Secondary School Chemistry Students Research Articles

The impact of puzzle game and video-based puzzle strategies on students’ achievement and retention in periodicity

Periodicity in chemistry is often regarded as a challenging or difficult subject owing to its seemingly abstractness and factors such as ineffective pedagogies, leading to poor achievement and low retention of knowledge. Also, the knowledge of periodicity is fundamental to students’ understanding of a substantial range of chemistry concepts. Therefore, there is a need for the adoption of activity-oriented teaching methods, which have the capacity to not only foster achievement, but also encourage retention. Therefore, this study determined the effects of puzzle game and video-based puzzle strategies on secondary school students’ achievement and retention in periodicity concept in chemistry. Pre-/post-test, delayed post-test control group quasi experimental research design was adopted in the study. Multi-stage sampling procedure was used in the sampling of participants. A total of 183 senior secondary school chemistry students were drawn from six purposively selected public secondary schools in Irewole Local Government Area of Osun State, Nigeria. Two categories of research instruments (stimulus and response) were developed, validated and used to collect data, which were analyzed using analysis of covariance and Bonferroni’s post-hoc test. The findings of the study revealed improved achievement and retention among students exposed to experimental groups (puzzle game and video-based puzzle) than the control group (conventional teaching). Puzzle game appeared to be the most efficacious. It was therefore suggested that teachers should adopt activity-based learning approaches such as puzzle games for teaching periodicity and other chemistry concepts as an attempt to reduce the abstractness perceived by learners and consequently enhance learning outcomes including retention.

Resources for reasoning of chemistry concepts: multimodal molecular geometry

Central to conceptual understanding of STEM disciplines is visuospatial processing. Despite its acknowledged role in assuring learners’ success, less is known about the underlying reasoning students must employ when solving 3-D problems and the ways in which gaining an understanding of this can inform formative assessment and learning in STEM education. Chemists must utilise their spatial understanding when visualising 3-D structures and processes from 2-D representations and so this exploratory practitioner-researcher study sought to identify the ways in which secondary school chemistry students reason when explaining their predictions about molecular geometry, and how the use of certain modalities was linked to assessed accuracy. Coding of students’ verbal and written responses to the research task revealed that students employed multiple reasoning strategies and conceptual resources to facilitate use of analytical heuristics and imagistic reasoning. Analysis of students’ verbal responses and spontaneous gestures provided insight into the extent of imagistic vs. analytical reasoning and the finer-grained conditions which promoted their use. Importantly, it was observed that despite being instructed on the use of VSEPR theory to find analytical solutions, some students exhibited preference for alternative reasoning strategies drawing upon imagistic reasoning; showing more nuanced and varying degrees of accuracy through their verbal responses and representations gestured in 3D space. This work has pedagogical implications as use of specific reasoning strategies and the identification of key conceptual resources is not readily promoted as classroom practice for learning or assessment. This study therefore raises questions and contributes to the evidence base for attending to learners’ visuospatial thinking, as revealed through the multiple modalities they may use to assist and communicate their understanding, and highlights the significance of this to formative assessment in Chemistry and STEM Education.

Impact of 5Es teaching strategy on chemistry students’ academic achievement in electrochemical cell reactions in Calabar, Nigeria

This study aimed to examine the impact of the 5Es (Engagement, Exploration, Explanation, Elaboration, and Evaluation) instructional strategy on secondary school chemistry students' academic achievement in Calabar, Nigeria. A quasi-experimental design was adopted for this study. The population comprised 2,350 Secondary School (SSII) chemistry students drawn from the Calabar Education Zone, Nigeria, from which a sample of 240 students was identified through proportionate stratified random and judgmental sampling techniques. The data was collected through an instrument called ‘’chemistry achievement test’’ (CAT). Two research hypotheses were stated to direct the study. Data obtained were analyzed using the analysis of Covariance and Multiple Classifications Analysis. Results indicated that learners tutored with 5Es instructional strategy enhanced academic achievement more than those tutored using the conventional method. However, students' gender did not make any impact on their achievement when tutored with 5Es instructional strategy and lecture method. It was concluded that the utilization of inquiring and critical thinking skills when students were tutored using the 5ES instructional strategy would be responsible for their high achievement. It was recommended that the introduction of the 5Es instructional strategy should be implemented from the basic primary science to build the younger scientist minds into more creative, goal-oriented, problem-solving individuals.

