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Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

116 

 

  

Improving Students Performance In Fluid Mechanics Course 

Through Remedial Action, Case Of Jimma Institute Of 

Technology, School Of Chemical Engineering, Jimma, Ethiopia 

 
Abreham Bekele Bayu 

School  of Chemical Engineering, Jimma Institute of Technology, Jimma University,  Jimma, 

Ethiopia,  

 abrishchem@gmail.com 

 

Accepted: 

August 10th  2020 

reviewed:  

September 5th , 2020 

Published:  

November 20th  2020 

 

Abstract : This research study aims to improve students’ performance in the Fluid mechanics 

course through active learning methods. The method for this research was conducted on a 

longitudinal study design. It takes about four-month interventions in teaching the course by using 

active learning methodologies following with tutorials. The study population number and the 

target groups were also identified by the guidance and support given by the Jimma University 

Institute of Technology registrar. Before handling the research, all the essential conditions were 

done such as giving orientation, fixing the duration of the study, and rearrangement of the program 

according to the interest of most of the students. The sampling technique used was availability 

sampling. The sample size was included for year II both female and male students of Fluid 

mechanics course students in the second semester of 2019. After this secondary data was collected 

from the Jimma University Institute of Technology registrar office and questionnaires collected 

from the second-year students; reached with the problem of the nature of the course. Therefore, 

we conclude that the study output indicates that the percentage of passed students increased from 

66.92% to 91.82% after active learning methodology training had given for instructors in addition 

to delivering on spot tutorial. The group study recommends that active leaning methodology can 

improve the performance of the students and the school should have to emphasize this 

methodology in addition to monitoring and appreciating on spot tutorial.  

 

Key Words: Chemical Engineering, Fluid mechanics, Remedial action 

 

INTRODUCTION 

It is a pre-requisite and compulsory course to the majority of the courses offered under 

the school of chemical engineering1. Thus, in some cases, it is mandatory first to obtain passing 

grades in this course to continue studying the subsequent courses2. Consequently, many number 

 
1 Abreham Bekele Bayu, Samuel Gessese Filate1, and Tarkegn Kumela Hundie, “Enhancing Students’ 

Performance in Heat and Mass Transfer Course through Active Learning Methods-A Case of Jimma Institute of 
Technology, School of Chemical Engineering, Ethiopia” (n.d.). 

2 Douglas N Harris and Tim R Sass, “Teacher Training, Teacher Quality and Student Achievement,” Journal of 
Public Economics 95, no. 7–8 (2011): 798–812, http://dx.doi.org/10.1016/j.jpubeco.2010.11.009. 

mailto:abrishchem@gmail.com


 
 

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Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

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of students enrolled every year to take a Fluid mechanics course as part of their course3. Most of 

JiT students in chemical engineering fail in the Fluid mechanic's course as such documents’ from 

JiT the registrar depicts that in the academic year 2015/16 to 2018/19. For the  Fluid mechanics' 

course, the following data were obtained as that of  2015/16, 31 students scored fail grade out of 

160 students which are 18.75 %, 2015/16, 40 students were scored fail grade out of 155 students 

which are 24.80%, 2017/18, 23  students were scored F grade out of 175 students which is 13.71 

% from every three consecutive years. According to these mentioned data, the research is decided 

to conduct action research on the course Fluid mechanics in the department of chemical 

engineering.  

The course Fluid mechanics is one of the subjects known as a major factor in the 

development and technological reform that attracts the attention of policymakers to make it part 

of the higher education agenda to focus on this4. For low achievements in many fields are now the 

concern for all academic and government institutions in academic areas5. Therefore, revisiting how 

the way students learned and the way students' achievement was performed is an effort worthwhile 

to consider.  

Fluid mechanics course is considered by many individuals of learners as a difficult subject 

to grasp. This kind of observation may have a direct relation with achievement6. Especially, 

students with negative attitudes towards Fluid mechanics have performance problems because 

they develop anxiety. Thus, if this problem continues to develop in their academic progress, it will 

affect their performance in a subject containing master and computation7. The core content of 

active learning is that providing opportunities to actively engage with content during their classes 

leads to positive learning results8. The active learning method can be defined as any instructional 

way that enhances students in the learning mechanisms9. In a precise, active learning method 

requires students to do a meaningful way of learning activities and think about how they are doing. 

