IMPACT OF SMALL-SCALE CHEMISTRY EXPERIMENTATION ON GRADE 10 STUDENTS’ ACADEMIC ACHIEVEMENT: A CASE OF GEDEO ZONE SECONDARY SCHOOLS, SOUTH ETHIOPIA

Abstract

In resource-limited schools, hands-on chemistry learning is often hindered by inadequate laboratory infrastructure. Small-Scale Chemistry Experimentation (SSCE) Kit addresses this gap by using minimal, localized materials to facilitate inquiry-based learning. This quasi-experimental study evaluated the impact of SSCE on Grade 10 students’ academic achievement in Ethiopia’s Gedeo Zone. Employing Solomon’s four-group design to control for pre-test bias, 400 students from 10 intact classes (5 experimental, 5 control) across four secondary schools participated. While both groups followed Constructivist Learning Theory and the ADDIE Model, the experimental group engaged in hands-on SSCE activities, whereas the control group received traditional, teacher-centered instruction. Rigorous fidelity checks ensured methodological consistency. Students exposed to SSCE demonstrated a statistically significant improvement in academic achievement (F = 56.58, p < .001), with a large effect size (Cohen’s d = 1.76). Pre-test scores moderately predicted post-test outcomes, but SSCE independently enhanced conceptual understanding and engagement. The study confirms SSCE as an effective, low-cost, student-centered approach for under-resourced schools, reducing cognitive load without requiring extensive lab infrastructure. Findings advocate for scaling SSCE in similar contexts through teacher training and integration into national STEM strategies, particularly those aligned with Ethiopia’s Vision 2030.