Students’ Visualization Skills in Chemical Bonding through Three Dimension: A Study on Secondary School Chemistry Students

Visual cognitive representation of chemical structures and composition is achieved when proper visualization is made by chemistry students. It is in respect this that, this study measured the students’ visualization skills in chemical bonding through three dimension: a study on secondary school chemistry students. The study adopted quasi-experimental group design where both experimental (students taught using 3D visualization) and control (students taught using 2D visualization) groups participated in pre-test and post-test but only the experimental group received the intervention as 3D visualization. The population for this research comprises all science senior secondary school one (SSS1) students under Sokoto State Ministry of Science and Technology, Sokoto State, Nigeria. A sample of 118 students purposively selected were used. The instrument used for this research was Students’ Visualization Test in Chemical Bonding (SVTCB). The measured reliability of the instruments was 0.72. Independent sample t-test was used to analyse data collected. The findings implies that, 3D visualization enhances students’ visualization skills in the learning of chemistry abstract concept irrespective of gender. Keywords: Visual, Cognitive, Skills, Chemical Bonding, 3D

Empowering Future Chemists: IChO and IUPAC Work together to Inspire New Chemistry Vocations

Abstract The 55th edition of the International Chemistry Olympiad (IChO) was held from 16-25 July 2023 in Zurich, Switzerland. The alpine country hosted the competition for the first time, bringing together 350 students from 89 different countries. Despite the competitive spirit, the friendship among all participants was the main characteristic of this international event. The IChO is an annual competition for some of the most talented secondary school chemistry students. Participating countries send a team of four students who compete in two separate exams, a practical laboratory exam and a written theoretical exam. The mission of the IChO is to promote friendly relations between young people from different countries, encouraging cooperation and international understanding. Indeed, the IChO 2023 had a very fitting motto: “Let’s find solutions together!”

Gender Differences in Secondary School Students’ Achievement in Chemistry in Samburu County, Kenya

The purpose of this study was to investigate the gender differences in secondary school students’ achievement in chemistry. In addition, the study sought to identify the factors that contribute to gender differences in chemistry achievement to in order to enhance the provision of equal opportunities for the learning of chemistry and all other sciences in general to both boys and girls. Cross-Sectional study design under the descriptive survey research was used. The target population of the study comprised of all the secondary school chemistry students in both public and private secondary schools in Samburu county. The accessible population were all the form three chemistry students in the county. A sample of 286 students was selected from a population of 1,238 using stratified and simple random sampling techniques. Students’ Chemistry Achievement Test (SCAT) and Students’ Gender Interview Schedule (SGIS) were used to collect data. The data collected was analyzed using both descriptive and inferential statistics. The statistics derived included the analysis of percentages, mean, standard deviation, students’ T-Test scores and Chi-Square Test (x2 test) used to establish the relationship between culturally accepted gender roles and achievement in chemistry. The findings show that there was a statistically significant gender difference in chemistry achievement in favour of boys. As a result, boys’ schools performed better than both girls’ and co-educational schools. Boys had a high affinity and interest towards chemistry than girls. Also the culturally accepted gender roles had an effect on chemistry achievement. It is recommended that the Ministry of Education should initiate in-service programmes for teachers in science courses emphasizing on relevant scientific skills to empower teachers to provide learning opportunities that would reduce the gender differences and the effect of cultural factors known to enhance gender differences in the learning and achievement in chemistry. Curriculum developers and policy makers need to develop curriculum materials that would help to reduce the gender gap in learning and achievement.

Developing and evaluating a multiple-choice knowledge test about Brønsted-Lowry acid-base reactions for upper secondary school students

Abstract For centuries, chemists have researched acid-base reactions and developing numerous different acid-base concepts. Consequentially, it is difficult to teach about acid-base reactions in a clear and conceptually coherent manner. We aim at contributing to teaching about acid-base chemistry by an intervention introducing upper secondary school chemistry students to an acid-base concept that is scientifically appropriate and learner-centred. This modernized version of the Brønsted-Lowry acid-base concept appears sufficiently complex for the target group. Additionally, it emphasizes the donor-acceptor concept and the reaction mechanism. In order to evaluate the gain in declarative knowledge during our intervention, we developed and piloted a multiple-choice knowledge test with Austrian upper secondary students (N = 136). By estimating a Rasch model (WLE-Rel. = 0.63, Infitmin = 0.90, Infitmax = 1.02, Outfitmin = 0.89, Outfitmax = 1.00, d = −0.44–1.8), we constructed a pre-test (11 MC items, 6 open-ended questions) and a post-test (11 MC items, 6 open-ended questions) based on key concepts of the topic for our intervention study (N = 57). Overall, the test proved a reliable tool to estimate learners’ declarative knowledge about acid-base reactions in the course of the intervention study, showing a significant knowledge increase.

