Date of Publication
4-2024
Document Type
Master's Thesis
Degree Name
Master of Science in Teaching Major in Chemistry
Subject Categories
Science and Mathematics Education
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Science Education
Thesis Advisor
Voltaire Mallari Mistades
Defense Panel Chair
Maricar S. Prudente
Defense Panel Member
Socorro E. Aguja
Coleen M. Amado
Abstract/Summary
Chemistry holds significant importance in many aspects of life, with numerous practical applications. However, despite its relevance, it is commonly perceived as a challenging subject. Some students find it difficult to grasp because its connection to their everyday lives was not emphasized during class discussions. Thus, this action research aimed to enhance students' conceptual understanding in chemistry, specifically in the topics of Stoichiometry and Gas Laws, using the REACT Strategy. It also explores the impact of employing the REACT strategy on Grade 12 STEM students' motivation in chemistry and their perception of the strategy used. Three Gen Chem 1 classes, instructed by the researcher, were selected to participate in this study. The study employed a Plan – Do – Study – Act (PDSA) action research methodology and utilized an embedded mixed-method design. Chemistry Achievement Test (CAT) and Context-Based Chemistry Motivation Scale (CBCMS) was administered to the students to collect quantitative information about the learners' conceptual understanding and motivation before and after implementing the REACT Strategy. Classroom observations and interviews were conducted to provide additional support for the quantitative results. The quantitative data was analyzed using the Dependent Sample T-Test, while the qualitative data underwent thematic content analysis. The results indicated a significant improvement in students' motivation and achievement scores before and after the implementation of the REACT Strategy. Furthermore, analysis of learners' journal logs in each stage of the strategy highlighted the importance of each stage in the learning process. Interviews with students also revealed their positive perceptions of the strategy used. These findings suggest that using the REACT Strategy in teaching chemistry has a potential to boost both student motivation and learning. The results also highlight the importance of teaching methods that connect chemistry concepts to everyday life, making the subject easier to understand and more engaging for students.
Keywords: Achievement, Action Research, Gas Laws, Motivation, REACT Strategy, Stoichiometry
Abstract Format
html
Language
English
Format
Electronic
Keywords
Chemistry—Study and teaching
Recommended Citation
Ramirez, M. G. (2024). Improving SHS students achievement, and motivation to learn chemistry using REACT strategy. Retrieved from https://animorepository.dlsu.edu.ph/etdm_scied/60
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Embargo Period
4-2025
