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Journal of Chemical Learning Innovation

an Open Access Journal

Enhancing Students’ Conceptual Understanding of Colloidal Systems through Inquiry-Based Chemistry Instruction

Rajendra Nivrutti Shirsat
Goa University ROR
India
rjnivruttishrt45@gmail.com
Sang Yeon Lee
Kyungpook National University ROR
Korea, Republic of
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  • Purpose of the study: This study aimed to examine the effect of inquiry-based chemistry learning on secondary school students’ conceptual understanding of colloidal systems.

    Methodology: A quasi-experimental design employing a pretest–posttest control group was used. Data were collected using a validated conceptual understanding test and a diagnostic questionnaire. The data were analyzed using N-gain analysis and an independent samples t-test at a 0.05 significance level after confirming the assumptions of normality and homogeneity.

    Main Findings: The results indicate that inquiry-based learning significantly improved students’ conceptual understanding. A total of 67.5% of students achieved scores above the minimum competency standard, while 92.5% demonstrated a moderate level of conceptual improvement. The t-test results (t₍calculated₎ = 4.84 > t₍table₎ = 2.68) confirmed a statistically significant difference between pretest and posttest scores.

    Novelty/Originality of this study: The novelty of this study lies in the application of a contextually adapted guided inquiry model supported by validated diagnostic instruments. This approach provides robust empirical evidence on how inquiry-based learning facilitates students’ construction of chemical concepts, thereby contributing to both theoretical and practical advancements in chemistry education.

  • How to cite

    [1]
    R. N. Shirsat and S. Y. . Lee, “Enhancing Students’ Conceptual Understanding of Colloidal Systems through Inquiry-Based Chemistry Instruction”, Jor. Chem. Lea. Inn, vol. 2, no. 2, pp. 168–177, Dec. 2025, doi: 10.37251/jocli.v2i2.2576.

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