This study investigated the effect of flipped learning (FL) on eleventh-grade students’ achievement in chemistry and attitudes toward flipping in Jordan. The research design was quasi-experimental, and 157 eleventh-grade students were enrolled in an experimental group (EG) (n = 81) that was instructed through FL and a control group (CG) (n = 76) that was taught via traditional instruction. Data were collected using a researcher-developed achievement test and an attitude questionnaire. Content validity was established through review by subject-matter experts, and the attitude questionnaire demonstrated good internal consistency (Cronbach’s alpha = 0.88). It was concluded that the FL model significantly improved students’ performance compared to the CG and consequently resulted in improved understanding of chemistry concepts. Furthermore, students in the EG generally demonstrated favorable attitudes toward FL. A statistically significant gender difference was found in students’ achievement, with female students outperforming male students in the FL group. However, no statistically significant gender differences were observed in students’ attitudes toward FL. In addition, students with lower levels of computer proficiency reported fewer positive perceptions of the FL approach than their peers. In general, the study results indicate that FL can contribute to enhancing science education by promoting engagement and interest in science, as well as motivation toward science and academic performance in science. The research highlights that more research is required on the long-term implications of FL and on how it can be made more accommodating for a variety of learners.

The study looked at how conceptual modelling (CM) and conceptual blending (CB) affected students’ achievement in chemistry. This study employed a quasi-experimental design. In this study, 274 seniors secondary (SSII) chemistry students from six coeducational secondary schools in the state were randomly selected using simple random sampling. The information was gathered using the chemistry achievement test (CAT). It was used for pre-test and post-test to evaluate students’ achievement in chemistry. All groups received these tests before and after a six-week course of therapy. The mean/average scores of the 3 groups on the pre-test and post-test were compared using analysis of covariance (ANCOVA) of the CAT data. The study discovered that CM, as opposed to CB, had a significantly bigger effect on students’ achievement in chemistry. Chemistry achievement was significantly higher with CB than with the lecture approach (LA). According to the study, when compared to the LA, CM and CB are more effective teaching strategies for raising students’ achievement in chemistry. Furthermore, it was discovered that CM was the most successful approach. It was suggested, among other things, that chemistry instructors incorporate CM into their chemical lessons.

This study investigated the comparative effects of virtual chemistry laboratories (VCLs) and the conventional teaching approach (CTA) on science learning among grade 12 learners in rural secondary schools of Limpopo Province, South Africa. Using a quasi-experimental design, learners were divided into an experimental group (VCLs) and a control group (CTA). Achievement in acid-base concepts (ABC) was measured through pre- and post-tests, and data were analyzed using analysis of covariance (ANCOVA) to determine the influence of instructional strategy and gender on performance. The quantitative study involved 115 purposively selected learners (50 males and 65 females) from two schools. A validated 30-item chemistry achievement test, derived from national senior certificate examinations (Department of Basic Education, 2014-2024) with a reliability coefficient of α = 0.81, was administered. Descriptive statistics (mean and standard deviation) were used to address research questions, while ANCOVA tested hypotheses at a 0.05 significance level. Results revealed that learners exposed to VCLs achieved higher post-test mean scores (13.49) than those taught through CTA (9.63). Female learners showed greater mean gains than males across both instructional strategies. The study recommends integrating VCLs into the physical sciences curriculum to enhance academic achievement and promote gender equity in STEM education. It also emphasizes the need for teacher training on VCL implementation and the broader adoption of VCLs in under-resourced schools to strengthen conceptual understanding in ABC.

