EVALUATING THE EFFECTIVENESS OF VARIOUS TEACHING STRATEGIES IN CHEMICAL BONDING

Chemistry Education

In the rapidly evolving educational landscape of the 21st century, integrating multimedia-assisted instruction to teaching and learning procedures has become a pivotal strategy for enhancing learning outcomes.This study aimed to investigate the effectiveness of four different instructional approaches in teaching chemical bonding in Grade 9 chemistry, a subject traditionally perceived as challenging due to its abstract concepts and complex problem-solving requirements. The research employed a quasi-experimental design involving a sample of 163 high school students randomly assigned to four groups. Each group was exposed to a different instructional method: multimedia-assisted instruction, PowerPoint presentation lecture, traditional chalk and board discussion, and hand-on learning method. Pre-tests and post-tests were administered to assess students' knowledge acquisition. Additionally, students’ perception in learning chemistry was measured through survey where challenges were foregrounded due to complex textbook language, fast-paced lectures, difficulty applying mathematical concepts, lack of visual aids, and low student confidence in problem-solving abilities. Furthermore, results indicated significant increase in the pre-test and post test results all four groups, but has no statistical difference when four post test scores were compared. These implies that diverse instructional techniques may be equally effective in terms of student learning outcomes. This suggests that either individually or in combination of varied approaches has a great potential for effectively learning chemical bonding. Thus, it is imperative for teachers to be innovative and proactive in their instructional strategies to optimize student learning outcomes in chemistry by in enhancing students' learning experiences.

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