Enhancing Academic Achievement And Retention Based On Determinant Factors Affecting Lecture Method And Discussion Method: The Case Of Grade 11 Chemistry Students, Aymero Bele High School, Arsi Zone,Oromia Regional State, Ethiopia

Abstract

The aim of this study is to enhance the academic achievement and retention in high school chemistry using lecture and discussion methods based on the findings of the determinant factors affecting lecture method and discussion method. These methods could be influenced by different factors those in turn affect the students academic achievement and retention. The factors are: class size, time, interest of students, tendency and academic skill of teachers, participation of students, inability to use extra time by students, impact of Eglish language, scarcity of instructional materials, number of tasks covered in the text materials were important issues on which questionnaires were distributed to the stake holders. The study was conducted in Arsi zone, Bele Gesgar woreda, Aymero Bele high school of grade 11 students. 8 chemistry teachers, 28 samples of other department teachers, 4 school principals and 96 samples of students were participated in the data collection.Quantitative data was analyzed using SPSS version 26. 96 samples of students from grade 11 were selected using stratified random sampling method were assigned in to control and experimental group.Two independent instructional delivery (lecture and discussion methods) and two dependent variables(chemistry achievement and retention) were selected. Two treatment sessions (pre-test and posttest) were designed.Duration of treatment was 5 weeks.The title of treatment, Chemical Kinetics from the fourth chapter of grade 11 chemitry. In the pre-test treatment, the control group and experimental group were taught lecture method followed by pre-test. In the posttest treatment, the control group was taught lecture method, but the experimental group taught discussion method followed by posttest. The mean achievement test score of pre-test and posttest of the control group was 10.47 and 11.31 that showed an increase. The mean achievement test score of pre-test and posttest in experimental group was 10.3 and 12.91 respectively It showed large increase relatively. From the dependent t-test, the calculated t value, 3.20 and. tcri, 2.01. Since tcal > tcri, the null hypothesis was rejected. The correlation of the posttest and retention test scores of the two within group of control group and experimental group, r was 0.85 and 0.92 which was in the range and indicated strong positive relationship. The tcal in control and experimental group was 10.59 and 15.3 respectively with tcri = 2.01. Since tcal > tcri, the Ho was rejected. The mean achievement test scores of the control group and experimental group was 11.31 and 12.91 respectively and from the independent t test, tcal= 2.62. Since tcal > tcri, the Ho was rejected that indicated there was significant difference in the posttest score between the two groups. It is recomended that teachers may prefer discussion methods in teaching chemistry