Examining the Chemistry Teaching Methods: A Case Study of Armaghan Jawzjan Private School
Keywords:
Blended Learning, Chemistry Education, Educational Technology, Jawzjan, Project-Based Learning, Teaching Methods, Collaborative LearningAbstract
Teaching methods play a crucial role in students' learning processes. With recent educational advancements, assessing students' interest in these changes has gained significant importance. This study examines students' level of interest in various chemistry teaching methods at Armaghan Jowzjan Private School. The primary objective of this research is to identify the acceptance level of innovative teaching methods and determine the most popular approaches among students. This study follows a descriptive-analytical approach. The statistical population consists of all secondary school students at this school, and sampling was carried out using a simple random method. Based on the Krejcie and Morgan table, the sample size was determined to be 97 students, out of which 80 participated in the study. Data were collected through a questionnaire and analyzed using SPSS software. The questionnaire assessed students' interest in various teaching methods, including active learning, problem-based learning, digital technology, blended learning, project-based learning, collaborative learning, and differentiated instruction. The results indicated that students showed interest in all methods; however, project-based learning and blended learning were the most preferred, each with a popularity rate of 98.75%. These findings suggest that incorporating modern teaching strategies can significantly enhance students' motivation and learning outcomes.
References
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. Jossey-Bass.
Barrows, H. S., & Tamblyn, R. (1980). Problem-based learning: An approach to medical education. Springer Publishing Company.
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd.
Bersin, J. (2004). Blended learning: A guide to course design for teachers. Bersin & Associates.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: A practical guide for college faculty. The George Washington University, School of Education and Human Development.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
Gauthier, C., Bissonnette, S., & Richard, M. (2013). The effectiveness of direct instruction in teaching mathematics and reading: A brief overview. Université Laval.
Hake, R. R. (1998). Interactive engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Habib, M. (2017). The impact of cooperative learning on academic achievement and motivation of students at secondary level in Afghanistan. Journal of Education and Practice, 8(10), 103–109.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54. https://doi.org/10.1002/sce.10106
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn & Bacon.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Active learning: Cooperation in the college classroom. Interaction Book Company.
Larmer, J., & Mergendoller, J. R. (2015). Project-based learning: A guide to standards-focused project-based learning for middle and high school teachers. Buck Institute for Education.
Michael, J. (2006). Where's the evidence that active learning works? Advances in Physiology Education, 30(4), 159–167. https://doi.org/10.1152/advan.00053.2006
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