The definition may include traditional works such as homework activities. Active learning refers 

to practices that are introduced into the classroom for the learners10. The major elements of active 

learning methods are student practical activity engagement in the learning mechanisms11. 

 
3 Catherine H Crouch et al., “Peer Instruction: Engaging Students One-on-One, All at Once,” Research-based 

reform of university physics 1, no. 1 (2007): 40–95. 
4 “STEM Integration in K-12 Education” (National Academies Press, 2014), 

http://dx.doi.org/10.17226/18612. 
5 Terrell L Strayhorn, “When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic 

Achievement of African American and Latino Males,” The Review of Higher Education 33, no. 3 (2010): 307–332, 
http://dx.doi.org/10.1353/rhe.0.0147. 

6 K Ann Renninger and Suzanne Hidi, “Student Interest and Achievement: Developmental Issues Raised by a 
Case Study,” in Development of Achievement Motivation (Elsevier, 2002), 173–195. 

7 Andreas Holzinger et al., “Learning Performance with Interactive Simulations in Medical Education: Lessons 
Learned from Results of Learning Complex Physiological Models with the HAEMOdynamics SIMulator,” Computers 
& Education 52, no. 2 (2009): 292–301, http://dx.doi.org/10.1016/j.compedu.2008.08.008. 

8 Angela Lumpkin, Rebecca M Achen, and Regan K Dodd, “Student Perceptions of Active Learning,” College 
Student Journal 49, no. 1 (2015): 121–133. 

9 Paul Baepler, J D Walker, and Michelle Driessen, “It’s Not about Seat Time: Blending, Flipping, and 
Efficiency in Active Learning Classrooms,” Computers & Education 78 (2014): 227–236, 
http://dx.doi.org/10.1016/j.compedu.2014.06.006. 

10 Scott Freeman et al., “Active Learning Increases Student Performance in Science, Engineering, and 
Mathematics,” Proceedings of the National Academy of Sciences of the United States of America 111, no. 23 (June 10, 2014): 
8410–8415, https://pubmed.ncbi.nlm.nih.gov/24821756. 

11 Adrián Domínguez et al., “Gamifying Learning Experiences: Practical Implications and Outcomes,” 
Computers & Education 63 (2013): 380–392, http://dx.doi.org/10.1016/j.compedu.2012.12.020. 



 
 

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Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

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Within the active learning method approach, the learner actively constructs their way of 

understanding of Fluid mechanics concepts in an iterative fashion12. In this way, the word iterative 

refers to the structure and content of the teaching process which is enhancing procedural being 

confidential of which steps to take and to know the conceptual meaning13. Thus a more and more 

complicated cognitive chain of relationships under different parts of the course Fluid mechanics 

information is forming in the mind of the learner14. The cognitive chain consists of knowledge of 

both procedures and concepts, a knowledge that is connected in ways that give the learner both a 

good intuitive feel for the course and good problem-solving mechanisms and answer-generating 

capacity15. According to different literature, an active learning approach can be explained by using 

four core statements as described as follows16.  

The learner is the owner-person in the active learning methods, i.e. Fluid mechanics course 

teaching delivery must be learner-centered. 

1. The Teacher is full of authority since his/her knowledge of both Fluid mechanics active 

learning and his/her respect for the learners as a positive thinker and socially active 

individuals.  

2. Open-ended and rich with performance in learning tasks are considered a prerequisite for the 

possibility of constructing a conceptually rich cognitive structure and a relational 

understanding of Fluid mechanics concepts.  

3. The set-up of the classroom should support interaction in small groups, whole-class 

discussion, and individual seatwork in accordance with the needs of the learner and the 

learning task.  

 

 

METHODS 

Research aims  

The overall aim of this research is 

1. To detect the extent to which learners performance in Fluid mechanics course  

2. To evaluate the positive impact of active learning methods on the learners' Fluid mechanics 

course. 

3. To summarize the effectiveness of teaching mechanisms in the improvement of students’ 

performance in the Fluid mechanics' course. 