Elevers upplevelser av ett SNI-fall och dess betydelse för elevers roll som demokratiska samhällsmedborgare

This study explores the experiences of Swedish upper secondary school chemistry students working with a socioscientific issue about per- and polyfluoroalkyl substances (PFAS) in everyday products, and how they perceive that this teaching has influenced them in their role as citizens in a democratic society. Data collection has been carried out on several occasions over a period of one and a half year after the teaching event, and data includes answers from questionnaires and focus-group interviews. The results show that the students are able to view the issue from different perspectives and to understand the inherent complexity. The results also suggest that the students developed their critical thinking skills and awareness as consumers. Furthermore, students report to have developed an interest in environmental issues and a feeling that they have opportunities to make a difference. These aspects constitute important conditions for active citizenship and informed decision-making.

CHEMISTRY PRACTICAL INSTRUCTIONS FOR TEACHING AND LEARNING SCIENCE PROCESS SKILLS

This study investigated the effects of chemistry practical instructions for teaching and learning science process skill. Prediction and interpretation skills were the skills examined in this study. The study investigated how practical instructions in chemistry can assist students possess prediction and interpretation skills. To achieve these, survey research design was employed. Two research questions and two hypotheses guided the study. Purposive and simple random sampling techniques were used to select ten(10) secondary schools from the area of study and two hundred and five(205) students from the 10 schools. The population for the study was two thousand and sixty one (2061) senior secondary school chemistry students from the area of study. Two instruments were used for data collection; Practical Chemistry Achievement Test (PCAT) and Science Process Skills Assessment Format (SPSAF) which was a checklist with four(4) points rating used to assess ability of students during practical instructions in the laboratory. The practical instructions were on volumetric analysis carried out by students in the laboratory. SPSAT was validated by experts and trial tested on six (6) senior secondary two (SS11) chemistry students outside schools in the area of study.The results were validated using split-half reliability. This gave a value of 0.66which indicated that the instrument is reliable. PCAT was adopted from SS11 chemistry practical curriculum and thus considered as standardised. PCAT was used as achievement test. A lesson note guided the skills to be acquired. The values from SPSAT and achievement test scores from PCAT were analysed using mean and standard deviation for the research questions and t-test statistical analysis for the hypotheses, the findings revealed that chemistry practical instructions affect possession of prediction skills. The results also showed that chemistry practical instructions influenced possession of interpretation skills and achievement scores of students in chemistry practical. Recommendations were made among others that practical instructions should be emphasised for acquisition of prediction and interpretation skills and achievement in chemistry.

Relationship between Metacognition, Locus of Control, and Academic Achievement in Secondary School Chemistry Students in Anambra State, Nigeria

This study examined the relationship between metacognition, locus of control, and academic achievement in secondary school chemistry students in Anambra state, Nigeria. The sample consisted of 135 chemistry students in Awka Education Zone, Anambra state. Descriptive survey research design was adopted, and two instruments—Metacognitive Awareness Inventory (MAI) and Academic Locus of Control Scale—were used as instruments for data collection. Correlation and regression analyses were used to explore the intervention effects of metacognition between locus of control and academic achievements of chemistry students on the hypothesis that metacognition affects locus of control and academic achievement. The result revealed that metacognitive awareness overall, metacognitive knowledge (declarative, procedural, and conditional), and metacognitive regulation (planning, information management, monitoring, debugging, and evaluation) aspects showed a positive relationship with the students’ academic achievement and a negative relationship with locus of control. The study has implication for teachers and students since metacognition can be taught. The students should avail themselves the opportunity to acquire metacognitive skill and strategies, while teachers should themselves train students on the most effective metacognitive skills and strategies for effective increase on academic achievement and locus of control.