Strengthening students’ understanding and performance in chemistry remains a top priority in Philippine senior high schools, underscoring the urgent need for effective and innovative teaching strategies. The purpose of this study was to investigate how two distinct teaching philosophies, flipped learning (FLS) and lecture-based teaching (LBT), influence the chemistry performance of grade 11 STEM students. With a quasi-experimental design, 70 students were divided into FLS (treatment) and LBT (control) groups. Academic achievement was assessed on the basis of pre- and post-tests using a 50-item multiple-choice test, and data were analyzed using paired sample t-tests and ANCOVA. Findings indicated that both groups made considerable improvement following the intervention. The FLS group, however, recorded considerably higher post-test scores (M = 31.82, "Fairly satisfactory") compared to the LBT group (M = 26.51, "Did not meet expectations"), and a statistically significant difference (p < 0.05) was found. The implication is that FLS is more effective in promoting greater understanding, increased engagement, and better achievement in chemistry than conventional lecture-based teaching. It is suggested that science teachers embed Flipped Learning in the classroom as a means to increase active learning and engagement. Subsequent studies can focus on how FLS and other student-focused strategies are used together to achieve optimal learning results for various science subjects.

The development of scientific competency and learning achievement is a key objective of chemistry education, particularly in addressing students’ difficulties in conceptual understanding and problem solving. This study aimed to investigate the effects of integrating the 7E Learning Cycle and the KWDL technique on students’ scientific competency and learning achievement in chemistry, as well as their satisfaction with the instructional approach. The research employed a one-group pretest–posttest experimental design. The participants were 38 Grade 10 students from a public secondary school in Thailand, selected using cluster random sampling. The research instruments included an integrated 7E–KWDL learning management plan, a scientific competency test, a learning achievement test on the topic of solutions, and a student satisfaction questionnaire. The data were analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and paired-samples t-tests. The results showed that students’ scientific competency significantly increased from pretest (M = 16.04) to posttest (M = 23.82), Z = 5.39, p < .001. Learning achievement also improved significantly from pretest (M = 14.97) to posttest (M = 25.08), t(37) = 49.09, p < .001, and posttest scores exceeded the 70% achievement criterion. In addition, students reported a high level of satisfaction with the integrated instructional approach (M = 4.62). This study contributes empirical evidence that integrating inquiry-based learning with metacognitive problem-solving strategies can effectively enhance competency-based learning in secondary chemistry education.

Students’ achievement in chemistry reflects the extent to which instructional objectives are attained and is often used as a measure of teaching effectiveness. However, evidence from recent studies shows that students’ performance in chemistry continues to be unsatisfactory, especially when conventional teaching methods dominate classroom practice. The study examined the effect of the Think–Pair–Share instructional strategy on students’ achievement and interest in Chemical Bonding among senior secondary school students in Minna Metropolis. Two research questions were posed, and two null hypotheses were formulated and tested at the 0.05 level of significance. A quasi-experimental research design was adopted, specifically a non-randomised pretest–posttest control group design. The sample comprised 120 Senior Secondary School II students selected from two co-educational public secondary schools using a purposive sampling technique. Participants were assigned to either an experimental group, which received instruction through the Think–Pair–Share strategy, or a control group, which was taught using the conventional lecture method. Data were collected using the Chemical Bonding Achievement Test (CBAT) and the Chemical Bonding Interest Inventory (CBII). Both instruments were subjected to expert validation and were found to be reliable. Descriptive statistics, including mean and standard deviation, were employed to address the research questions, while the independent samples t-test was used to test the hypotheses at the 0.05 level of significance. The findings indicated that students exposed to the Think–Pair–Share instructional strategy achieved higher mean scores in both achievement and interest compared to their counterparts taught using the conventional method. Furthermore, the results revealed statistically significant differences in both achievement and interest in favour of the experimental group. The study concluded that the Think–Pair–Share instructional strategy is more effective in enhancing students’ achievement and interest in Chemical Bonding. Consequently, it was recommended that chemistry teachers adopt this strategy to improve students’ learning outcomes, and that educational stakeholders promote the integration of interactive, student-centred instructional approaches in secondary schools.

