Enhancing secondary school students’ engagement in chemistry through 7E context-based instructional strategy supported with simulation
Minale Demelash 1 * , Dereje Andargie 2 , Woldie Belachew 3
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1 Dilla University, Dilla, ETHIOPIA2 Debre Birhan University, Debre Birhan, ETHIOPIA3 Addis Ababa University, Addis Ababa, ETHIOPIA* Corresponding Author

Abstract

Now days, the level of students’ engagement in secondary school chemistry is low. The aim of this study was then to enhance student chemistry engagement through simulation-integrated 7E context-based instructional strategy and compared its efficacy with 7E context-based instructional strategy, simulation-integrated conventional teaching approach, and conventional teaching approach. For the quantitative part, 15-item chemistry engagement scale was utilized to collect data from 229 grade 10 students as part of a quasi-experimental pre-/post-test non-equivalent control group design. Both descriptive and inferential statistics were utilized. Semi-structured interviews were used to collect qualitative data. The study’s findings revealed that, when compared to the other instructional strategies, the simulation-integrated 7E context-based instructional strategy was the most successful at raising students’ overall engagement and its dimensions. This study implies that implementing a simulation-integrated 7E context-based instructional strategy can boost students’ overall and individual levels of engagement in chemistry. Thus, to enhance chemistry learning, teachers may progressively move from the conventional approach to the use of simulation-integrated 7E context-based approach over the other strategies.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, 2024, Volume 9, Issue 2, Article No: em0189

https://doi.org/10.29333/pr/14146

Publication date: 01 Apr 2024

Online publication date: 25 Jan 2024

Article Views: 585

Article Downloads: 239

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