To improve students’ performance in the Fluid mechanics' course through active learning 

methods, first, the problem should be detected as students fail on the Fluid mechanics course by 

 
12 Wanda M Kunkle and Robert B Allen, “The Impact of Different Teaching Approaches and Languages on 

Student Learning of Introductory Programming Concepts,” ACM Transactions on Computing Education 16, no. 1 (2016): 
1–26, http://dx.doi.org/10.1145/2785807. 

13 Doo Young Lee and Mark R Lehto, “User Acceptance of YouTube for Procedural Learning: An Extension 
of the Technology Acceptance Model,” Computers & Education 61 (2013): 193–208, 
http://dx.doi.org/10.1016/j.compedu.2012.10.001. 

14 Christopher G Lucas et al., “When Children Are Better (or at Least More Open-Minded) Learners than 
Adults: Developmental Differences in Learning the Forms of Causal Relationships,” Cognition 131, no. 2 (2014): 284–
299, http://dx.doi.org/10.1016/j.cognition.2013.12.010. 

15 Michele A Leininger, “From Librarian to Proficient Manager: The Journey of Public Library Front-Line 
Managers” (University of Pittsburgh, 2015). 

16 Jurgen Bernard et al., “Comparing Visual-Interactive Labeling with Active Learning: An Experimental 
Study,” IEEE Transactions on Visualization and Computer Graphics 24, no. 1 (2018): 298–308, 
http://dx.doi.org/10.1109/tvcg.2017.2744818. 



 
 

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ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

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providing research questions and questioner. Before assessing the problem with learner it is better 

to know the problem which makes the Fluid mechanics' course failures. 

 

Research questions 

Research questions are based on a questionnaire prepared in order to conduct the required 

research. Research questions are provided as below 

1. To what level active learning methods can measure the progress of learners’ results in Fluid 

mechanics course? 

2. What is the positive impact of implementing active learning methods on the students’ 

performance in the Fluid mechanics' course? 

3. What can be done to improve the result of learners’ Fluid mechanics' course? 

 

Questionnaire: 

1. What was your major favorite subject when you were at the high school level? 

2. Are you joined the campus-based on your choice? 

3.  If your answer to Q 2 is no, where did you interested to join the campus? 

4. Are you placed in the faculty you were planning to join previously? 

5. If your answer to Q 4 is no, which Faculty you were planning to join? 

6. Are you placed in the field of engineering of your interest? 

7. If your answer to Q 6 is no, which field of engineering, you were planning to join? 

8. Why you are not placed in the field of study of your interest? 

9. Are you satisfied by the engineering field currently you placed in (chemical engineering)? 

10. If your answer is no for Q 9, what is your fear about the field? 

11. Which course did you find the most difficult for the current semester? 

12. What do you think is the problem behind the difficulty? 

13. What would you find to be helpful as a solution to overcome this difficulty? 

 

Data collection and experimental design 

A Survey of four consecutive years was collected on the results of students registered in 

Jimma University institute of technology in the school of Chemical Engineering from the academic 

year of 2016 to 2019. This research was conducted with the design of a longitudinal study because 

it takes a semester or five-month interventions in delivering the course by using active learning 

procedures together with different instructional media. This research number of population and 

the target groups were also identified by cooperation given from Jimma University Institute of 

Technology registrar. Before the research was started all the essential or basic conditions were 

done such as providing orientation, fixing the duration of the study, and rearrangement of the 

program as per the interest of most of the learners. Finally, the delivery of the course was 

accomplished by conducting continuous assessment which was done according to the time frame 

scheduled. 

 

Study Parameters 

The Study area was Jimma University institute of technology (JiT) under the school of 

chemical engineering. The target population was all students who took the Fluid mechanics course 



 
 

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in the past four years moreover; the study population was all students who scored F or failed in 

Fluid mechanics particular course. 

Sample Size and Sampling Technique 

The sampling technique used was availability sampling. The study sample size was 

complied with both female and male learner students who scored "F" grade in Fluid mechanics 

from the population of second-year students for the second semester. 

 

Data Analysis 

The collected data was ful1y analyzed using Microsoft Office Excel 2007-2013 software. Thus this 

application software was selected as the data of students was 110.  

 

Identification of the Problem 

The total numbers of students registered for an action research are 110 which completed 

the program successfully. The following graph shows the relationship between scored F against 

registered one on the course Fluid mechanics for three years starting from 2015 /16 till 2017/18. 

