Revealing Insights: An Action Research Study on the Effectiveness of 'Hydrocarbon Quest: Myths and Mysteries' in Boosting Student Engagement and Understanding of Organic Compounds, its General Classes and Use
DOI:
https://doi.org/10.5281/zenodo.20121365Keywords:
Education, Educational Technology, Instructional Innovation, Learning Intervention, Strategic Intervention MaterialAbstract
In an era where education is increasingly recognized as a cornerstone of personal and societal development, the need for effective teaching strategies has never been more critical. The rapid advancement of technology and the disruptions caused by the COVID-19 pandemic have transformed the educational landscape, particularly in chemistry, where abstract concepts are often difficult for students to grasp. This study examined a Strategic Intervention Material titled Hydrocarbon Quest: Myths and Mysteries, implemented among Grade 9 students at Tabawan Integrated School during School Year 2025–2026 to address least-mastered competencies on organic compounds, their classes, and uses. Using a quasi-experimental design, pre-test and post-test scores of an experimental group using the SIM and a control group receiving traditional instruction were compared. Results showed a substantial improvement in the experimental group, whose mean score increased from 7.45 (34% MPS) to 20.55 (91.45% MPS), while the control group exhibited minimal gains. Findings indicate that the SIM effectively bridges learning gaps, enhances engagement, and promotes deeper understanding. The study recommends broader integration of SIM-based approaches across subjects, continuous development of contextualized materials, and strategies that encourage active participation. Leveraging innovative resources can help mitigate learning loss, rekindle interest in science, and support the development of resilient, informed learners capable of applying scientific knowledge in real-world contexts.
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