The study examined the impact of Process-Oriented Guided Inquiry Learning Strategy (POGILS) on students’ academic performance in organic chemistry among secondary school students in Kwami Local Government Area, Gombe State, Nigeria. The objectives of the study were to determine the effect of POGILS on academic performance of students with gender consideration in Organic Chemistry. A pre-test, post-test non-randomized, non-equivalent control group quasi-experimental design was employed in the study. The sample size comprised of 82 (55 male and 27 female) senior secondary school II students, selected using multi-stage sampling technique. Organic Chemistry Performance Test was used for data collection with a reliability coefficient of 0.84 established using split-half testing method and analysed using Pearson Product Moment Correlation. Data analysis involved the use of ANCOVA tested at 0.05. Finding showed that F(1,79) = 396.443, p = 0.000, implying a significant difference between the academic performance mean scores of students taught using POGILS and traditional teaching method. Also, F(1,37) = 0.101, p = 0.812 meaning no significant difference in the mean academic performance scores of male and female students taught using POGILS, implying that POGILS has a significant effect on the mean academic performance scores of male and female students taught organic chemistry concepts. The study concluded that POGILS is an effective instructional strategy and the use of POGILS enhanced academic performance of both male and female students. The study recommends that chemistry teachers should integrate POGILS into their instructional practices to boost academic achievement and close gender academic performance gaps in Chemistry.

Despite the undeniable achievements of medicinal chemistry in the search for new compounds with neuroprotective activity, there is currently no approved effective drug with a promising profile to effectively treat neurodegenerative diseases, including Alzheimer’s and Parkinson’s disease, among others. Four representative N-benzyl-2-[4-(aryl)-1H-1,2,3-triazol-1-yl]ethan-1-imine oxides, which have already been shown to be good antioxidants, were selected to evaluate their neuroprotective potency. N-Benzyl-2-[4-(4-fluorophenyl)-1H-1,2,3-triazol-1-yl]ethan-1-imine oxide (2) exhibited strong antioxidant effects comparable to melatonin, however, the lack of efficacy in reversing okadaic acid-induced toxicity highlights the need for further structural optimization to broaden its neuroprotective spectrum.

Box-Behnken optimized salting-out assisted liquid-liquid extraction coupled with LC-MS/MS for sustainable amisulpride quantification in human plasma.

ABSTRACT This study examined changes in senior high school students’ chemistry performance over a semester and how these changes varied based on their academic resilience in chemistry. Participants were 684 first-year senior high school students from 14 schools. Latent profile analysis revealed three distinct profiles: low (19.152%), moderate (64.766%), and high (16.082%) levels of academic resilience in chemistry. Subsequently, a two-way repeated measures analysis of variance was conducted to compare changes in chemistry achievement across the three profiles over the transition period. Results indicated that students in the low-resilience profile showed a declining trend in chemistry achievement, those in the high-resilience profile demonstrated improvement, and those in the moderate-resilience profile exhibited relatively stable achievement. These findings highlight resilience as a universal asset in chemistry learning, extending its relevance beyond at-risk groups. By identifying student profiles and their associated achievement trajectories during the transition period within China’s highly selective educational system, this study provides a person-centred framework that can inform differentiated early support in cognitively demanding science subjects and offers a valuable reference point for other selection-oriented systems internationally.

The study assessed the psychometric of a Chemistry Achievement Test (CAT) as a predictor of academic performance among students in Ondo West secondary schools. Three research questions were raised and one hypothesis was formulated and tested at 0.05 level of significant to guide the study. The study was anchored on Item Response Theory (IRT) as the underpinning theoretical framework for modern, sophisticated test analysis and validation. The study used survey design type of descriptive research and the population comprised of chemistry students in Ondo West LGAs. One hundred and eighty students were drawn using purposive and proportionate sampling techniques. Two instruments including Chemistry Achievement Test (CAT), a 40- multiple-choice items and a secondary score data were used. The CAT’s consistency was determined using KR20 and a reliability coefficient of .74 was obtained while its accuracy was found with face and content validity methods by two psychometricians and two chemistry teachers. The psychometrics of the CAT was determined using 2-PL Model. The hypothesis formulated was tested using independent t-test. Findings revealed that 30 out of 40 items were considered suitable; Kuder–Richardson Formula 21 (KR-21) coefficient of 0.7351 suggests good internal consistency, Fisher z- test value of 2.214 is significant at the 0.05 level of significant (p<0.05); significant difference in the chemistry performance of male and female students; t (178) = 3.448, p<0.05, eta square (ŋ2) = 0.063. It was concluded that the Chemistry Achievement Test as a reliable test to is good for state mock-examination after the non-effective ones have been removed or adjusted for. The study recommended that the Ministry of Education should consider using Chemistry Achievement Test items for subsequent state mock chemistry examination among SS2 students and also, item bank of the Chemistry Achievement Test should be rigorously reviewed.

