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.

One of the challenging concepts that many primary school pupils deal with is adding fractions. However, the problem of adding fractions in the classroom might be resolved by employing virtual manipulatives. This study aimed to compare the use of virtual manipulatives and conventional lecture-based methods in two groups of Year 4 pupils to examine the effects of understanding the addition of fractions. Sixty-four pupils participated in this study. This study occurred throughout a six-week time frame in a primary school in Temerloh, Malaysia. A quasi-experimental non-equivalent pre-post test was implemented to compare the effects of the control and experimental groups. The first finding showed that the experimental group's conceptual understanding of adding fractions was significantly better after using virtual manipulatives during the intervention, t (62) = 11.682, p<0.005. Cohen's D demonstrated the effect size for comparison (d=2.06), showing a significant effect. The second finding revealed that the conceptual understanding of adding fractions was significantly better after the intervention with virtual manipulatives when controlling the pre-test score, F (1, 61) = 9.475, p < .001, η2 = 0.134. This study showed that pupils in the experimental group improved their conceptual understanding of adding fractions.

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.

Multimedia instructional strategies (MIS) have been shown to significantly enhance learners’ academic performance in mastering challenging chemistry concepts. However, few studies have specifically investigated using MIS to enhance students’ conceptual understanding of molecular hybridisation. This study employed a nonequivalent two-group pre-test/post-test quasi-experimental design to determine the impact of MIS on students’ conceptual understanding of hybridisation. Data were collected from 60 second-year senior high school students using a diagnostic test and an interview guide. Pre-tests and post-tests were administered to two intact classes of 30 students each: one served as the experimental group and the other, the control group,  purposively sampled from two different schools. The results revealed that students in the experimental group (taught using MIS) achieved significantly higher post-test scores than those in the control group (taught using conventional methods). Additionally, the experimental group exhibited a significant improvement from pre-test to post-test scores, whereas the control group’s pre-test and post-test scores did not differ significantly. Moreover, MIS was highly interactive, promoted student interest, and enhanced students’ understanding of hybridisation. Therefore, the study recommends that science educators incorporate MIS into their instruction to improve students’ conceptual understanding of other abstract chemistry concepts. The implications of these findings are discussed in detail, highlighting the potential of MIS in chemistry education.