Effects of Virtual Laboratory Instructional Strategy on Students ‘achievement In Chemistry Practical among Senior Secondary Schools in Minna Metropolis, Niger State

This study adopted quasi experimental design. Pretest, posttest experimental and control groups design was adopted. Two research questions and two hypotheses formulated and tested at 0.05 level significance. The population for the study comprises of 3395 senior secondary school chemistry students in Minna metropolis, Niger state. A multi-stage sampling technique was employed, which were clustered into A &B with a sample size of 120. Four schools were randomly sampled. Balancing of Chemical Equation Achievement Test (BOCEAT). BOCEAT was validated by three experts, one in Measurement and Evaluation and two science educators in the Department of Science Education of the Federal University of Technology, Minna for both face and content validation. Test, retest was administered to ascertain reliability index for BOCEAT and the data collected from both the experimental and control groups for the reliability were statistically analyzed using t-test to calculate the internal consistency which yielded 0.87. The data collected for the study were analyzed using mean and standard deviation to answer research questions and t-test to test the formulated hypothesis at 0.05 levels of significance. Findings from the study showed that virtual laboratory instructional package impacted positively on students’ academic achievement in chemistry practical than traditional method. On the mean achievement scores of male and female students taught balancing of chemical equations using virtual laboratory strategy, female did better than the male. Based on the findings of the study, chemistry teachers should be encouraged to use virtual laboratory strategy while teaching chemistry concepts especially balancing of chemical equation.

An Exploratory Study on Green Chemistry Practices and Experiments in Malaysian Secondary Schools

Although green chemistry had been promoted since 1980s, it is still quite unknown in Malaysia even among chemistry teachers and students. Hence, the success of environmental sustainability education would be hard to achieve if chemistry teachers did not have adequate competency and skills to cultivate students' green chemistry awareness and practices. This study investigated Malaysian chemistry teachers’ understanding, awareness and practices on green chemistry; and the impact of student-initiated green chemistry experiments on their practices of environmental sustainability; and on their achievement in the topic of electrochemistry. The survey involved 269 secondary school teachers, and the quasi-experimental study involved 77 secondary school chemistry students (n = 37 in control and n = 40 in treatment groups). A set of questionnaires for the teachers, and a set of tests for the students were employed in the study. Data was analysed using descriptive and inferential statistical techniques. Analysis of the survey found the level of teachers’ understanding of green chemistry was at a moderate level, their awareness on the importance of green chemistry was high while the level of their green chemistry practice was moderate. The quasi-experimental results revealed no significant difference in the achievement between students undergoing traditional chemistry experiments and the green chemistry experiments. Nevertheless, students participated in designing green chemistry experiments were found to have higher level of green chemistry awareness compared to the control group. This study recommends that teachers should empower students with suitable mechanisms to address sustainable environment issues in classroom or laboratory instruction to promote sustainable practices among school community.

Promoting critical thinking skills of secondary school chemistry students’ through 7e-learning cycle model

The purpose of the study was to examine the effect of 7E-Learning Cycle Model (7ELCM) and Lecture Method (LEM) as well as gender influence in promoting secondary school students’ critical thinking skills in chemistry. Two research questions and one hypothesis guided the study. The study adopted a quasi-experimental research design with an overall sample of 146 (66 boys & 80 girls) Senior Secondary Two (SS2) chemistry students of public schools in Lagos State of Nigeria. Data were collected using Lesson Plan on 7ELCM and LEM (LP7L) and adapted Cornell Critical Thinking Test (CCTT). Validity of LP7L and CCTT were determined by two experts in chemistry education. KR 21 was used to determine the reliability of CCTT which gave a reliability coefficient of 0.87. Mean and ANCOVA were used in data analyses. The results showed that secondary school chemistry students exposed to 7E Learning Cycle Model (7ELCM) had higher mean score than students exposed to Lecture Method (LEM) in promoting critical thinking skills. Also, male students taught with 7ELCM and LEM had the highest mean scores than the females in promoting Critical Thinking Skills in chemistry. The study equally showed a significant interactive effect of 7ELCM and LEM on secondary school chemistry students but there was no significant interactive influence of male and female (gender) in promoting critical thinking skills among the secondary school chemistry students taught using 7ELCM and LEM respectively. The paper concludes that chemistry teachers should provide learning opportunities that would make students take ownership of their learning by compelling them to learn meaningfully, think critically, and criticize constructively as a team in solving problematic tasks through the application of 7ELCM irrespective of gender roles and recommends that Ministry of Education and school administrators should organize Train-the-Trainers workshop for all the secondary school chemistry teachers on how to incorporate 7ELCM pedagogy in promoting 21st century skills and improving chemistry students learning outcomes in Lagos State of Nigeria.

