Investigating the effectiveness of scaffolding-based instruction on eleventh-grade students’ conceptual understanding of chemical reaction kinetics

Articles in Press

Document Type : Original research

Authors

1 Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department of Psychology and Counselling, Farhangian University, P.O. Box 14665-889, Tehran, Iran

10.48310/chemedu.2026.23031.1425

Abstract

Background and Objective: Learning chemistry concepts is difficult for many students due to their abstract nature, and traditional teaching methods sometimes lead to a superficial understanding of concepts. Therefore, the use of active learning approaches is essential to enhance conceptual understanding. Scaffolding-based instruction helps to guide the learning process by providing gradual support. Methods: The present study was applied in nature and employed a quasi‑experimental method with a pretest–posttest control group design. The statistical population consisted of eleventh‑grade students in the field of experimental sciences in Pol‑e Dokhtar during the academic year of 2025–2026. Two classes were selected through convenience sampling. The two classes were then randomly assigned to an experimental group (n = 30) and a control group (n = 32). The research instrument was a 10‑item conceptual test. Its content validity was confirmed by six chemistry experts, and its reliability was established using Cronbach’s alpha coefficient (α = 0.81). The experimental group received instruction based on the scaffolding strategy over three 90‑minute sessions using guiding questions, worksheets, and instructional flashcards, while the control group received conventional instruction. Data were analyzed using descriptive statistics and the Mann–Whitney and Wilcoxon tests. Findings: The results showed that while both groups experienced significant growth in post-test scores, the improvement in the experimental group was substantially higher than the control group. Inter-group analysis of the pre-test and post-test score differences confirmed the significant superiority (P<0.001) and a large effect size (r=0.52) of the scaffolding method compared to the traditional method. Conclusion: The results indicate that although traditional instruction facilitated student learning, by providing phased cognitive support and active guidance scaffolded instruction, it had a greater effect on deepening the understanding of chemical kinetics concepts.

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Research in Chemistry Education

Articles in Press, Accepted Manuscript
Available Online from 29 August 2026

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