Mathematics and Science Educational Department

Effects of Blended Learning on Undergraduate Students’ Conceptual Understanding, Engagement, and Epistemological Beliefs in Learning Chemical Bonding and Molecular Geometry Concepts: The Case of Bashir Dar University, Ethiopia

2026-08-01T00:00:00Z

Effects of Blended Learning on Undergraduate Students’ Conceptual Understanding, Engagement, and Epistemological Beliefs in Learning Chemical Bonding and Molecular Geometry Concepts: The Case of Bashir Dar University, Ethiopia Woretaw, Atinaf The main purpose of this study was to examine the effects of Blended learning (BL) on undergraduate students' Conceptual Understanding (CU), engagement (SE), and epistemological beliefs (EBs) in learning Chemical Bonding and Molecular Geometry (CBMG) concepts. To achieve this goal, a mixed research approach was employed. For the quantitative approach, a pretest-posttest non-equivalent control group quasi-experimental design was employed. For the qualitative phase, a phenomenological design was used. The study was conducted at Bahir Dar University in the Amhara National Regional State of Ethiopia. A total of 86 undergraduate students (Male = 59 and Female = 27) participated, with the intervention group (IG; n = 42) taught via the BL approach and the comparison group (CG; n = 44) taught via the Conventional Teaching Method (CTM). A total of nine participants, six from IG and 3 students from CG, participated in the semi-structured interviews. The Three-tier Conceptual Understanding Diagnostic Test (TTCUDT), Student Engagement Scale (SES), and Colorado Learning Assessment and Science Survey (Class-Chem) were administered to both groups as pretest and posttest. Moreover, semi-structured interview questions were administered regarding CU, SE, and EBs after the treatment. The study employed quantitative and qualitative data. Quantitative data were analyzed using IBM SPSS Statistics version 26 and were examined using descriptive and inferential statistics, while qualitative data were analyzed thematically. Findings from both approaches indicated that students who engaged with the BL approach demonstrated greater CU, SE, and more sophisticated EBs than their peers who experienced CTM while learning CBMG concepts. Furthermore, the findings revealed that the BL approach significantly reduced students' MCs and enhanced their confidence. However, no statistically significant gender differences were observed in CU, SE, and EBs within either the intervention or comparison groups. The BL approach has been shown to substantially enhance students‘ CU, SE, and EBs regarding scientific knowledge acquisition. Furthermore, the findings of this study revealed that, within the BL environment, students‘ CU was significantly correlated with their engagement and EBs; moreover, increased SE contributed to the development of more sophisticated EBs. Although the implementation of BL has a significant positive effect on students' CU, SE, and EBs related to knowledge, various challenges were encountered in the learning environment due to technological, pedagogical, student-related, and institutional factors. Adopting carefully designed iii BL approaches enables educational institutions to improve teaching effectiveness and SE, while contributing to the growing evidence on the pedagogical impact of BL in Science, Technology, Engineering, and Mathematics (STEM) education. Drawing on these findings, further implications for practice and recommendations for future research are advanced

Promoting 11th-Grade Students’ Engagement and Conceptual Understanding in Chemical Kinetics: A Design-Based Research Approach to Pogil with Interactive Simulation Laboratory Activities

2026-06-01T00:00:00Z

Promoting 11th-Grade Students’ Engagement and Conceptual Understanding in Chemical Kinetics: A Design-Based Research Approach to Pogil with Interactive Simulation Laboratory Activities Rediet, Bogale Chemical kinetics is widely recognized as one of the most challenging topics in secondary school chemistry due to its abstract nature and the difficulty students experience in connecting observable phenomena with underlying particle interactions. This study investigated the effectiveness of integrating interactive simulations with process-oriented Guided Inquiry Learning (POGIL) laboratory activities to enhance Grade 11 students’ conceptual understanding, achievement, confidence, and engagement in chemical kinetics. The study employed a Design-based research (DBR) approach within a mixed-methods framework and was conducted with 63 Grade 11 students at Tana Haik Secondary School in Bahir Dar, Ethiopia. Quantitative data were collected through pre- and post-tests, confidence measures, and engagement questionnaires, while qualitative data were gathered through student interviews, teacher interviews, classroom observations, and group discussions. Quantitative data were analyzed using descriptive statistics, paired-samples t-tests, effect size measures, and percentage distributions, whereas qualitative data were analyzed thematically. The findings revealed significant improvements across all learning outcomes. Students' achievement increased from a mean score of 9.65 to 21.19 out of 32 (d = 4.03), confidence from 6.38 to 13.08 out of 16 (d = 1.94), and engagement from 3.10 to 4.45 on a five-point scale (d = 2.30). Conceptual understanding also improved substantially. Qualitative findings showed that collaborative inquiry, simulation-based exploration, and guided learning enhanced students' participation, motivation, scientific reasoning, and ability to connect macroscopic, microscopic, and symbolic representations. However, some learners still required teacher support to interpret complex microscopic processes. The study concludes that integrating interactive simulations with POGIL laboratory activities creates a more engaging, student-centered, and conceptually meaningful learning environment for secondary school chemistry.

