Development and assessment of an inquiry-based e-module for teaching acid-base concepts to high school chemistry students.

Project Abstract

This study reports on the development and assessment of an inquiry-based e-module designed to enhance understanding of acid-base concepts among high school chemistry students. The e-module integrates guiding questions, interactive simulations, case-based investigations, and formative assessment opportunities aligned with national chemistry education standards. A design-based research approach was employed in iterative cycles of development, implementation, and refinement across three high school chemistry classes (n ? 90 students) over a 12-week instructional unit. The theoretical framework rests on constructivist learning principles and inquiry-based learning (IBL), augmented by multimedia learning theories to optimize cognitive processing of abstract acid-base concepts such as pH, pKa, buffer systems, titration equivalence, and electrochemical indicators. The e-module comprises four modules (1) Foundations of Acidity and Basicity, (2) Acid-Base Equilibria and pH Calculations, (3) Buffers and Titration Dynamics, and (4) Applications in Environmental and Biological Contexts. Each module embeds scientific practices (defining problems, planning and carrying out investigations, analyzing data, constructing explanations, and communicating results) and incorporates adaptive feedback, collaborative learning prompts, and alternative representations (graphs, molecular models, and simulations) to accommodate diverse learner needs. A mixed-methods evaluation was conducted to examine learning outcomes, engagement, and scientific reasoning. Quantitative data included pre- and post-tests assessing conceptual mastery of acid-base topics (n = 90), concept inventories, and attitudinal surveys toward inquiry-based learning. Effect sizes indicate substantial gains in procedural and conceptual understanding, with mean normalized gains (g) exceeding 0.50 across all topics and higher gains observed for students with previously limited exposure to abstract chemistry concepts. Qualitative data from student think-aloud protocols, classroom observations, and end-of-unit interviews reveal enhanced argumentative discourse, improved ability to model acid-base systems, and increased awareness of the role of evidence in constructing chemical explanations. The e-module's usability and engagement were tracked using System Usability Scale (SUS) scores and time-on-task metrics, which indicated favorable usability and sustained student engagement across modules. The study also investigates teacher experiences and pedagogical implications. Teachers reported that the e-module supported differentiated instruction, scaffolding for slower learners, and the integration of inquiry into standard curricula without excessive curricular overload. Challenges identified include initial alignment with existing assessment frameworks, requiring explicit mapping of e-module activities to standards and incorporation of quick formative checks to ensure alignment with learning objectives. Overall, findings suggest that an inquiry-based e-module is an effective vehicle for improving high school students' understanding of acid-base concepts, fostering scientific reasoning, and promoting active student engagement. The research contributes to curriculum design by providing a scalable, technology-enhanced model that can be adapted to diverse educational contexts and subject areas within chemistry education. Recommendations for future work emphasize longitudinal studies to assess retention, integration with summative assessments, and the expansion of the e-module to include interdisciplinary connections and real-world problem solving.

Project Overview

What This Project Is About

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A straightforward, beginner-friendly look at creating and testing an interactive e-module that teaches acid-base concepts to high school students. The project explores how an inquiry-based online tool can help learners explore acid-base ideas through guided questions, experiments, and feedback.

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The Problem It Addresses

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Many students struggle to connect theories about acids, bases, pH, and equations with real-world examples. Traditional teaching often relies on lectures and static worksheets. This project investigates whether an engaging, student-led online module can close this gap and boost understanding and curiosity.

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Objectives of the Project

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1. Explain key acid-base concepts in simple terms.
2. Design an interactive e-module that supports inquiry-based learning.
3. Test whether the module improves student understanding compared to traditional lessons.
4. Identify which activities most help learning and engagement.
5. Provide recommendations for teachers on using the module effectively.

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What You Will Do Step by Step

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1. Review current teaching methods for acid-base topics.
2. Develop the e-module with guided inquiries (questions, experiments, feedback).
3. Pilot the module with a small class and collect feedback.
4. Administer pre- and post-tests to measure learning gains.
5. Analyze results to see which parts worked best.
6. Refine the module based on data and student input.
7. Prepare a short guide for teachers on implementation.
8. Share findings with peers and consider improvements for broader use.

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Expected Outcome

Anticipated outcomes include improved understanding of acid-base concepts, higher student engagement, and a tested blueprint for an inquiry-based online learning tool that can be adapted for other topics.