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Improving Students' Achievement in Chemistry: Comparative Effectiveness of Conceptual Modelling and Conceptual Blending

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Title: Improving Students' Achievement in Chemistry: Comparative Effectiveness of Conceptual Modelling and Conceptual Blending
Language: English
Authors: Edah Ngozi Blessing (ORCID 0009-0004-0933-1487), Agboro-Eravwoke Ochuko Urhievwejire (ORCID 0009-0007-2754-1324), Iyayi Innocent Ehighae (ORCID 0009-0001-5766-708X), Ovuworie Onoriode Oghenewede (ORCID 0009-0004-7036-8262), Okose Faith (ORCID 0009-0000-9615-4706), Sunday Obro (ORCID 0000-0002-7675-9166)
Source: Journal of Education and Learning (EduLearn). 2026 20(2):729-737.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Academic Achievement, Chemistry, Models, Scientific Concepts, Science Achievement, Secondary School Students, Foreign Countries, Student Characteristics, Males, Females, Science Instruction, Concept Formation, Teaching Methods
Geographic Terms: Nigeria
ISSN: 2089-9823
2302-9277
Abstract: The study looked at how conceptual modelling (CM) and conceptual blending (CB) affected students' achievement in chemistry. This study employed a quasi-experimental design. In this study, 274 seniors secondary (SSII) chemistry students from six coeducational secondary schools in the state were randomly selected using simple random sampling. The information was gathered using the chemistry achievement test (CAT). It was used for pre-test and post-test to evaluate students' achievement in chemistry. All groups received these tests before and after a six-week course of therapy. The mean/average scores of the 3 groups on the pre-test and post-test were compared using analysis of covariance (ANCOVA) of the CAT data. The study discovered that CM, as opposed to CB, had a significantly bigger effect on students' achievement in chemistry. Chemistry achievement was significantly higher with CB than with the lecture approach (LA). According to the study, when compared to the LA, CM and CB are more effective teaching strategies for raising students' achievement in chemistry. Furthermore, it was discovered that CM was the most successful approach. It was suggested, among other things, that chemistry instructors incorporate CM into their chemical lessons.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507509
Database: ERIC
FullText Text:
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  Data: Improving Students' Achievement in Chemistry: Comparative Effectiveness of Conceptual Modelling and Conceptual Blending
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  Data: <searchLink fieldCode="AR" term="%22Edah+Ngozi+Blessing%22">Edah Ngozi Blessing</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-0933-1487">0009-0004-0933-1487</externalLink>)<br /><searchLink fieldCode="AR" term="%22Agboro-Eravwoke+Ochuko+Urhievwejire%22">Agboro-Eravwoke Ochuko Urhievwejire</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-2754-1324">0009-0007-2754-1324</externalLink>)<br /><searchLink fieldCode="AR" term="%22Iyayi+Innocent+Ehighae%22">Iyayi Innocent Ehighae</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-5766-708X">0009-0001-5766-708X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ovuworie+Onoriode+Oghenewede%22">Ovuworie Onoriode Oghenewede</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-7036-8262">0009-0004-7036-8262</externalLink>)<br /><searchLink fieldCode="AR" term="%22Okose+Faith%22">Okose Faith</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-9615-4706">0009-0000-9615-4706</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sunday+Obro%22">Sunday Obro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7675-9166">0000-0002-7675-9166</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(2):729-737.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: The study looked at how conceptual modelling (CM) and conceptual blending (CB) affected students' achievement in chemistry. This study employed a quasi-experimental design. In this study, 274 seniors secondary (SSII) chemistry students from six coeducational secondary schools in the state were randomly selected using simple random sampling. The information was gathered using the chemistry achievement test (CAT). It was used for pre-test and post-test to evaluate students' achievement in chemistry. All groups received these tests before and after a six-week course of therapy. The mean/average scores of the 3 groups on the pre-test and post-test were compared using analysis of covariance (ANCOVA) of the CAT data. The study discovered that CM, as opposed to CB, had a significantly bigger effect on students' achievement in chemistry. Chemistry achievement was significantly higher with CB than with the lecture approach (LA). According to the study, when compared to the LA, CM and CB are more effective teaching strategies for raising students' achievement in chemistry. Furthermore, it was discovered that CM was the most successful approach. It was suggested, among other things, that chemistry instructors incorporate CM into their chemical lessons.
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  Data: EJ1507509
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      – SubjectFull: Chemistry
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      – TitleFull: Improving Students' Achievement in Chemistry: Comparative Effectiveness of Conceptual Modelling and Conceptual Blending
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