Dereje Andargie Kidanemariam

• PhD
• Managing Director at Debre Berhan University

The efficacy of the simulation-integrated context-based approach (SICBA) on each of the six motivational dimensions of grade 10 students was compared to the efficacy of the context-based approach (CBA), simulation-integrated conventional teaching approach (SICTA), and conventional teaching approach (CTA) using the 7E learning model. The study emplo...

According to several scholars, secondary school students' chemistry learning appears unsatisfactory. This study aimed to determine the effect of a simulation-integrated context-based approach, employing the 7E instructional strategy, in enhancing the six motivational dimensions of students in chemistry. The study used a quasi-experimental pretest/p...

The study examined the effect of a context-based learning approach, specifically the 7E instructional strategy, on enhancing chemistry learning among high school students. A mixed-methods approach, including achievement test, scaled questionnaires, and semi-structured interviews, was utilized for data collection. Data analysis involved the use of d...

This policy brief describes the importance and significance of incorporating real-life contexts into school chemistry for enhancing students' meaningful learning.

Many countries, including Ethiopia, efforts to employ formative assessment are complicated by a variety of challenges that lead to poor practices. Technology has the ability to play a crucial role in learning-supporting formative assessment methods. However, the bulk of previous formative assessment research did not rely on technology. Therefore, t...

The study aimed to investigate the effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees' conceptual understanding and retention of acid-base chemistry and stoichiometry. A quantitative approach with a pretest-posttest-delayed test quasi-experimental design was used. In the study area, there were...

Now days, the level of students’ engagement in secondary school chemistry is low. The aim of this study was then to enhance student chemistry engagement through simulation-integrated 7E context-based instructional strategy and compared its efficacy with 7E context-based instructional strategy, simulation-integrated conventional teaching approach, a...

This systematic review aims to provide evidence-based literature on the impacts of technology-based instruction on students’ academic achievements, attitude, and recalling capacity. The review was made based on the Preferred Reporting Items for Systematic and Meta-Analysis (PRISMA) review methodology. To achieve this aim, 583 prior studies from 201...

The purpose of this study was to examine whether a simulation-integrated context-based 7E instructional strategy (SICBIS) could increase students' achievement in the chemistry of oxides, acids, bases, and salts (COABS) when compared to context-based 7E instructional strategy (CBIS), simulation-integrated conventional teaching approach (SICTA), and...

This study determined how chemistry instruction using technology affected student achievement and retention. To achieve the goal of the study, Solomon’s four-group quasi-experimental research design was used. The one-way analysis of variance (ANOVA) and independent sample t-test were used to statistically examine the data. A one-way ANOVA analy...

The implementation of context-based chemistry programs has been started 40 years ago in the 1980s in an attempt to make the learning of chemistry more meaningful for students. Consequent to its lengthy, there has been a steady increase in the number of intervention context-based (ICB) approach chemistry studies investigating the effect of various i...

The impacts of a technology-integrated formative assessment technique on students' conceptual and procedural knowledge in studying chemical equilibrium are studied in this study. To attain the purpose, a quasi-experimental pretest-posttest strategy nested with a qualitative study method was adopted. The study has three groups: two experimental and...

This study examines how students’ conceptual and procedural knowledge of chemical equilibrium is affected by technology-supported formative assessment (TSFA) strategies. This study's embedded/nested mixed method research design was used to achieve the study's objective. A random sampling method was used to choose the sample of two intact classes fo...

The main objective of this study was to evaluate the impact of technology-integrated formative assessment strategies on students’ retention of conceptual and procedural knowledge in chemical equilibrium concepts. A quasi-experimental control group interrupted time series design was employed. Data was collected from 132 students, who were selected u...

The main objective of this study was to evaluate the impact of technology integrated formative assessment strategies on students’ conceptual knowledge and their motivation in chemical equilibrium. Quasi-experimental control group interrupted time series design was employed. Data were collected from 132 students which were selected using multistage...

This study examines the impact of gender and technology-integrated formative assessment on learning chemistry in general and chemical equilibrium in particular from the perspective of learning and motivation. To achieve the aforementioned objective, a quasi-experimental, non-equivalent, non-randomized pre-test and post-test research design was adop...

Learning styles and instruction have been reported to affect students’ academic performance and achievement in science. These reports, however, are too generalized for application to chemistry education specifically. The reports did not take into consideration the combined effects of the nature of chemistry and students learning styles on chemistry...

The study was conducted on 167 grade 11 natural science students in two preparatory schools in Ethiopia. It was designed to predict the extent of variation in academic performance in some fundamental chemical concepts in the topics: Atomic structure & periodic table, and chemical bonding and structure from variations in Felder-Silverman’s learning...