Effect of Multiple Intelligences Instructional Strategy on Achievement and Retention in Mole Concept Among Chemistry Students in Abuja, Nigeria

This study examined the Effect of Multiple Intelligences Instructional Strategy (MIIS) on Achievement and Retention in Mole Concept among Chemistry Students in Abuja, Nigeria. Quasi experimental, pre-test, post-test, and post post-test control group design was adopted for this study. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The population of the study was senior secondary school chemistry students in Abuja, Nigeria. The sample for the study was two co-educational schools. One served as the experimental group and the other served as the control group. Mole Concept Achievement Test (MCAT) (KR-21 = 0.70) was used for data collection. Descriptive statistics of mean and standard deviation was used to answer the research question, while null hypotheses were tested using ANCOVA at 0.05 level of significance. The result of the study reveals that, there was significant difference between the mean achievement scores of students taught the mole concept using multiple intelligences instructional strategy (MIIS) and those taught using lecture method. There was a significant difference between the mean retention scores of chemistry students taught the mole concept using MIIS and conventional method. Based on the findings of this study, the following recommendations have been made; there is a need for curriculum developers to develop appropriate curriculum that will make provision for the teacher to adopt various activities that will appeal to each students’ learning style or intelligence to enable them learn effectively

Investigating Chemical Safety Awareness and Practices in Nigerian Schools

Chemical safety, a practice of protecting humans and the environment in which they work and live from the deleterious effects of chemical substances, was investigated in this study in Nigerian secondary schools. Using a mixed-method survey, we investigated the awareness level and implementation of the best practices of chemical safety by 1246 senior secondary school chemistry students. Students in rural schools were found to have a lower level of awareness of chemical safety compared to the students in urban schools. Statistically significant differences were found in all except one of the awareness measures—washing hands before practicals and after leaving the chemistry lab. Urban students were more in breach of chemical safety practices than students in rural schools. Most of the observed differences were statistically significant (p < 0.001). Interview (qualitative) data from 20 students show four emerging themes to explain the findings, including a low level of chemistry laboratory resourcing, poor chemical safety training of the teachers, inadequacies in safety tools, charts, and kits, and weak enforcement of safety regulations. Based on the data from the study, recommendations were made for bolstering the awareness level of students in chemical safety and their chemical safety practices. These include the incorporation of chemical safety in the core curriculum, requiring quality assurance entities to enforce resourcing of basic safety equipment to schools, government-directed workshops on the need for chemical safety, and requiring teachers to provide chemical hazards information to students.

Effects of Chemistry-Based Puzzles on Senior Secondary School Chemistry Students’ Interest in Chemical Periodicity

The study investigated the effects of chemistry-based puzzles on senior secondary school chemistry students’ interest and gender in chemical periodicity. The design of the study was quasi-experimental; specifically the pre-test, post-test non-equivalent control group design was adopted. A sample of 129 students from a population of 4369 was used in the study. Students were classified into experimental and control groups: Students in the experimental groups were instructed with chemistry-based puzzles while students in the control groups were instructed with the demonstration method. An interest questionnaire called Chemical Periodicity Concepts Interest Inventories (CPCII), constructed by the researchers and validated by experts from three universities in Nigeria, was used in the study. Reliability coefficient of the instrument was calculated and found to be 0.79. Three research questions and three hypotheses were raised in the study. The research questions were answered using Mean and Standard Deviation while hypotheses were tested at 0.05 confidence level using Analysis of Covariance (ANCOVA). Findings showed that students in the experimental group who were taught with Puzzle-Based Strategy (PBS) had higher interest in the topic ‘chemical periodicity’ than those in the control group who were taught with the Demonstration Method (DEM). There was no significant difference in the interest of students by gender. Interaction effect of gender and treatments on interest was not significant. It was recommended that teachers should incorporate puzzle-based instructional strategies in their teaching as a variety to curb boredom in the classroom due to monotony of the conventional methods among others.