 
Figure 1. Percentage of “F” scored against registered on the course Fluid mechanics 

 

From the above figure 1 we observe that there is much number of students who failed to 

pass Fluid mechanics course for the consecutive three years starting from 2015/16 till 2017/18. 

This forced the researcher to take action on this course. 

The following data were taken through questioner from 110 second year chemical 

engineering students who had taken the course Fluid mechanics course for 2018/19 academic year.  

Table 1. Number of respondent for course difficulty 

S/N Course name 

No of students 

respond for its 

difficulty 

Rank for 

difficulty 

1 Fluid mechanics 15 1 

2 Organic chemistry 13 2 

3 All course 12 3 

4 Numerical methods for 

chemical engineers 
11 4 

5 Fluid machine 9 5 

10.00%

13.33%

7.69%

Perecentage of "F" scored Vs registered

2015/16

2016/17

2017/18



 
 

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6 Chemical engineering 

thermodynamics I and II 
11 4 

7 No course 6 8 

 

From the above table 1 we conclude that 15 students respond for the course Fluid 

mechanics course difficulty. When we compare with other courses the number of student’s 

respondent for Fluid mechanics difficulty is higher. Therefore Fluid mechanics course is the course 

which needs remedial action in the school of chemical engineering.  

 

Table 2. Number of respondent for the reason behind difficulty 

 

 

 

 

 

 

 

 

From the above table 2 the reason behind the difficulty of the course Fluid mechanics is 

the nature of the course. Because 9 students respond as the nature of the course out of 15 students. 

Therefore the problem is related with the nature of the course. Therefore it was believed that 

giving tutorial for the students was of utmost paramount.  

 

Table 3. Number of respondent for the helpful ways to overcome the difficulty. 

S/N 
Helpful ways to overcome this 

difficulty 

No of students respond 

for helpful ways 

Rank for 

difficulty 

1 If I could get tutorial 8 1 

2 If I could get additional supportive 

material 

5 2 

3 If the instructor’s approach is 

changed 

4 3 

4 Other  2 4 

 

RESULTS AND DISCUSSION 

As the information gained from the above table 1 to 3 the helpful way to overcome the 

difficulty with Fluid mechanics course is giving tutorial. Since from table 3 it was observed that, 

eight students respond as the way to overcome the difficulty is getting tutorial. 

 

Actual performance 

From the treatment group, all of them were taken from 2018/19 batches. In 2018/19, 

totally 110 students have taken the course Fluid mechanics, out of these (9) 8.18% of them fail to 

score pass grade. Hence, 110 of them were registered as a treatment group. The following table 

S/N 
The reason behind 

difficulty 

No of students respond for 

its difficulty from 15 students 

Rank for 

difficulty 

1 The nature of the course 9 1 

2 Other 4 2 

3 Instructor’s approach 2 3 



 
 

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summarizes the comparison of pass and failures for the four successive years starting from 

2015/16 till 2018/19.  

 

Table 4. Scored grades with percentage for 2015/16-2018/19 

 

From the above table 4 we conclude that the number of pass increased from 66.92% to 

91.81% comparing academic year of 2017/18 to 2018/19. In another way the number of fail 

reduced by 24.89% after taking remedial action.   

 
Figure 2. Percentage of failed students with respective years 

 

From the above figure 2 we conclude that the number of fail is reduced from 7.69% to 

1.82% from the year 2017/18 to 2018/19 after taking an action.  

 

Table 5. Percentages against scored F in year 

Year 2015/16 2016/17 2017/18 2018/19 

Percentage 10.00 13.33 7.69 1.82 

F scored 14 16 10 2 

Registered 140 120 130 110 

 

0

2

4

6

8

10

12

14

2015/16 2016/17 2017/18 2018/19

10

13.33

7.69

1.82

Percentage scored F Vs year

Year

P
ercen

tage

Years 

Number of 

students 

                Scored grades with %age No of Passed 

F % D % 

C

- % 

2015/16 140 14 10.00 20 14.29 22 15.71 84 60.00% 

2016/17 120 16 13.33 21 17.50 19 15.83 64 53.33% 

2017/18 130 10 7.69 12 9.23 21 16.15 87 66.92% 

2018/19 110 2 1.82 3 2.73 4 3.64 101 91.82% 



 
 

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Figure 3. Percentages comparison against scored F in year 

 

The above figure 3 and table 5 illustrates the number of F scored against the year 

comparing before taking remedial action and after taking remedial action. As it is observed the 

number of students were  reduced to 2 (1.82%) after taking remedial action. The following table 6 

shows the detail information of the 2017/18 academic year grade for 130 students in this course. 

