Prompt-driven integrated framework for chemistry education reform design

Thesis Abstract

This study addresses persistent fragmentation in chemistry education reform by proposing a prompt-driven integrated framework that synthesizes curriculum design, pedagogy, assessment, and stakeholder engagement to facilitate coherent and scalable reform across secondary and tertiary levels. The aim is to develop and validate a theoretically grounded framework that operationalizes reform design through prompt-driven mechanisms, enabling schools and universities to align learning goals with emerging chemical competencies and 21st-century skill demands. Specific objectives are (i) to articulate a conceptual model integrating prompt-based design prompts, constructivist pedagogies, and discipline-specific performance indicators; (ii) to identify contextual determinants of reform success across diverse institutional settings; (iii) to delineate instruments and processes for iterative reform implementation, assessment, and feedback loops; and (iv) to evaluate the framework’s impact on instructional quality, student engagement, and learning outcomes. A mixed-methods design will be employed. The quantitative strand will utilize a quasi-experimental approach with 28 chemistry classrooms (14 intervention, 14 control) across eight secondary schools and four universities, involving approximately 1,200 students. Intervention classrooms will implement the prompt-driven framework over two academic terms, supported by teacher professional development sessions. Pretest-posttest design will measure chemistry achievement (standardized tests aligned to Bloom’s taxonomy), higher-order thinking skills (HOTSA instruments), and attitudes toward chemistry (ChemAtt scale). Multilevel linear modeling will assess effects at student and classroom levels, with covariates including prior achievement, teacher experience, and school context. The qualitative strand will conduct semi-structured interviews with 32 teachers, 16 department heads, and 40 students, complemented by classroom observations (n=60 sessions) and document analysis of lesson plans and assessment artifacts. Thematic analysis will identify mechanisms of change, alignment challenges, and perceived affordances of prompt-driven design, guided by activity theory and situated cognition. Data collection instruments will include (a) standardized achievement tests in chemistry; (b) HOTS assessment instruments validated for chemistry education; (c) a locally adapted ChemAtt attitude inventory; (d) teacher and student interview protocols; (e) observation checklists capturing instructional practices, use of prompts, and assessment alignment; (f) a framework fidelity rubric to monitor adherence to the prompt-driven design. Instrument validity will be established via content validity index with 9 subject-matter experts and pilot testing (n=120 students). Reliability will be assessed using Cronbach’s alpha (target ? ? 0.80 for scales) and inter-rater reliability for observational coding (Cohen’s ? ? 0.75). Analytical procedures will include descriptive statistics, multilevel modeling (MLM) to account for nested data, ANCOVA to control baseline differences, and path analysis to test the integrated framework’s hypothesized pathways from prompts to instructional practices to student outcomes. Qualitative data will be triangulated with quantitative findings to construct a robust interpretation of how prompt-driven design influences reform processes, with particular attention to contextual modifiers such as institutional governance, teacher professional development quality, and resource availability. The study will leverage theoretical underpinnings from activity theory, constructivism, and design-based research methodology to iteratively refine the framework. Expected findings include measurable improvements in student achievement and HOTS within intervention groups, higher-quality instructional designs, greater alignment between learning objectives, teaching activities, and assessments, and enhanced teacher agency in reform processes. The study anticipates that prompt-driven reforms will yield more coherent curriculum–instruction–assessment ecosystems and that fidelity of implementation will mediate effect sizes. The contribution to knowledge lies in developing a parsimonious, scalable framework that translates reform principles into concrete, iteratively improvable design prompts, supported by empirical evidence across diverse educational settings. The conclusions will emphasize practical implications for policymakers, teacher educators, and school leaders, offering a set of implementable guidelines, professional development modules, and a fidelity-monitoring toolkit. Recommendations will address contexts requiring adaptive reform, integration with digital learning environments, and strategies for sustaining reform through ongoing communities of practice and prompt-based design cycles.