Factors Affecting Students Academic Achievement in Chemistry: A Case of Obudu Local Government Area

The aim of this study was to find out the factors affecting students academic achievement of secondary school students in chemistry in some selected secondary schools in Obudu Local Government Area of Cross River State. Four research objectives, questions and hypothesis were formulated to guide the study. The research under took survey design with a population of 1000 students and a sample size of two hundred (200) SS2 Chemistry students. Two of the hypothesis; students attitude and interpersonal relationship were tested using pearson product moment correlation co-efficient analysis. While resource availability and students regularity to class was tested using Independent t-test The four hypothesis were significant; this implies that; students attitude, resource availability, students – teacher inter-personal relationship and students regularity to class influence academic achievement of secondary school chemistry students. It was therefore concluded and recommended that teachers should employ teaching strategies that would enhance the attendance rate of students in their classes. Teachers should build positive relationship with students to enhance learning of chemistry. Both teachers and students should be advised to attend classes regularly, and the school should provide relevant policies that would ensure the attendance of students in classes to enhance academic achievement in chemistry.

Science Process Skills Acquired by Senior Secondary School Chemistry Students in Quantitative Analysis in Enugu Education Zone, Nigeria

Science Process Skills Acquired by Senior Secondary School Chemistry Students in Quantitative Analysis in Enugu Education Zone, Nigeria

Effectiveness of Process Oriented Guided Inquiry Teaching Strategy on Students’ Performance in Chemistry in Secondary Schools in Ondo State, Nigeria

The Study Examined Qualitative Aspect Of “O” Level West African Secondary School Certificate Practical Chemistry Syllabus And Identified Reaction Of Metals With Water As One Of The Concepts That Chemistry Teachers Avoid To Teach Due To Either Unavailability Of Chemical Regents Or Lack Of Teachers’ Competence To Handle The Topic. The Study Therefore Examined The Effectiveness Of Process Oriented Guided Inquiry Leaving (POGIL) Strategy On Students’ Performance In Chemistry In Secondary Schools In Ondo State, Nigeria. A Pretest, Posttest Control Group Design Was Adopted With POGIL Being the treatment and lecture method as the control group. A total of 60 Senior Secondary School chemistry students (SSS 3) were randomly selected from Akoko South West Local Government Area of Ondo State Nigeria to constitute the study sample. Two intact classes comprising 33 students for POGIL group and 27 students for the lecture method group were taught separately in their respective schools. A 1 item instrument tagged Practical Chemistry Achievement Test (CAAT) with reliability co-efficient of r=0.78, p&lt;0.05 was used to collect data. The results showed that POGIL was more effective (=12.63) than lecture method (=10.84), t=2.97, p&lt;0.05. The study concluded that POGIL strategy is an effective method of teaching practical chemistry concepts in general and the qualitative aspect of practical chemistry in particular.

Effectiveness of Process Oriented Guided Inquiry Teaching Strategy on Students’ Performance in Chemistry in Secondary Schools in Ondo State, Nigeria

The Study Examined Qualitative Aspect Of “O” Level West African Secondary School Certificate Practical Chemistry Syllabus And Identified Reaction Of Metals With Water As One Of The Concepts That Chemistry Teachers Avoid To Teach Due To Either Unavailability Of Chemical Regents Or Lack Of Teachers’ Competence To Handle The Topic. The Study Therefore Examined The Effectiveness Of Process Oriented Guided Inquiry Leaving (POGIL) Strategy On Students’ Performance In Chemistry In Secondary Schools In Ondo State, Nigeria. A Pretest, Posttest Control Group Design Was Adopted With POGIL Being the treatment and lecture method as the control group. A total of 60 Senior Secondary School chemistry students (SSS 3) were randomly selected from Akoko South West Local Government Area of Ondo State Nigeria to constitute the study sample. Two intact classes comprising 33 students for POGIL group and 27 students for the lecture method group were taught separately in their respective schools. A 1 item instrument tagged Practical Chemistry Achievement Test (CAAT) with reliability co-efficient of r=0.78, p&lt;0.05 was used to collect data. The results showed that POGIL was more effective (=12.63) than lecture method (=10.84), t=2.97, p&lt;0.05. The study concluded that POGIL strategy is an effective method of teaching practical chemistry concepts in general and the qualitative aspect of practical chemistry in particular.&#x0D;