This study aimed to examine the effect of augmented reality game-based learning (ARGBL) on students’ critical thinking disposition and academic achievement in the topic of green chemistry. The research employed a quasi-experimental method with a pretest-posttest design. The sample consisted of 72 tenth-grade students from a senior high school in Jakarta during the 2023/2024 academic year, divided into two classes: one designated as the experimental group and the other as the control group. The critical thinking disposition scale and the academic achievement test were employed to collect the data. The experimental group was taught using ARGBL, while the control group received conventional instruction. The data were analyzed using analysis of covariance (ANCOVA). The results showed that the implementation of ARGBL positively influenced students’ critical thinking disposition and academic achievement. Students in the experimental group demonstrated higher scores in both critical thinking disposition and academic achievement compared to the control group. It can be concluded that ARGBL is effective in enhancing students’ critical thinking disposition and academic achievement. Based on these findings, it is recommended that teachers adopt ARGBL to improve students’ critical thinking disposition and academic achievement in chemistry.

This study examined preservice science teachers’ perceptions of learning difficulties in Organic Chemistry and their relationship with achievement in General Chemistry. A quantitative descriptive–correlational design was employed. The participants were 103 undergraduate students enrolled in the Science Education program who were taking an Organic Chemistry course, selected through total sampling. Data were collected using a four-point Likert-scale questionnaire measuring perceived learning difficulties and analyzed using SPSS 23. The results indicated that students’ perceptions of learning difficulties were distributed across high and low levels. Among the assessed indicators, problem-solving and analytical skills were perceived as the most challenging. No significant differences were found in perceptions based on gender. Meanwhile, a significant positive correlation was identified between General Chemistry achievement and perceived learning difficulties in Organic Chemistry (R² = 0.91), indicating a strong association within the study sample. However, this association should be interpreted cautiously due to the correlational design of the study. These findings suggest that students’ understanding of foundational chemistry concepts plays a crucial role in shaping their learning experiences in Organic Chemistry and should be strengthened to support more effective instruction.

The failure rate in the subject chemistry at secondary school is on the increase and this has been attributed to students not understanding most of the difficult concepts which formed the foundation of the subject. The method that teachers adopt in the teaching of the subject and the manner the subject is taught may be factors that are responsible for poor performance. The methodology used is the quasi-experimental design using the pretest post-test non-equivalent control group. Quantitative and qualitative methods were employed. The population of the secondary schools used for the study was 1231, the sample size of 173 was used which was drawn using non-random sampling technique. Chemistry Achievement Test (CAT)Chemistry Interest Inventory (CII) and semi-structured interview were used for data collection. The instruments were test piloted and the internal coefficient obtained was 0.85 while the reliability index was 0.79. Mean and standard deviation were used to provide answers to the research questions and Analysis of Covariance (ANCOVA) was used to test the hypotheses. The students in the experimental group had higher interest levels with M=3.10 and Sd=0/43 for post-test compared to the students who were taught with conventional methods, with interest levels of M=2.77 and Sd=0.64. they also had higher achievement scores for the post-test in difficult chemistry concepts M=75.57 with Sd=13.76 than the control group M=63.40, SD=14.91. The think-pair-share strategy demonstrated an effective instructional approach for increasing student interest in the selected challenging chemistry topics: of solubility, hydrocarbon and metals and their compounds that were taught. The findings therefore underscore how effective this pedagogical strategy is in improving both students’ interest and achievement in these difficult chemistry concepts.

