Evaluating the Impact of Interactive Chemistry Workshops on High School Students in Urban Schools

Thesis Abstract

The persistent challenge of limited student engagement and poor understanding of chemistry concepts among high school students in urban settings has underscored the need for innovative instructional approaches to enhance science learning outcomes. This study aims to evaluate the impact of interactive chemistry workshops on high school students’ academic performance, interest in chemistry, and scientific attitudes in urban schools. The specific objectives are to determine the effect of these workshops on students’ academic achievement in chemistry, assess changes in their interest and attitudes towards chemistry, and explore students’ perceptions of the workshop experience. Employing a quasi-experimental research design with a mixed-methods approach, the study was conducted in four public urban senior high schools incorporating a total population of approximately 1,200 students enrolled in chemistry classes. A purposive sampling technique selected 200 students, with 100 assigned to the experimental group receiving the interactive workshops and 100 serving as controls receiving traditional instruction. Data collection instruments comprised pre-and post-test performance assessments, Likert-scale questionnaires on interest and attitudes, and semi-structured interview guides for student perceptions. Validity and reliability of the instruments were established through expert reviews and Cronbach's alpha coefficient, which exceeded 0.80. Quantitative data were analyzed using paired and independent samples t-tests to determine statistically significant differences in academic performance, while Analysis of Variance (ANOVA) tested variations across different demographic groups. Multiple regression analysis was employed to examine the predictive relationship between workshop participation and academic achievement, controlling for baseline performance. Qualitative data from interviews were analyzed thematically to extract themes related to students’ perceptions, motivation, and engagement with the workshops. The study anticipates revealing that students participating in interactive workshops will demonstrate significant improvements in chemistry test scores (p < 0.01) compared to their control counterparts. Furthermore, it is expected that these students will report greater interest in chemistry and more positive attitudes towards science, with thematic analysis highlighting increased motivation, perceived relevance of chemistry concepts, and enhanced hands-on engagement. The findings are hypothesized to support the Social Constructivist Theory, emphasizing collaborative and experiential learning, and Self-Determination Theory, highlighting intrinsic motivation fostered by active participation. This research contributes to existing literature by providing empirical evidence on the effectiveness of interactive pedagogical strategies within the specific context of urban high schools, addressing a gap concerning scalable community-based science programs. The findings will inform curriculum developers, educators, and policymakers on the potential benefits of integrating active learning modules to improve chemistry education in urban settings. The main conclusion envisaged is that interactive chemistry workshops significantly enhance students’ academic performance, interest, and attitudes, thereby advocating for widespread adoption of such approaches in secondary science education. Recommendations include integrating regular interactive workshops into existing chemistry curricula, providing teacher training on experiential learning methods, and fostering partnerships with science organizations to sustain engagement initiatives. Future research should explore longitudinal impacts on students’ post-secondary choices and careers, as well as scalability of the intervention across diverse socio-economic urban contexts.