The Impact of Teaching Chemistry by "Instructional Functions Approach" on Student Achievement: an Experimental Study of Grade Eleven
| dc.contributor.advisor | Desta, Azeb | |
| dc.contributor.author | Engida, Temechegn | |
| dc.date.accessioned | 2018-06-25T12:59:40Z | |
| dc.date.accessioned | 2023-11-09T16:17:58Z | |
| dc.date.available | 2018-06-25T12:59:40Z | |
| dc.date.available | 2023-11-09T16:17:58Z | |
| dc.date.issued | 1993-06 | |
| dc.description.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. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/3310 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Universty | en_US |
| dc.subject | Instructional Functions Approach | en_US |
| dc.title | The Impact of Teaching Chemistry by "Instructional Functions Approach" on Student Achievement: an Experimental Study of Grade Eleven | en_US |
| dc.type | Thesis | en_US |