Innovative teaching strategies to strengthen chemistry learning and problem-solving skills among high school students.
DOI:
https://doi.org/10.55204/pcc.v6i2.e171Keywords:
Chemistry learning, teaching strategies, academic achievement, problem solving, high school studentsAbstract
The objective of this study was to analyze changes in high school students’ academic achievement in Chemistry following an intervention based on innovative teaching strategies, considering differences according to the predominant strategy and the relationship between post-intervention perceptions and academic outcomes. A quantitative, pre-experimental, longitudinal, single-group pretest–posttest design was used. The sample comprised 384 students from 42 classrooms and 24 educational institutions. The 12-week intervention incorporated project-based learning, guided inquiry, cooperative learning, virtual simulations, and contextualized problem solving. Academic achievement increased from 66.70 to 69.83 points, with a mean difference of 3.13 points (95% CI [2.70, 3.57]) and a moderate-to-large effect size (dz = 0.72). No significant overall differences were found among the predominant teaching strategies. Perceived learning and perceived problem solving showed the strongest bivariate associations with posttest achievement. In multivariable models, perceived learning remained positively associated with posttest achievement and academic gain. The findings demonstrate a favorable temporal change in Chemistry achievement; however, the study design does not support causal attribution of this change to the intervention or conclusions regarding the superiority of any teaching strategy.Downloads
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