The impact of course delivery approach on student’s academic achievement at Haramaya University / Anwar Ahmed Hussen

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.