of active lecturing to the teachers of
physiotherapy department.

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3. Objectives:
 Identify the root causes of poor active lecturing
 Provide a solution for the identified causes
 Maximize the practice of active lecturing
 Enhance the knowledge and skill of planning

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4. Statement of the problem

Active Lecturing is a time-honored teaching technique that is an efficient method to present large
amounts of content in classes of any size and it is efficient for sharing information with large
numbers of students, but may result in students who listen passively. An active lecture can be an
engaging, energizing, thought provoking learning experience as contrast with traditional lecture
that can be dull and boring. Outcome of active lecture depends on your skill at creating,
organizing and delivering your presentations and designing quick learning checks. ”Lecturing is
not just telling it is communicating”. When to lecture part of teaching is knowing when to use
particular learning strategy and when not to use it.

“The teaching and learning process in any institution shall be whatever the methods of delivery
employed, interactively student centered that shall promote active learning.” (FDRE Higher
Education Proclamation, 17th September, 2009, p 5005).

However, the lectures being given are mostly traditional way of delivery which is one way
communication. In this case, the teacher provides lecture while the students are passive listeners.

Therefore, the purpose of the action research is to fill the gap which is encountered during the
teaching and learning process of physiotherapy undergraduate students.

5. Research question:
 What are the root causes of poor active lecturing?
 What are the specific solutions in critically solving the problems?

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6. Methodology
6.1. Study design:a structured and semi-structured questionnaire followed by an
observational check list will be used to assess the status of interactive lecturing for
undergraduate physiotherapy students while instructors deliver courses.
6.2. Study area: the study will be conducted at Mekelle University, College of health
sciences and Ayder comprehensive specialized hospital
6.3. Study participants: instructors and students from department of physiotherapy
6.4. Data collection tool: the data will be collected using an observational checklist
and self-administered questionnaire, which will be developed after reviewing
literatures on the subject matter
6.5. Data collection method: HDP research team will collect the data by observing
the instructors while delivering lectures and distributing self-administered
questionnaires to students.
6.6. Data analysis and presentation: The results will be presented using
percentages and frequencies as well as tables and charts. The actual gap identified
will be intervened accordingly by the HDP research team members. After
appropriate interventions are made the impact of the intervention will be measured
with the same observational checklist and self-administered questionnaire used to
assess at the very beginning.

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7. References
1.Brockliss L (1996) Curricula. A History of the University in Europe, ed de Ridder- Symoens H
(Cambridge Univ Press, Cambridge, UK), Vol II, pp 565–620.
2.Piaget J (1926) The Language and Thought of the Child (Harcourt Brace, New York).
3.Bonwell CC, Eison JA (1991) Active Learning: Creating Excitement in the Classroom (George
Washington Univ, Washington, DC).
4.Lee VS (2000). The influence of disciplinary differences on consultations with faculty.To
Improve the Academy 18, 278–290.
5.Cole CC (1982). Improving Instruction: Issues and Alternatives for Higher Education, AAHE-
ERIC Higher Education Report no. 4, Washington, DC: American Association for Higher
Education.
6.Johnson A (2007). Unintended consequences: how science professors discourage women of
color. SciEduc 91, 805–821.
7.Woodward A, Gosser DK, Weiner M (1993). Problem-solving workshops in general
chemistry. J ChemEduc 70, 651–652.

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 Classroom Observation Checklist for Interactive lecturing
Instructor’s code:_________________________ Observation Number: 1
2

Class Observed: ______________________________________________ Date:

___________________________ Time: ________________

Observers’ Name: _____________________________________________________

Department:___________________________________

Key: 1- Not Observed 2- Acceptable 3 – Excellent

1 2 3
Class Structure
Reviews previous day’s course content
Gives overview of day’s course content
Presented topics in logical sequence.
Relate today’s lesson to previous/future lessons
Summarizes course content covered
Directs student preparation for next class

Methods
Explained major/minor points with clarity
Used good examples to clarify points
Integrates materials (examples, cases, simulations)
from "real world".
Employs non-lecture learning activities
(i.e. small group discussion, student-led activities)
Employs other tools/instructional aids
(i.e. technology, computer, video, overheads)

Teacher-Student Interaction
Solicits student’s input/questions
Asked questions to monitor student understanding
Waited sufficient time for students to answer
questions
Responded appropriately to student questions
Involves a variety of students

Content
Appears well organized
Explains concepts clearly
Relates concepts to students’ experience
Selects learning experiences appropriate to

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level of learning

Questioner to be filled by the student

Code:_________________________ Class Observed: _______________________________

Date: ____________________________ Department: ________________________________

KEY: 1-strongly agree 2-agree 3- neither 4- disagree 5- strongly disagree

1 2 3 4 5
I. Class Structure
Reviews previous day’s course content
Gives overview of day’s course content
Presented topics in logical sequence.
Relate today’s lesson to previous/future lessons
Summarizes course content covered
Directs student preparation for next class

II. Methods
Explained major/minor points with clarity
Used good examples to clarify points
Integrates materials (examples, cases, simulations)
from "real world".
Employs non-lecture learning activities
(i.e. small group discussion, student-led activities)
Employs other tools/instructional aids
(i.e. technology, computer, video, overheads)

III. Teacher-Student Interaction

Asks student’s input/questions
Asked questions to monitor student understanding
Waited sufficient time for students to answer
questions
Responded appropriately to student questions
Involves a variety of students

IV. Content
Appears well organized
Explains concepts clearly
Relates concepts to students’ experience
Selects learning experiences appropriate to
level of learning

V. Student opinion

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I involve in class discussion/participation actively
The lecture motivates me
I was attentive for the whole lecture
The session increase my problem solving or decision
making ability
I am satisfied by the lecture.

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