THE EFFECT OF ACTIVE LEARNING METHOD ON GRADE TEN STUDENTS IN THE ACHIEVEMENT OF CHEMISTRY: THE CASE OF ROMAN DEGA SECONDARY SCHOOL, KEDIDA GAMELA, KAMBATTA ZONE, CENTERAL ETHIOPIA REGION, ETHIOPIA

Abstract

Active learning requires students to do meaningful learning activities and think about what they are learning. This study aimed to investigate the effect of an active learning method on Grade 10 students in the achievement of Chemistry. The research was conducted at Roman dega Secondary School, kedida Gamela, Central Ethiopia Region. For the study purpose, a quasi-experimental design was employed. By using simple random sampling technique, 72 students were selected as a sample size from a total population of 360. Also 7 chemistry teachers, 3 the school principals and 1 supervisor were included in the study .A stratified sampling technique was used to maintain the proportional allocation of students from each section. The sampled students were assigned to two groups: experimental (N (exp) = 36) and control (N(con) = 36). The experimental group received instruction with active learning methods such as group discussion, question and answer, problem solving, experimental and visual-based learning. In contrast to that, the control group was taught with the traditional lecture method from the same chapter of "Energy Change and Electrochemistry" by the same teacher. The application took seven weeks. At the beginning of the first week, a pretest was administered for both groups. A post test was given for both groups at the end of the seventh week. To ensure the validity of the tool, the test was presented to the study advisor and four experienced high school teachers. The data obtained was analyzed using SPSS version 20. A T-test was used to test the statistical significance of the hypothesis generated in the study. The significance level of the results was tested at alpha = 0.05 significance level. Results showed that there was a significant difference between the means of experimental group pretest and post test ( p ≤ 0.05) in the achievement of chemistry. But there was no significant difference between the means of the control group pretest and post test after intervention (P > 0.05). Questionnaires were also administered before and after the intervention. The findings of the study revealed that incorporating an active learning approach in chemistry enhanced the learning achievement of 10th grade students. In light of the obtained results, the researcher recommended the utilization of an active learning method in teaching chemistry so as to enhance students’ achievement in chemistry and positive perceptions towards chemistry.