Secondary school students’ engagement and conceptual understanding of chemistry concepts: Examining the association with riddle-based learning

Abstract

Disengagement and lack of conceptual understanding of abstract chemistry concepts remain among the biggest problems faced in secondary chemistry lessons. It is even more exacerbated by the tendency to associate engagement with mere participation without considering the cognitive and emotional components of engagement and incorporating them in the learning process. To deal with the issue, the present study analyzed the effect of the application of riddle-based learning as an instructional strategy aimed at enhancing engagement and conceptual understanding of the mole concept in secondary school chemistry students. With the use of a pre-/post-test design, riddle-based instruction was employed in a sample of 34 senior secondary school chemistry students during one academic term. The data for the analysis were collected through an assessment of conceptual understanding, an engagement questionnaire, and qualitative student and teacher reflections on riddles. Results showed a statistically significant improvement in cognitive (Z = -2.042, p = .041), behavioral (Z = -2.023, p = .043), and emotional engagement (Z = -2.072, p = .038) after the intervention, with medium effect sizes (r = .35 to .36). Moreover, according to the results of paired-samples t-test, a statistically significant increase in conceptual understanding (pre-test mean [M] = 32.40, standard deviation [SD] = 14.22 to post-test M = 45.60, SD = 13.54) was observed, t(33) = -3.17, p = .003, dz = 0.54. Thematic analysis of qualitative reflections revealed that the use of riddles was linked to deeper thinking, increased participation and discussion, and higher levels of curiosity and enjoyment as well as frustration. Therefore, riddles could be considered a low-cost student-centered instructional strategy in chemistry lessons.