THE EFFECT OF USING CONTEXT BASED-APPROACH ON THE CONCEPT OF GAS LAWS ON STUDENTS’ ACHIEVEMENT AND ATTITUDE

Abstract

The study was aimed to evaluate the effect of using a Context-Based Approach (CBA) on the concept of gas laws on students' understanding and attitude. The study conducted at Ejersa Goro secondary school in Oromia region, Ethiopia. The research focused on the physical state of matter, specifically Boyle's, Charles', and Gay-Lussac's gas laws, which are fundamental concepts in secondary school chemistry with applications in various sciencerelated fields. The study employed quasi-experimental research approach, which contains experimental, control groups, and involved 72 grade 9 students selected by convenience sampling techniques. The experimental group received CBA instruction, while the control group received traditional instruction. The data were collected using pretests, posttests, retention tests, questionnaires, interviews, and observations. The study found that CBA significantly improved students' understanding and retention of gas law at each conceptual level (macro, micro, symbolic and graphical representation). The experimental group also showed a positive attitude toward CBA. The study concluded that CBA is a more effective instructional method than traditional teaching for enhancing students' understanding and retention of gas laws. The findings suggested that CBA is effective instructional approach and better if integrated into chemistry instructions to improve students' academic achievement and attitudes toward learning gas-law.