The purpose of the study was to investigate the effect of conceptual change-oriented instruction accompanied by computer-based interactive conceptual change text (CBICCT) on 11th grade students understanding of electrochemistry. The study was conducted in a high school in Ankara with 66 students enrolled in two science classes. A quasi-experimental design was used. The classes were assigned to groups; one as a control group and the other as an experimental group. While the control group was given traditional instruction, the experimental group was given conceptual change-oriented instruction accompanied by CBICCT. The Electrochemistry Concept Test (ECT) was administered before and after treatment. To investigate possible covariates, the Science Process Skills Test (SPST) was administered after treatment. The gain scores of ECT were analyzed with two-way ANCOVA when SPST scores were controlled as covariates, and the results showed that the experimental group developed a significantly better understanding of concepts than the control group. The results also showed that there was no mean difference between males and females and no interaction effect between instruction method and gender.

The study investigated the impact of the first principle approach (FPA) on students’ performance in determining limiting reagents in chemical stoichiometry. A quasi-experimental design, involving 120 science students from two colleges of education in Ghana, was adopted. Sixty (60) students each were randomly assigned to the experimental group (EG), which was taught using FPA, and the control group (CG), which followed traditional teaching approach (TTA). Data on students’ entry knowledge (EK) and their performance on algorithmic problems (AP) and conceptual problems (CP) were collected and analyzed using descriptive and inferential statistics. The mean scores for EK were moderate for both groups (EG: 66.00%; CG: 68.30%). After treatments, there was no statistically significant difference in the groups’ performance on AP. However, the EG significantly outperformed the CG on CP, indicating that FPA enhanced students’ conceptual understanding of limiting reagents. The findings suggest that FPA is an effective teaching strategy for fostering deeper conceptual understanding and problem-solving skills in stoichiometry. This study highlights the importance of incorporating FPA into chemistry education to improve students’ ability to determine limiting reagents.

This study analyses the impact of manipulative learning tools, specifically the Engino toy blocks, on the mathematical performance of pre-primary students, especially in understanding the sections of counting and addition. The research hypothesis states that students using Engino toy blocks will perform significantly better than those using traditional learning methods. An experimental design of randomly assigning the students was employed, involving 50 students divided equally into an experimental group (students who used Engino toys) and a control group (students who did not use Engino toys). Statistical analysis included mean comparison, standard deviation and independent t-test to analyse performance differences. Findings indicate that students in the experimental group performed better, showing a mean value increase of approximately 37% compared to the control group, and a p-value was also found to be less than the significance level of .05. The large effect size of 0.83 demonstrates a strong influence of using the toy blocks in their learning experience. These results highlight the effectiveness of Engino toy blocks in improving engagement and deeper understanding of the concepts in early mathematics education.

Immersion is an essential technical feature of immersive virtual reality (VR) environments, which can affect various learning and psychological outcomes. However, limited research has studied the impact of immersion via multiple mechanisms. In this study, we investigated the effects of immersion in a VR science learning environment using two different mechanisms, delivery format and sound stimuli, on various cognitive and psychological outcomes, including learning, cognitive load, self-efficacy, presence, enjoyment, and usefulness. Through a 2 (delivery format: immersive VR vs. Desktop VR) x 2 (sound stimuli: yes vs. no) design, one hundred and twenty participants experienced one of four versions of a VR tour on nature-based science learning, including an immersive VR (iVR) tour with or without sound, and a desktop VR (dVR) tour with or without sound. Both quantitative and qualitative data were collected. Results indicated that dVR groups rated significantly higher than the iVR groups on perceived learning, presence, self-efficacy, and usefulness, regardless of sound stimuli. However, neither immersion mechanism impacted knowledge retention, cognitive load, or perceived enjoyment. Meanwhile, all groups significantly improved self-efficacy after their condition-dependent VR experience. Qualitative data from participant responses provided additional perspectives on the quantitative findings. This research fills a gap in the limited existing literature by investigating immersion through multiple mechanisms in VR learning environments. The findings offer both theoretical and practical implications for researchers and practitioners.