The Impact of Teaching Chemistry by "Instructional Functions Approach" on Student Achievement: an Experimental Study of Grade Eleven
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Date
1993-06
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Addis Ababa Universty
Abstract
In this study, an attempt was made to investigate the impact of'
a chemistry teaching program by "Instructional Functions
Approach" on student achievement. The study employed the "pre
test - post test control group experimental design" in which case
the treatment teachers received training in the use of the
instructional functions approach model.
The subjects consisted of 24 11th grade chemistry teachers
randomly selected from 8 senior secondary schools in Addis Ababa.
The students (1735) of these teachers were tested at the
beginning and end of the project.
The results of this experimental study suggest that the treatment
was generally effective in the sense that when the instructional
treatment is implemented, it has a positive impact on student
achievement.
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Keywords
Instructional Functions Approach