Improving the quality of laboratory work in chemistry by replacing printed instructions with video instructions
Loading...
Authors
Meshchanova, Anna
Ilyubaeva, Gulnara
Issue Date
2025
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
Kazakhstan
Abstract
Background and purpose: During the teaching of chemistry, a problematic situation was identified: students experience difficulties in performing laboratory work and tasks aimed at the ability to analyse information. Students inattentively read the instructions for performing laboratory work, which subsequently leads to improper use of the equipment and unreliable results. Therefore, our goal was to determine what changes needed to be made so that students would more accurately follow instructions to improve the overall performance of the work. The curriculum states that chemistry lessons should provide students with the opportunity to develop their abilities: "...to plan, execute, interpret and present the results of experiments and observations." To make the lab work easier, the students were asked to follow the video instructions during the lab instead of the instructions they are used to.
Aims: The aim of the study is to study the impact of the use of video instructions in chemistry practical lessons on academic performance, and the level of argumentation of students in grades 7-8 of the Nazarbayev Intellectual School in Petropavlovsk.
Study design or methodology: The study was conducted during the third quarter of the 2022-2023 academic year. The study group consisted of 13-14 year-old students of grades 7-8 of the Nazarbayev Intellectual School of Petropavlovsk . A total of 89 students took part in the study. At the first stage of the study, the students were divided into 2 groups (experimental and control). The experimental group included 24 students from 7th grade and 21 people from 8th grade. The control group consisted of 21 7th grade students and 23 eighth graders. Students' oral and written responses, interviewing, observation, description, and plotting were used to conduct qualitative and quantitative analysis.
Findings: Most of the students indicated that the video instructions were more interesting to watch, that the practical work helped them to better understand and remember the processes of the experiments. In addition, laboratory experiments are important and give students the opportunity to develop practical technical skills needed in the workplace.
Conclusions, originality, value and implications: Based on the study, we can conclude that students in the experimental group, after using video instructions, began to perform laboratory work better. When performing work, they clearly follow the algorithm of the stages of the experiment, correctly name the equipment and use it for its intended purpose, and note visual signs of reactions occurring. This contributed to the formation of a higher level of argumentation of observations and the formulation of conclusions, more effective advancement of each student along his educational trajectory. Teachers should diversify laboratory assignments and provide them with a choice.
Aims: The aim of the study is to study the impact of the use of video instructions in chemistry practical lessons on academic performance, and the level of argumentation of students in grades 7-8 of the Nazarbayev Intellectual School in Petropavlovsk.
Study design or methodology: The study was conducted during the third quarter of the 2022-2023 academic year. The study group consisted of 13-14 year-old students of grades 7-8 of the Nazarbayev Intellectual School of Petropavlovsk . A total of 89 students took part in the study. At the first stage of the study, the students were divided into 2 groups (experimental and control). The experimental group included 24 students from 7th grade and 21 people from 8th grade. The control group consisted of 21 7th grade students and 23 eighth graders. Students' oral and written responses, interviewing, observation, description, and plotting were used to conduct qualitative and quantitative analysis.
Findings: Most of the students indicated that the video instructions were more interesting to watch, that the practical work helped them to better understand and remember the processes of the experiments. In addition, laboratory experiments are important and give students the opportunity to develop practical technical skills needed in the workplace.
Conclusions, originality, value and implications: Based on the study, we can conclude that students in the experimental group, after using video instructions, began to perform laboratory work better. When performing work, they clearly follow the algorithm of the stages of the experiment, correctly name the equipment and use it for its intended purpose, and note visual signs of reactions occurring. This contributed to the formation of a higher level of argumentation of observations and the formulation of conclusions, more effective advancement of each student along his educational trajectory. Teachers should diversify laboratory assignments and provide them with a choice.
Description
Keywords (free text)
video instructions , printed instructions , laboratory work , achievement , chemistry education