Utilization of Strategic Intervention Material in Teaching Law of Conservation of Mass to Grade 10 Learners
DOI:
https://doi.org/10.5281/zenodo.24110013Keywords:
chemistry, Grade 10 learners, learning performance, Law of Conservation of Mass, Strategic Intervention MaterialAbstract
This study investigated the utilization of a Strategic Intervention Material (SIM) in teaching the Law of Conservation of Mass to Grade 10 learners. It aimed to determine the learners’ performance before and after the intervention, examine the difference between their pretest and posttest scores, and describe their experiences in using the material. A mixed-methods approach was employed, combining a one-group pretest-posttest pre-experimental design with qualitative descriptive inquiry. Thirty-three Grade 10 learners participated in the quantitative component, while selected learners participated in interviews. Data were analyzed using the mean, mean percentage score, standard deviation, paired-samples t test, and thematic analysis. Findings showed that the learners performed better after using the SIM. The paired-samples t test revealed a statistically significant difference between their pretest and posttest scores, indicating improvement following the intervention. The qualitative findings generated five themes: content-related difficulties, behavior and attitude, language, learning material, and management of learning. Learners viewed the SIM as simplified, engaging, manageable, and supportive of independent learning. However, some experienced difficulties with chemical symbols, complex equations, English instructions, confidence, and activity pacing. The study concludes that the SIM may serve as an intervention for improving learners’ understanding and application of the Law of Conservation of Mass.
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