Improving Secondary School Students’ Learning of Electricity through Inquiry-Based Strategy Blended with PhET Simulation: A Design-Based Study in Bahir Dar City

2026-06-01T00:00:00Z

Improving Secondary School Students’ Learning of Electricity through Inquiry-Based Strategy Blended with PhET Simulation: A Design-Based Study in Bahir Dar City Lingerew, Dessalegn this study aimed to improve secondary school students’ conceptual understanding in the learning of electricity by addressing misconceptions through guided inquiry-based learning integrated with PhET simulations at Bahir Dar, Ethiopia. A pragmatic paradigm followed with mixed-methods approach guided the study. A one-on-one design-based research design guided iterative cycles of design, implementation, evaluation, and refinement of an inquiry-based intervention supported by PhET simulations. A total of 35 Grade 10 students were participated in the study. Data were collected through administration of standardized Electricity Conceptual Understanding test (ECUT), classroom observations, worksheet analysis, and focus group discussions. Quantitative data were analyzed using descriptive statstics and one sample and paired sample t tests, while qualitative data were analyzed thematically. Baseline results revealed widespread misconceptions about current, voltage distribution, resistance, and circuit behavior, indicating low conceptual understanding. Findings show that integrating guided inquiry-based learning with PhET simulations improved students’ conceptual understanding of electricity and reduces misconceptions significantly. To conclude, guided inquiry with PhET simulations is an effective and an alternative instruction for teaching abstract electricity concepts.

Effect of Guided Inquiry Based Learning on Grade 12 Students' Achievement, Conceptual Understanding, and Epistemic Belief towards Evolution

2026-06-01T00:00:00Z

Effect of Guided Inquiry Based Learning on Grade 12 Students' Achievement, Conceptual Understanding, and Epistemic Belief towards Evolution Lidet, Awlachew Evolution is one of the most conceptually challenging and socially contested topics in secondary biology education. Many students enter the classroom with persistent misconceptions and naïve epistemic beliefs that hinder their ability to understand evolutionary concepts scientifically. These difficulties are often reinforced by cultural, religious, and sociocultural influences that shape learners’ attitudes toward evolution. This study investigated the impact of Guided Inquiry Based Learning (GIBL) on Grade 12 students’ learning achievement, conceptual understanding, and epistemic beliefs regarding evolution at Fasilo Secondary and Preparatory School in Bahir Dar, Ethiopia. The study employed a mixed methods approach within a Design Based Research (DBR) framework and involved 55 students from one intact classroom. Initial classroom observations, diagnostic assessments, and student discussions were conducted to identify learning difficulties and misconceptions that informed the design and refinement of the intervention. Throughout implementation, formative evidence gathered from classroom activities and student responses was used to iteratively refine inquiry tasks and instructional scaffolds in accordance with DBR principles. Data were collected using pre tests and post tests, two tier conceptual understanding tests, epistemic belief questionnaires, classroom observations, and qualitative student reflections. The quantitative findings revealed significant improvements in students’ learning achievement, with mean scores increasing from 9.16 (SD = 2.84) to 13.60 (SD = 2.95). Likewise, students’ conceptual understanding improved substantially, with mean scores increasing from 3.85 to 7.56 and a normalized gain score of 0.60, indicating a medium conceptual gain. Item level Wilcoxon Signed Rank analyses further revealed significant improvements across all five targeted misconception domains (p < .001), while the proportion of students exhibiting misconceptions decreased from 40.7% before the intervention to 9.8% afterward. Furthermore, students demonstrated significant improvement in their epistemic beliefs, with mean scores increasing from 26.96 to 32.29, t(54) = 4.26, p < .001, and a moderate effect size (d = 0.57). The intervention produced a large effect on learning achievement (Cohen’s d = 1.16) and conceptual understanding (Cohen’s d = 1.42), while a moderate effect was observed for epistemic beliefs (Cohen’s d xi = 0.57). Qualitative findings corroborated these results by revealing improved scientific reasoning, greater engagement in inquiry activities, and an enhanced ability to distinguish scientific explanations from personal beliefs. Overall, the findings indicate that Guided Inquiry--Based Learning is an effective instructional approach for improving students’ achievement, promoting conceptual change, reducing misconceptions, and fostering more sophisticated epistemic beliefs about evolution.