THE DEVELOPMENT OF LEARNING ACHIEVEMENT IN CHEMISTRY ON CHEMICAL REACTIONS USING AN EXPERIMENTAL METHOD FOR YEAR ONE HIGH SCHOOLSTUDENTS

Abstract

This study investigated the efficacy of an experimental method for improving learning achievement and satisfaction in first-year high school chemistry. Thirty students from a high school in Yinchuan, China, were randomly assigned to participate in the research, which utilized a pre-test/post-test group design. The research used four lesson plans focusing on chemical reactions, specifically between the metal sodium and its compounds. These lessons were validated for effectiveness using the 80/80 criterion. Additionally, a chemistry achievement test and a student satisfaction questionnaire were employed, both demonstrating appropriate difficulty and discrimination indices and high reliability.
 The results demonstrate that the students learning achievement in chemistry significantly improved after using the experimental method. The mean score before studying was 14.90 (SD = 2.04), while the mean score after studying was 18.43 (SD = 2.06). This difference was statistically significant at the.05 level. Furthermore, the students expressed high satisfaction with the experimental learning approach. The overall satisfaction score was 4.64 (SD = 0.49), and specific aspects like interest and motivation and the perceived usefulness of the method received even higher ratings. This study suggests that utilizing experimental methods as part of the chemistry curriculum can effectively enhance learning achievement and positive student attitudes towards the subject, particularly in first-year high school students.