DESIGN METHOD IN SCHOOL CHEMISTRY: EFFECTIVENESS AND IMPACT ON ACADEMIC PERFORMANCE

Abstract

The article examines the impact of implementing experimental design methods in middle school chemistry lessons to enhance student engagement and academic outcomes. The main goal was to develop essential skills such as critical thinking and independence by transitioning from traditional teaching to the design of experimental tasks. Employing a quasi-experimental design, the study involved conducting pre-tests and post-tests to assess the educational benefits of this teaching strategy. Quantitative data were analyzed using SPSS version 29.0.2.0, which revealed significant academic improvements among the participants. A paired samples t-test showed a notable increase in students’ test results (t = -6.947, df = 23, p < 0.001), confirming the effectiveness of integrating experimental design into the curriculum. This approach not only enhanced students’ interest in chemistry but also improved their practical application of scientific concepts. The results advocate for the integration of experimental design tasks into chemistry education, emphasizing their role in making the subject more engaging and practically relevant. Although limited by the sample size and duration of the study, the positive outcomes suggest potential for broader application. Future research should explore the long-term effects and scalability of this method across various educational settings. Keywords: Chemistry education, experimental design, school education, academic achievement, teaching methodology.