Evaluation of the effectiveness of an inquiry-based learning module on green chemistry concepts in high school chemistry classrooms

Project Abstract

This study investigates the impact of an inquiry-based learning (IBL) module on students’ understanding, engagement, and application of green chemistry concepts in high school chemistry classrooms. A quasi-experimental design was employed with two intact classes across three urban secondary schools, one implementing the IBL module integrated with green chemistry principles (treatment group) and the other continuing with traditional lecture-based instruction (control group) over a 6-week unit. Pre- and post-tests assessed conceptual understanding of green chemistry principles, such as atom economy, safer solvent choices, energy efficiency, waste prevention, and design of safer chemical processes. In addition, researchers collected data on scientific inquiry skills, problem-solving abilities, and attitudes toward sustainability via validated instruments, classroom observations, and teacher interviews. Qualitative data from student focus groups complemented the quantitative measures to illuminate how inquiry-based activities influenced students’ reasoning processes, collaboration, and autonomy in seeking evidence and evaluating environmental trade-offs. Quantitative analyses using ANCOVA controlled for prior achievement and identified a statistically significant improvement in post-test scores for the treatment group compared with the control group (p < 0.01), with a large effect size (?2 = 0.18). Subdomain analyses revealed the most notable gains in designing safer and more efficient chemical processes and evaluating the life-cycle impacts of reagents. Inquiry skills scores also rose markedly in the treatment cohort, indicating enhanced abilities in formulating testable questions, planning experiments, collecting and interpreting data, and drawing evidence-based conclusions. Attitudinal measures showed a positive shift toward sustainability and greater perceived relevance of green chemistry to daily life and future careers. Classroom observations indicated higher levels of student-initiated questioning, peer collaboration, and justification of claims with data in the IBL condition. Qualitative findings highlighted that the IBL module fostered epistemic agency, with students articulating models, engaging in iterative refinement, and making connections between theoretical concepts and real-world environmental challenges. The teacher interviews suggested that successful implementation depended on structured scaffolds, explicit expectations for inquiry discourse, and timely feedback that linked empirical findings to core green chemistry principles. Challenges included time management within the constrained instructional period, varying student readiness for autonomous inquiry, and the need for ongoing professional development to sustain fidelity of IBL practices. Overall, the study provides evidence that a carefully designed IBL module can enhance mastery of green chemistry concepts, scientific inquiry competencies, and sustainable dispositions among high school students. The findings imply that integrating structured inquiry with explicit instruction on environmental implications can yield meaningful learning gains and greater student engagement. Implications for curriculum design, teacher professional development, and assessment practices are discussed, along with considerations for scalability, equity, and long-term retention of conceptual understanding.

Project Overview

What This Project Is About

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A plain-language overview of the topic and what the project investigates.

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The Problem It Addresses

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What problem or gap this project tackles and why it matters to the field or society.

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Objectives of the Project

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1. Clarify what green chemistry concepts are most teachable at the high school level.
2. Develop an inquiry-based module that fits existing chemistry curricula.
3. Assess student engagement and understanding before and after using the module.
4. Identify barriers to adoption by teachers and propose practical solutions.

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What You Will Do Step by Step

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1. Review current green chemistry topics taught in high schools to determine gaps.
2. Design a hands-on inquiry-based learning module aligned with curriculum standards.
3. Recruit a sample of classes, obtain approvals, and implement the module.
4. Collect data on student attitudes, participation, and learning outcomes.
5. Analyze results to compare pre- and post-module performance.
6. Gather feedback from teachers on feasibility and usefulness.
7. Refine the module based on findings and feedback.
8. Prepare a guide for teachers and a brief results report.

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Expected Outcome

An accessible, classroom-ready module that improves understanding of green chemistry and encourages sustainable thinking, with evidence of increased student engagement and learning gains.