Table 6. Detail profile of students’ grade for academic year of 2017/18 

 

S/N  

 

Grade Scale  

 

Letter Grade  

Sex  

Total  
Male  Female  

1.  [90-100) A+ 6 3 9 

2.  [85-90) A 14 4 18 

3.  [80-85) A- 9 2 11 

4.  [75-80) B+ 6 3 9 

5.  [70-75) B 6 0 6 

6.  [65-70) B- 10 1 11 

7.  [60-65) C+ 11 0 11 

8.  [50-60) C 10 2 12 

9.  [45-50) C- 14 7 21 

10.  [40-45) D 10 2 12 

11.  [30-40) FX 0 0 0 

12.  [0-30) F 8 2 10 

Total  104 26 130 

 

The above table, is summarized  with   the following mini table 7 as follows   

 

 

0
50

100
150

2015/16

2016/17

2017/18

2018/19

2015/16, 14

2016/17, 16

2017/18, 10

2018/19, 2

2015/16, 
140

2016/17, 
120

2017/18, 
130

2018/19, 
110

Registered

F scored

F  scored
Year

No. of reg. stu.



 
 

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Table 7. Summary of students 

 Passed  Fail  Total  

Male  72 32 104 

Female  15 11 26 

Total  87 43 130 

The following table shows the detail information of the actual grade of treatment group in 

this course.   

 

Table 8. Detail profile of students’ performance for academic year of 2018/19 

 

S/N  

 

Grade Scale  

 

Letter Grade  

Sex  

Total  

Male  Female  

1. [90-100) A+ 4 1 5 

2. [85-90) A 20 10 30 

3 [80-85) A- 5 2 7 

4 [75-80) B+ 4 2 6 

5 [70-75) B 10 2 12 

6 [65-70) B- 12 2 14 

7 [60-65) C+ 9 2 11 

8 [50-60) C 10 6 16 

9 [45-50) C- 2 2 4 

10 [40-45) D 1 2 3 

11 [30-40) FX 0 0 0 

12 [0-30) F 0 2 2 

Total 77 33 110 

For summary for the above table, the following mini table 9  is also summarized  as follows   

Table 9. Summary of students 

 Passed  Fail  Total  

Male  74 3 77 

Female  27 6 33 

Total  101 9 110 

 

The experiment conducted show as it is tabulated from the above table 5 up to table 8, in  

academic year of 2017/18, from 130  students  43 of them fail to score pass grade, this implies 

around  one third of them (43) (33.08%) fail to score pass grade. In another way 87 (66.92%) of 

them were passed the course.   But in academic year of 2018/19 from 110 students (9) (8.18%) of 

them only fail to score pass grade that means 101(91.82%) of them were passed the course.  This 

indicates that the percentage of students in academic year of 2018/19 who failed in this course is 

reduced by 24.90 % comparing with that of 2017/18 after taking an action. 

In another expression the action research conducted has shown that, from 110 students 

101 (91.82%) of them score pass grade, this implies that only 9 of them (8.18%) scored fail grade 



 
 

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in 2019.  But in 2018 from 130 students 87(66.92%) of them get score pass grade, this implies that 

43 of them (33.08%) scored fail grade.  Therefore, this indicates that the percentage of passed 

students increased from 66.92% to 91.82% after remedial was given.  

 

CONCLUSION 

Almost all of the students engaged in this action research were committed to perform good 

result and performance. In this study according to professional commitment all the basic 

preparation and  sounded active methodology were implemented accordingly for wellbeing 

performance of the treatment group of students.  As a result appreciated change was observed and 

most of the students were motivated and became happy in the delivery of the course in the usage 

of teaching aid methodology and on spot tutorial delivery.  However, due to certain constraints 

like class sizing, frustration about the course as being they took twice or three times and thus, the 

intended result were not attained. The research team wants to conclude that most of the treatment 

group was taken this course at least twice before this program was conducted, that means all of 

them scored fail grade twice. But by conducting active learning method and giving tutorial, almost 

all of them 101(91.82%) were get pass grade out of 110 students in 2019 after remedial action.  

