Use of Watermelon Waste As a Fuel Source for Bioelectricity

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Abstract: Education is one of the social factors where by gender inconsistency is reflected. Cooperative learning is an approach to team work that reduces
the occurrence of those unpleasant situations and exploits the learning and satisfaction that result from working on a high-performance team. The proven
benefits of cooperative learning notwithstanding, instructors who attempt it frequently encounter resistance and sometimes open hostility from the
students and create conducive environments for students to release ideas freely and interact with each other. Although the change of government policies
in Ethiopia improves female participation in education, participation of female students are not as much satisfactory, especially in cooperative learning
system and dependent rate of female students on male active learners are clearly known. Therefore, the major purpose of this action research is to improve
female students’ participation in cooperative learning system in order to create conducive learning environment and to enhance the academic performance
of female students through cooperative learning in case of Bule Hora University, Department of Biology. The random sampling techniques was used to
select respondent from first year to third year female students, out of all groups of one to five in all class of Biology Department College of Natural and
Computational science in Bule Hora University. The total of thirty one female students from one to five group participant was selected from all years of each
groups, and one female students were randomly selected to fill the questions. Based on the assessment of this action research, 100% of the females were
participated in group working activities. The activities of the females participation in group work is different, which is valued as 41.9%, 38.7%, 12.9% and
6.5% always, sometimes, rarely and usually respectively respond as their work in group assignment by asking question to be answered by group members.
Keywords: Cooperative Learning, Group Work, Females, Students 1. Introduction Learning is generally defined as cognitive change, that is, some addition to
a learner’s knowledge structures or reorganization and reconstruction of that learner’s existing knowledge. This change occurs as connections is made
between new material and prior knowledge and then integrated into the learner’s existing knowledge base. In group learning, students are divided into
small groups to learn content knowledge, to explore or discuss an assigned topic, or to complete cases, projects and group assignments, to answer a few
challenging questions, or teenage in an exchange of ideas, and share some insights with group members [1, 2]. Cooperative learning is described as
teaching method in which students work together in small groups to help one another learn academic content [3]. It is believed to provide a more
comfortable and supportive learning environment than solitary work [4, 5]. According to socio-cognitive learning theory [6, 7] cognitive change is strongly
influenced by interaction and activity with others. Because of this reason, today various College and university students are increasingly being facilitated to
work co-operatively and learn collaboratively. This increased emphasis on group learning is partly a reaction International Journal of Education, Culture and
Society 2020; 5(6): 120-125 121 to societal changes including a new emphasis on team work in the business sector coupled with a realization that in a
rapidly changing information society communication skill are increasingly important [8]. At the tertiary level of education, the reasons include an
increasingly diverse student population who need to develop ways of learning together in order to achieve, the increased use of teaching and learning that
emphasize learner-driven approaches such as peer learning [9]. Researchers have shown that group learning leads to academic and cognitive benefits. [10]
Reported that, Group learning promotes student learning and achievement increase the development of critical thinking skills, and promote greater
transfer of learning. Group learning also aids in the development of social skills such as communication, presentation, problem solving, leadership,
delegation and organization [9]. Constructivism fosters active learning over passive learning, collaboration over competition, and community over isolation
[11, 12]. It is featured by small group work. These days, Ethiopian community schools starting from primary level to higher institution are implementing
cooperative learning in the name locally called ‘one-to-five’ organization even though the implementation is at its infant stage. The method was
implemented with the objective of enhancing students’ educational achievements in particular and improving quality of education in general. Education is
one of the social factors where by gender disparity is reflected. In the field of education, the number of educated females is very low compared to male
students. As the grade level in school increases, the number of female students starts to decline because of lots of factors such as religious ideology,
culture, sexual harassment and earlier marriage. Consequently, higher education remains an area of learning from which females are less represented both
as a student and staff. The New Education and Training Policy of Ethiopia in 1994 start the strategies used to increase females’ participation in all levels of
education. Although Ethiopia's education and training policy stresses the need to sensitize society about the importance of girls' education, it has
nevertheless a long way to go in making its dream to become true. 1.1. Statement of the Problem Cooperative work is a group work that minimizes the
occurrence of those unpleasant situations and maximizes the learning and satisfaction that result from working on a high-performance team. According to
Weimer [13] the most common teaching method commonly employ in college professors reported that lecture was their “primary approach” to teaching,
and Cooperative Learning is not common practice. Teaching learnig method is Relative instructor-centered lectures, individual assignments. According to
Menges, R. J. and Weimer, M. [14], many educators are using active learning pedagogies, such as cooperative or team-based learning. Another reason for a
lack of either inte