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The impact of course delivery approach on student’s academic achievement at Haramaya University
Anwar Ahmed Hussen1.
The teaching approach plays a significant role in determining learners’ academic achievements.
Hence, the intention of this study was to examine the impact of the Course Delivery Approach (CDA) on
students’ academic achievement. To realize this purpose, combinations of both qualitative and quantitative
approaches were used. Teachers and students were primary sources of data while senate approval sheets
and students grade reports were considered as secondary sources. 51 students and 15 teachers were sampled
by using purposive and available sampling techniques respectively. Interview, document analysis, and FGD
were used to collect the data. The analysis of quantitative data was carried out by using mean and paired
sample t-test while qualitative data was analyzed through the thematic description and word narration. The
findings of the study indicated that students’ academic achievement is relatively higher in the block course
delivery approach (mean=3.2) than the parallel approach (mean=1.81). The p-value of paired sample t-test,
t(49)=32.6, P<0.05 also indicated that the academic achievement of students on parallel and block course
delivery approaches was statistically significant. Moreover, the mean score of students in quarter one
courses (1.583) was greater than quarter two courses (1.576) with t-test value t(49)=0.39, p>0.05 indicating
that the mean difference was not statistically significant.
Affiliation:
- Werabe University, Ethiopia, Ethiopia
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Indexation |
Indexed by |
MyJurnal (2021) |
H-Index
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2 |
Immediacy Index
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0.000 |
Rank |
0 |
Indexed by |
Scopus 2020 |
Impact Factor
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CiteScore (0.5) |
Rank |
Q4 (Education) |
Additional Information |
SJR (0.198) |
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