Effect of conceptual transformation on electrochemistry performance of high-performing high school learners in South Africa

Abstract

In the Ximhungwe circuit of the Bohlabela district in the South African province of Mpumalanga, learners studying physical sciences participated in wider research to establish the influence of a constructivist approach to learning on learners’ understanding of electrochemistry principles. The study examined how learners in high achieving schools (HAS) responded to the conceptual change teaching strategy (CCTS), also known as collaboration on their understanding of electrochemistry principles. The investigation implemented a non-equivalent pre-test and post-test control group quasi-experimental research design. The sociocultural theory, commonly referred to as Vygotsky's theory of social constructivism, served as the foundation for the study's theoretical framework. Using a table of random numbers, a sample of 51 physical sciences students in the 12th grade from two top-performing public schools in the circuit was chosen at random to take part in the study. Both a pre- and post-test were provided to the learners: the ECT (Electrochemistry Concept Test) and the CCEQ (Chemistry Classroom Environment Questionnaire). Students taught using the CCTS significantly outperformed students taught using the traditional teaching method (TTM) in terms of learning scientific conceptions related to electrochemistry, according to one-way between group analysis of covariance (ANCOVA) and post hoc analysis with a Bonferroni adjustment performed on ECT. A substantial correlation between performance and students' perceptions of their chemistry classroom setting was also found using Pearson Product-Moment Correlation. The study offers statistical proof of the value of social interaction and meaningful learning in raising students' grasp of electrochemistry.