Learning Chemistry through Interactive Demonstration: A Pedagogical Perspective

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Narayan Prasad Timilsena, Krishna Maya Devkota


This study was carried out to determine the achievement of school students in learning chemistry. Based on a quasi-experimental research strategy, this study looks at chemistry education at the secondary level. We chose three purposively selected public schools and six selected science teachers from those schools. A simple random sample was used to pick 120 students (57 females and 63 males). Generated data from CAT and CAS were examined manually and with IBM SPSS version -21. Pre-test results showed no significant differences in student performance by group or gender. Students in the experimental group performed well on the post-test, indicating that the interactive demonstration approach effectively taught chemistry. There was no need for students to act differently based on their gender, and they were all very supportive of each other's academic success. Most pupils struggle with understanding the concept of a chemical reaction. Overall, this study's findings imply that interactive demonstration substantially impacts student achievement and that gender does not play a role in student success. Thus, the interactive demonstration method (IDM) is advocated for use in the classroom to help students learn and understand the types of chemistry they will experience in their daily lives.

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