The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry

Minale Demelash; Woldie Belachew; Dereje Andargie

doi:10.29333/pr/13850

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Minale Demelash ¹ ² ^* , Woldie Belachew ¹ , Dereje Andargie ³

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¹ Addis Ababa University, Addis Ababa, ETHIOPIA² Dilla University, Dilla, ETHIOPIA³ Debre Birhan University, Debre Birhan, ETHIOPIA^* Corresponding Author

Abstract

The purpose of this study was to examine whether a simulation-integrated context-based 7E instructional strategy (SICBIS) could increase students’ achievement in the chemistry of oxides, acids, bases, and salts (COABS) when compared to context-based 7E instructional strategy (CBIS), simulation-integrated conventional teaching approach (SICTA), and conventional teaching approach (CTA). An embedded mixed-method was employed. For the quantitative part, a 25-item chemistry achievement test was utilized to collect data from 229 grade 10 students as part of a quasi-experimental pre-/post-test control group study design. Both descriptive and inferential statistics were utilized to analyse the data. Semi-structured interviews were used to triangulate it the with quantitative results. Quantitative results demonstrated that although difference was not statistically significant, incorporating computer simulations within CBIS helps students do better than they would have without. SICBIS and CBIS outperformed SICTA and CTA in COABS. Also, implications and recommendations are made.

Keywords

context-based approach
instructional strategy
7E
simulation
school chemistry
student achievement

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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, 2023, Volume 8, Issue 4, Article No: em0173

https://doi.org/10.29333/pr/13850

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How to cite this article

APA

Demelash, M., Belachew, W., & Andargie, D. (2023). The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry. Pedagogical Research, 8(4), em0173. https://doi.org/10.29333/pr/13850

Vancouver

Demelash M, Belachew W, Andargie D. The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry. PEDAGOGICAL RES. 2023;8(4):em0173. https://doi.org/10.29333/pr/13850

AMA

Demelash M, Belachew W, Andargie D. The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry. PEDAGOGICAL RES. 2023;8(4), em0173. https://doi.org/10.29333/pr/13850

Chicago

Demelash, Minale, Woldie Belachew, and Dereje Andargie. "The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry". Pedagogical Research 2023 8 no. 4 (2023): em0173. https://doi.org/10.29333/pr/13850

Harvard

Demelash, M., Belachew, W., and Andargie, D. (2023). The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry. Pedagogical Research, 8(4), em0173. https://doi.org/10.29333/pr/13850

MLA

Demelash, Minale et al. "The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry". Pedagogical Research, vol. 8, no. 4, 2023, em0173. https://doi.org/10.29333/pr/13850