Unveiling The Learning Experiences in Chemistry

Chemistry

This study was set out to understand students' learning experiences in Chemistry. The focus of the research was to (1) describe the experiences of the Grade 8 students in learning chemistry concepts in terms of a) cognitive challenges, b) learners’ engagement, c) classroom environment, d) teachers’ practices, and e) learning resources, and (2) Propose a modified lesson exemplar aligned to the findings of the study. Descriptive qualitative research design was used, which is well-suited to exploring the lived experiences of individuals. Conducted at Jaime G. Espeña High School from 2024 to 2025, six Grade 8 students who performed low were carefully selected as participants. Data were gathered through individual interviews, where students were encouraged to speak openly about their struggles and breakthroughs in chemistry. Findings revealed that there are different factors that affect their learning process, such as prior knowledge, interest towards the subject, classroom environment including the teacher`s way of teaching, and availability of learning resources. Taken together, these findings point to a clear and urgent message for educators and school leaders: effective chemistry teaching is not just about covering the curriculum - it is about meeting students where they are, making the invisible visible, and building the kind of trust that encourages learners to keep trying even when the material feels overwhelming. The study recommends a deliberate shift toward contextualized, active, and inquiry-based instructional approaches, supported by richer and more accessible learning materials.

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