Topic Specific Pedagogical Content Knowledge-Based Instruction and Grade 11 students‘ Chemistry Learning
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Date
2025-03
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Addis Ababa University
Abstract
Chemical kinetics and equilibrium pose significant challenges to students' understanding in chemistry. Although pedagogical content knowledge (PCK) has been identified as a beneficial tool in improving learning outcomes, limited research focuses specifically on its effectiveness in these topics. This study investigated the impact of topic-specific PCK-based instruction on students' conceptual understanding, achievement, and motivation in chemical kinetics and equilibrium. Participants were 159 High school students in treatment groups receiving topic specific PCK-based instruction and a control group receiving conventional instruction. Three treatment groups, each emphasizing different PCK elements (curricular saliency-based, representation-based, and conceptual teaching strategy-based) were compared in this investigation. Data collection instruments included conceptual understanding test, chemistry achievement test, chemistry motivation questionnaire, semi-structured interviews and classroom observations. A mixed method with non-equivalent pre-test-posttest quasi-experimental design was utilized in this study. Quantitative data were analyzed using ANOVA, MANOVA, follow-up ANOVA, and multiple regressions. Interview data were analyzed based on themes generated from interview data. Moreover, classroom observation data on students engagement and teachers facilitation role in teaching chemical kinetics and equilibrium concepts were anlyzed. The results indicated that the REPs and CTS methods were particularly effective, showing the highest gains in students' understanding. These interventions not only improved understanding and achievement but also mitigated common misconceptions associated with chemical kinetics and equilibrium. Notably, female students exhibited improvements in their grasp of concepts compared to their male counterparts, though no significant gender differences were observed in overall outcomes. The study underscores the effectiveness of TSPCK-based approaches in chemistry education, highlighting the importance of interactive and technology-supported teaching strategies. Results demonstrated the superiority of the treatment groups over the Comparison group in conceptual understanding, achievement, and motivation. Specifically, the representation-
based instruction group exhibited significant improvement in conceptual understanding and motivation, while the conceptual teaching strategy-based group has shown a significant enhancement in achievement. Multiple regression data revealed that intrinsic and mark motivation strongly impacted students' conceptual understanding and achievement.
Based on the findings and discussions of this study, summary, conclusions and recommendations were made.
Keywords: Achievement, Chemistry learning, Conceptual teaching, conceptual understanding, Mark motivation, motivation, Representations, TSPCK-based instruction
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Keywords
Achievement, Chemistry learning, Conceptual teaching, conceptual understanding, Mark motivation, motivation, Representations, TSPCK-based instruction