Thus the active leaning method together with teaching aid can enable and facilitate the 

performance of students in Fluid mechanics course.   

 

CONFLICT OF INTEREST  

Authors declare no conflicts of interest.  

 

ACKNOWLEDGEMENT 

The authors’ want to say thanks to Jimma University Institute of Technology School of 

Chemical Engineering and second year chemical engineering students of 2018/19 for their willing 

to fill the questioner.  

 

REFERENCE 

Baepler, Paul, J D Walker, and Michelle Driessen. “It’s Not about Seat Time: Blending, Flipping, 
and Efficiency in Active Learning Classrooms.” Computers & Education 78 (2014): 227–236. 
http://dx.doi.org/10.1016/j.compedu.2014.06.006. 

Bayu, Abreham Bekele, Samuel Gessese Filate1, and Tarkegn Kumela Hundie. “Enhancing 
Students’ Performance in Heat and Mass Transfer Course through Active Learning Methods-
A Case of Jimma Institute of Technology, School of Chemical Engineering, Ethiopia” (n.d.). 

Bernard, Jurgen, Marco Hutter, Matthias Zeppelzauer, Dieter Fellner, and Michael Sedlmair. 
“Comparing Visual-Interactive Labeling with Active Learning: An Experimental Study.” 
IEEE Transactions on Visualization and Computer Graphics 24, no. 1 (2018): 298–308. 
http://dx.doi.org/10.1109/tvcg.2017.2744818. 

Crouch, Catherine H, Jessica Watkins, Adam P Fagen, and Eric Mazur. “Peer Instruction: 
Engaging Students One-on-One, All at Once.” Research-based reform of university physics 1, no. 1 
(2007): 40–95. 

Domínguez, Adrián, Joseba Saenz-de-Navarrete, Luis de-Marcos, Luis Fernández-Sanz, Carmen 
Pagés, and José-Javier Martínez-Herráiz. “Gamifying Learning Experiences: Practical 
Implications and Outcomes.” Computers & Education 63 (2013): 380–392. 
http://dx.doi.org/10.1016/j.compedu.2012.12.020. 

Freeman, Scott, Sarah L Eddy, Miles McDonough, Michelle K Smith, Nnadozie Okoroafor, 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

126 

 

  

Hannah Jordt, and Mary Pat Wenderoth. “Active Learning Increases Student Performance 
in Science, Engineering, and Mathematics.” Proceedings of the National Academy of Sciences of the 
United States of America 111, no. 23 (June 10, 2014): 8410–8415. 
https://pubmed.ncbi.nlm.nih.gov/24821756. 

Harris, Douglas N, and Tim R Sass. “Teacher Training, Teacher Quality and Student 
Achievement.” Journal of Public Economics 95, no. 7–8 (2011): 798–812. 
http://dx.doi.org/10.1016/j.jpubeco.2010.11.009. 

Holzinger, Andreas, Michael D Kickmeier-Rust, Sigi Wassertheurer, and Michael Hessinger. 
“Learning Performance with Interactive Simulations in Medical Education: Lessons Learned 
from Results of Learning Complex Physiological Models with the HAEMOdynamics 
SIMulator.” Computers & Education 52, no. 2 (2009): 292–301. 
http://dx.doi.org/10.1016/j.compedu.2008.08.008. 

Kunkle, Wanda M, and Robert B Allen. “The Impact of Different Teaching Approaches and 
Languages on Student Learning of Introductory Programming Concepts.” ACM Transactions 
on Computing Education 16, no. 1 (2016): 1–26. http://dx.doi.org/10.1145/2785807. 

Lee, Doo Young, and Mark R Lehto. “User Acceptance of YouTube for Procedural Learning: An 
Extension of the Technology Acceptance Model.” Computers & Education 61 (2013): 193–208. 
http://dx.doi.org/10.1016/j.compedu.2012.10.001. 

Leininger, Michele A. “From Librarian to Proficient Manager: The Journey of Public Library 
Front-Line Managers.” University of Pittsburgh, 2015. 

