Enhancing Secondary Students’ Conceptual Understanding of Electrochemistry through Discovery- Based Practicals Using Improvised Materials in Rutsiro District, Rwanda
Roy Dushime and Jean Baptiste Nkurunziza
African Center of Excellence in Teaching and Learning Mathematics and Sciences
University of Rwanda
Email: dushimeroy52@gmail.com
Abstract: Many secondary school students experience difficulties in learning electrochemistry due to its abstract concepts and limited opportunities for practical learning, particularly in schools with inadequate laboratory resources. This study investigated the effect of discovery-based practical lessons using improvised materials on students’ conceptual understanding, motivation, and learning experiences in electrochemistry in selected secondary schools in Rutsiro District, Rwanda. A mixed-methods approach under a quasi-experimental design was employed involving 120 students divided into experimental and control groups of 60 each. Data were collected using pre-tests, post-tests, student questionnaires, teacher interviews, and focus group discussions. Quantitative data were analyzed using descriptive statistics, paired and independent samples t-tests, Cohen’s d effect size, and Hake’s normalized gain, while qualitative data were analyzed thematically. The findings showed no significant difference between the experimental and control groups before the intervention, p = 0.3195, indicating comparable initial conceptual understanding. However, after the intervention, students who participated in discovery-based practical lessons using improvised materials achieved significantly higher post-test scores than those taught through traditional methods, p < 0.001 with a large effect size, Cohen’s d = 0.83. Students reported increased interest, active participation, and improved understanding of electrochemistry. Despite these benefits, teachers identified challenges including inadequate training, limited laboratory resources, insufficient instructional time, and large class sizes. The study concludes that discovery-based practical lessons using improvised materials can effectively enhance electrochemistry learning in resource-constrained schools. Strengthening teacher training and promoting the use of locally available materials are recommended to support practical chemistry instruction.
