Mathematics and Science Educational Department

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

Mon, 01 Jun 2026 00:00:00 GMT

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

Mon, 01 Jun 2026 00:00:00 GMT

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

Mon, 01 Jun 2026 00:00:00 GMT

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.

Enhancing Grade 10 Students Conceptual Understanding and Engagement in Electrochemistry through Technology-Mediated Team–Pair–Solo Learning: A Design-Based Research in Focus

Mon, 01 Jun 2026 00:00:00 GMT

Enhancing Grade 10 Students Conceptual Understanding and Engagement in Electrochemistry through Technology-Mediated Team–Pair–Solo Learning: A Design-Based Research in Focus Mulugeta, G/Mariam The aim of this design-based-research study was to develop students’ conceptual understanding and engagement of electrochemistry course using an integration of technology mediated instruction Team-Pair-Solo method in Fitawirari Habtemariam Secondary school. The participants in this study were grade 10 students’ and they were chosen purposively. The data were gathered through classroom observation, pretest, posttest, classroom activities, interviews and focus group discussion and questionnaires. The students’ responses on the pretest, first cycle posttest and second cycle posttest were analyzed both quantitatively and qualitatively. The quantitative paired sample t-test showed that students’ were performed better in the second cycle posttest than the previous tests. A paired-sample t-test revealed that students’ scored significantly higher at the first cycle post-test (M= 13.37, SD= 2.35) compared to pre-test (M=7.93, SD=2.22), t (39) =11.103, p<0.01. Moreover, the second cycle paired-sample t-test revealed that students’ scored significantly higher at the second post-test (M=16.25, SD= 1.72) compared to the first cycle post-test (M= 13.37, SD= 2.35), t (39) = 6.57, p<0.01 indicating an improvement from cycles. The engagement questionnaire result revealed that students’ were highly engaged in the second cycle (M=3.35, SD=0.182) compared to the first cycle intervention (M=2.882, SD=0.22), t (39) =9.838, p<0.01 indicating the re-designed cycle helped them to engage more on electrochemistry. The qualitative result from the open ended response and the focus group discussion indicated that students were able to understand the concept of electrochemistry conceptually as they were correctly wrote and tell the concept of electrochemistry specifically electrical conductivity, oxidation-reduction reaction, and galvanic cell. They were able to relate what they are learning in the class with the day to day activities. In addition, the students’ were working passionately during the intervention that incorporates team-pair-solo strategy for dealing electrochemistry contents both in the first and second cycle of the intervention. At the second cycle, there was conceptual change texts incorporated at each stage of the team-pair-solo approach integrating it with technology. The re-designed context of the second cycle resulted both conceptual development and engagement on students’ learning moreover than the first cycle. The researcher concluded that Team-Pair-Solo co-operative learning strategy will develop students’ conceptual understanding and engagement if it is integrated with technology and to some extent conceptual change texts (CCTs). Therefore, the researcher recommended that electrochemical topics such as electrical conductivity, redox reactions, and galvanic cell should be taught and learnt using the integration of technology in Team-Pair-Solo approach of cooperative learning with CCTs.