Lucas, Christopher G, Sophie Bridgers, Thomas L Griffiths, and Alison Gopnik. “When Children 
Are Better (or at Least More Open-Minded) Learners than Adults: Developmental 
Differences in Learning the Forms of Causal Relationships.” Cognition 131, no. 2 (2014): 284–
299. http://dx.doi.org/10.1016/j.cognition.2013.12.010. 

Lumpkin, Angela, Rebecca M Achen, and Regan K Dodd. “Student Perceptions of Active 
Learning.” College Student Journal 49, no. 1 (2015): 121–133. 

Renninger, K Ann, and Suzanne Hidi. “Student Interest and Achievement: Developmental Issues 
Raised by a Case Study.” In Development of Achievement Motivation, 173–195. Elsevier, 2002. 

Strayhorn, Terrell L. “When Race and Gender Collide: Social and Cultural Capital’s Influence on 
the Academic Achievement of African American and Latino Males.” The Review of Higher 
Education 33, no. 3 (2010): 307–332. http://dx.doi.org/10.1353/rhe.0.0147. 

“STEM Integration in K-12 Education.” National Academies Press, 2014. 
http://dx.doi.org/10.17226/18612. 

 

 

Author: 

Abreham Bekele: is an Ethiopian Engineer who joined Jimma University, Ethiopia, six years 

before. After completion of his bachelor degree in 2005. He enrolled for his master course in 

Faculty of Chemical Engineering Jimma Institute of Technology. He is currently working as 

Assistant professor in Jimma University. At moment he is a chair holder for academic quality 

assurance in school of chemical engineering. 

Jimma ,Ethiopia, E-mail: abrishchem@gmail.com 

mailto:abrishchem@gmail.com


 
 

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  Appendix – I 

                                                                         Questionnaire Used for Action Research 

S.no Question Response classification Skip 

101 How old are you? Age in completed years_________  

102 Sex of the respondents 1. Male 

2. Female 

 

103 Where are you from?   ________________  

104 What was your major favorite 

subject when you were at high 

school level? 

? 

 _________________  

105 Are you joined the campus based on 

your choice? 

1. Yes  

2. No 

 

106 If your answer to Q 105 is no, where 

did you interested to join the 

campus? 

   ________________________  

107 Are you placed in the college you 

were planning to join previously? 

1. Yes  

2. No  

If yes 

go to 

Q109 

108 If your answer to Q 107 is no, which 

college you were planning to join?  

1. College of agriculture and veterinary 

medicine   

2. College of business and economics 

3. College of education and behavioral 

sciences  

4. College of law and governance  

5. College of Natural sciences 

6. College of social sciences and 

humanities  

7. College of medicine and public health 

8. Other____________________ 

 

109 Are you placed in the field of 

engineering of your interest? 

1. Yes 

2. No  

If yes 

go to 

Q112 

110 If your answer to Q 109 is no, 

which engineering field you were 

planning to join? 

______________________________  

111 Why are you not in the field of 

study of your interest? 

1. Placed by the MoE/or the 

university 

2. Family member/or friend influence 

3. Misinformation  

4. Other_________________ 

 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

128 

 

  S.no Question Response classification Skip 

112 Are you satisfied by the field of 

study you are placed (chemical 

engineering)? 

1. Yes 

2. No  

 

113 If your answer is no for Q 112, 

What is your doubt about the field?  

1. I’ve doubt that I will have a job 

opportunity by this field 

2. I don’t think I can perform 

efficiently in the field because I’m 

not interested in the courses given  

3. Other 

________________________ 

 

114 Which course did you find the 

most difficult one in this semester? 

_________________________  

115 What do you think is the reason 

behind the difficulty?   

1. Instructor’s approach 

2. The nature of the course 

3. Other ________________ 

 

116 What would you find to be helpful 

to overcome this difficulty? 

 

 

1. If the instructor’s approach is 

changed  

2. If I could get tutorial 

3. If I could get additional supportive 

material 

4. Other_______________________ 

 

 

  



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

129 

 

  Appendix – II 

Some of Pictures Taken while Collecting Data 

 

 



 
 

EDUCATIO : Journal Of Education 
Volume 5 , Number 2, November 2020 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

130 

 

  

 
                                                            

 

 

  