To adapt to the modern scientific world and comprehend an environment where science and industrial technology play increasingly vital roles, individuals require a strong foundation in science. The basic scientific knowledge acquired during formal schooling is no longer sufficient. Education, both in terms of knowledge and methodology, must therefore extend throughout one’s professional life, making learning a lifelong process. The rising demand for scientific knowledge and training, driven by the advancement of modern society and the rapid expansion of education, has been well recognized. Addressing this need logically calls for the adoption of advanced educational technologies, particularly the widespread use of tools such as television, the internet, and multimedia. In this context, the present study explored the influence of Information and Communication Technology (ICT) on students achievement in Chemistry at the secondary level. For this purpose, a list of CBSE and A.P Board secondary schools was prepared, from which four institutions were selected using the lottery method. The selected schools were then divided into two groups experimental and control groups. Data were collected in two phases, through pre-test and post-test scores obtained from an achievement test in Chemistry. The data were subsequently analyzed quantitatively using statistical methods such as mean, standard deviation, and t-test.

The main purpose of this study was to examine the effect of Inclusive Teaching Strategy (ITS) on senior secondary school chemistry students’ academic achievement in Edo Central Senatorial District of Edo State. The design adopted for this study was the 2×2 factorial pretest–posttest non-equivalent group planned variation quasi-experimental design. The sample comprised 366 SSII chemistry students drawn from six public secondary schools using simple random sampling technique. Students were taught selected chemistry concepts using Inclusive Teaching Strategy and the Lecture Method. The Chemistry Achievement Test (CAT) was used for data collection and it yielded a reliability coefficient of 0.72 using Kuder-Richardson Formula 21 statistics (KR-21). Data were analyzed using mean, standard deviation, paired sample t-test, independent sample t-test, and Analysis of Covariance (ANCOVA). Findings showed that (i) students taught with Inclusive Teaching Strategy achieved significantly higher mean scores than those taught with the lecture method;(ii) no significant difference was found between male and female students taught with Inclusive Teaching Strategy, and (iii) no significant interaction effect was observed between teaching method and sex on achievement. The study concludes that Inclusive Teaching Strategy is an effective and sex-neutral approach for improving achievement in chemistry and recommends that chemistry teachers at the senior secondary school level should adopt Inclusive Teaching Strategy in classroom instruction to enhance students’ academic performance.

This study sought to develop and psychometrically validate a Grade 10 Chemistry achievement instrument intended for diagnostic assessment and to determine students’ least mastered Chemistry competencies. A researcher-constructed 50-item multiple-choice instrument was developed based on selected Grade 10 Chemistry learning competencies prescribed in the curriculum. The instrument underwent readability analysis and content validation by three experts in Chemistry education to establish content relevance, clarity, and alignment with intended learning outcomes. Following expert review, the instrument was pilot tested with 150 Grade 10 students to evaluate reliability and perform item analysis. Reliability estimation using Cronbach’s alpha yielded a coefficient of 0.846, indicating high internal consistency. Item difficulty and discrimination indices were examined, resulting in the retention of 30 items that satisfied acceptable psychometric standards. The validated 30-item achievement instrument was subsequently administered to 88 Grade 10 students from two purposively selected sections at MSU–University Training Center, Marawi City. Student performance was analyzed using a criterion-referenced framework to determine mastery levels across Chemistry learning competencies. Findings revealed differential levels of mastery, with Chemical Reactions emerging as the least mastered competency, while topics related to Solutions, Acids and Bases, and Gases and Gas Laws were moderately mastered. Overall, the results provide empirical evidence that the developed instrument demonstrates satisfactory validity and reliability and functions effectively as a diagnostic assessment tool. The study highlights the critical role of validated diagnostic assessments in identifying learning gaps and informing targeted instructional interventions to enhance the teaching and learning of Chemistry at the secondary level.

