Thesis Abstract

Abstract
This thesis investigates the impact of hands-on experiments on student learning in high school chemistry classes. The study is motivated by the importance of practical, experiential learning in science education and aims to contribute to the existing body of knowledge on effective teaching strategies in the field of chemistry. The research methodology employed a mixed-methods approach, combining quantitative analysis of student performance data with qualitative insights from teacher interviews and classroom observations. Chapter One provides an introduction to the research topic, presenting the background of the study, the problem statement, objectives, limitations, scope, significance, and the structure of the thesis. Chapter Two consists of a comprehensive literature review, examining existing studies on hands-on experiments, student learning outcomes, and best practices in science education. Chapter Three details the research methodology, including the selection of participants, data collection methods, and analysis procedures. This chapter also discusses ethical considerations and limitations of the study. Chapter Four presents the findings of the research, highlighting the impact of hands-on experiments on student engagement, understanding of chemistry concepts, and academic performance. The discussion in Chapter Four delves into the implications of the findings, drawing connections to theoretical frameworks and practical implications for educators. Finally, Chapter Five offers a conclusion and summary of the thesis, outlining key findings, contributions to the field, and recommendations for future research and educational practice. The study concludes that hands-on experiments play a crucial role in enhancing student learning in high school chemistry classes and advocates for the integration of practical activities in science curricula to promote meaningful learning experiences for students.

Thesis Overview