Enhancing Chemical Literacy Through Interactive Workshops in Community Schools

Thesis Abstract

Chemical literacy remains a critical component of scientific education, yet its development among secondary school students in community settings is often impeded by limited engaging instructional strategies and insufficient emphasis on practical understanding. This study investigates the effectiveness of interactive workshops in enhancing chemical literacy among students in community schools. The primary aim is to assess whether the implementation of structured, participatory chemical workshops can significantly improve students' conceptual understanding, interest, and application skills related to chemistry. The specific objectives are to evaluate students’ pre- and post-intervention chemical literacy levels, examine changes in their interest towards chemistry, and identify which workshop components most effectively contribute to learning outcomes. The research employs a mixed-methods quasi-experimental design, combining quantitative and qualitative approaches. The target population comprises senior secondary school students enrolled in community schools within a metropolitan area, with a total population estimated at 1,200 students across 10 schools. A sample of 200 students will be selected through stratified random sampling to ensure representation from diverse socio-economic backgrounds and academic performance levels. The intervention involves conducting six interactive workshops per school over a three-month period, focusing on core topics such as chemical reactions, stoichiometry, acids and bases, and environmental chemistry, employing hands-on experiments, multimedia demonstrations, and collaborative problem-solving exercises. Quantitative data will be collected through validated chemical literacy assessments administered before and after the workshops, scored using a standardized rubric aligned with national curriculum standards. The reliability of the instrument will be verified via Cronbach’s alpha, aiming for coefficients above 0.80. Qualitative data will be gathered through post-workshop focus group discussions and semi-structured interviews with participating students and teachers, analyzed thematically to capture insights into learner engagement, perceptions, and contextual challenges. Data analysis will involve descriptive statistics to profile student performance and participation, paired t-tests to assess the significance of differences between pre- and post-intervention scores, and multivariate regression analysis to identify predictors of improved chemical literacy. Thematic analysis will be employed for qualitative data to extract recurring patterns related to learning experiences and attitudes. The theoretical framework is grounded in constructivist learning theory, emphasizing active, student-centered construction of chemical knowledge, complemented by Vygotsky’s social development theory highlighting the importance of collaborative learning. Anticipated findings include statistically significant improvements in students’ chemical literacy scores post-intervention, increased interest and positive attitudes towards chemistry, and identification of engaging workshop activities that foster critical thinking and conceptual understanding. The study expects to reveal that interactive, experiential learning strategies are more effective than traditional lecture-based methods in community school contexts. This research contributes new knowledge by providing empirical evidence on the impact of carefully designed interactive workshops in the development of chemical literacy in underserved educational settings. It offers a replicable model for curriculum developers, educators, and policymakers seeking to integrate practical, learner-centered approaches to chemistry education at the secondary level. The study concludes that sustained implementation of such workshops can lead to enhanced scientific literacy, better student outcomes, and increased interest in STEM careers. Recommendations include scaling the workshop model, integrating it into regular science curricula, and fostering teacher professional development to facilitate active learning environments. Future studies are suggested to examine long-term retention of chemical concepts and the adaptation of interactive strategies in diverse socio-cultural contexts to maximize their impact across different communities.