This study investigated the effect of Interactive Computer-Adapted Learning (ICAL) on students' Chemistry achievement in Delta State, Nigeria, with particular attention to gender differences. A quasi-experimental pretest-posttest non-equivalent control group design was employed, involving 68 SS2 students (34 males, 34 females) selected through multistage sampling procedure. The group under experiment was taught using ICAL, while control group received conventional lecture instruction. Data was collected using a validated 50-item Chemistry Achievement Test (CAT) with reliability coefficient of 0.82. Analysis was done using standard deviation, mean and ANCOVA. Findings revealed that ICAL significantly improved students' achievement compared to lecture methods, with no significant main gender: effect. However, a significant disordinal interaction effect between teaching approach and gender was observed. Simple effects analysis showed that both male and female in the ICAL group outperformed male and female in the lecture group, while improvement was notable among female students. Importantly, while traditional instruction produced gender disparities favoring males, ICAL eliminated this gap, demonstrating its potential as an equalizing strategy. The study concludes that ICAL is an effective tool for enhancing chemistry achievement while promoting gender equity in STEM education. Recommendations include policy integration of adaptive learning technologies, teacher training in ICAL implementation, and infrastructure development to support technology-enhanced learning in Nigerian schools.

This study investigated the relationship between junior high school students’ self-concept in Chemistry and their academic performance in the subject. A quantitative descriptive correlational design was used. Participants were 300 students from Davao City National High School who had complete data on a standardized Chemistry self-concept questionnaire by Emmanuel Uwadone and official Chemistry grades. Self-concept scores were obtained from a validated Likert type instrument, and grades were taken from school records for a completed grading period. Descriptive statistics, assumption checks, correlational analyses, and simple linear regression were conducted. Results showed that Chemistry grades were generally high and moderately dispersed, whereas self-concept scores were more variable and positively skewed. Pearson product moment correlation indicated a significant moderate positive relationship between self-concept and Chemistry grades, r = 0.400, p < .001. Spearman rank correlation produced a comparable coefficient, ρ = 0.417, p < .001, which confirmed that the association was robust to non-normality and potential outliers. Regression analysis further showed that self-concept significantly predicted Chemistry grades and accounted for approximately 16 percent of the variance in academic performance. The findings suggested that students who held more positive beliefs about their capability in Chemistry tended to obtain higher grades, although self-concept represented only one of several influences on achievement. The pattern of high grades but uneven self-concept highlighted the need to address possible underestimation of competence among some students. The study underscored the importance of classroom practices that support both academic performance and adaptive self-beliefs in Chemistry at the junior high level. Keywords: Academic Self-Concept; Chemistry Achievement; Junior High School; Philippine Secondary Education

Chemistry-specific mindsets have been shown to influence student engagement, self-efficacy, goal orientation, and academic achievement in chemistry. These beliefs are increasingly recognized as context-dependent, shaped through interactions within specific social and educational environments. The present study investigated the extent to which Turkish undergraduates have a growth chemistry mindset and how these beliefs relate to academic performance in chemistry across engineering and natural sciences majors. A total of 817 second-semester general chemistry students participated, completing surveys after the second midterm and prior to the final exam. The Chemistry Mindset Instrument (CheMI; Santos D. L., Barbera J. and Mooring S. R., (2022), Chem. Educ. Res. Pract. , 23 (3), 742–757) was used to assess students’ mindsets, while grade records provided measures of exam performance. Confirmatory factor analysis (CFA) supported the unidimensional structure of the CheMI, consistent with previous findings, providing evidence for its validity in this cultural and educational context. Structural equation modeling (SEM) examined whether chemistry mindset mediated the relationship between midterm and final exam performance across majors. Additional regression analyses explored how mindset influenced the midterm–final performance relationship among students with low, medium, and high levels of achievement. SEM results indicated that second midterm performance did not significantly predict mindset for either major. However, mindset significantly predicted final exam performance for engineering students, whereas this relationship was nonsignificant for natural sciences students. Furthermore, mindset emerged as a significant predictor only among the highest-performing students, suggesting that it may play a differentiating role at the upper end of achievement. These findings underscore the importance of considering mindset in instructional design and provide insights for targeted strategies to enhance student success in chemistry.