Enhancing Research Skills in Chemistry Education via Integrated Project- and Inquiry-Based Learning: A STEM-Focused Supplementary Assessment
Description
The study hypothesized that integrating Project-Based Learning (PjBL) and Inquiry-Based Learning (IBL) within a STEM-focused chemistry course would significantly enhance students’ research competencies, including their ability to formulate hypotheses, conduct experiments, analyze data, and communicate scientific results effectively. The supplementary materials include both quantitative and qualitative tools used to assess students’ research skill development: Supplementary Table 1: Contains the pre- and post-test questions administered via Google Forms. These questions were designed to measure baseline and post-intervention research competencies, including literature review skills, hypothesis formulation, experiment execution, data processing, report writing, and oral presentation abilities. Supplementary Table 2: Provides the evaluation rubric used to assess student research projects. Each criterion is scored on a five-point scale, enabling detailed assessment of student performance across key research competencies. Supplementary Figure 1: Illustrates an example of student research work on caffeine determination using UV spectrophotometry. Figure 1a: Shows the absorbance spectrum of the caffeine standard solution in the UV range (190–340 nm), which was used to identify the peak wavelength for analysis. Figure 1b: Displays the calibration curve for the caffeine standard solution recorded at 272 nm, enabling quantitative determination of caffeine content in samples. Notable Findings and Interpretation: The data demonstrate improvements in research skills after participating in the integrated PjBL + IBL module. Pre- and post-test comparisons reveal gains in experimental design, statistical analysis, and scientific reporting. The calibration curves and absorbance spectra illustrate students’ correct application of spectrophotometric methods and their ability to interpret experimental data. These supplementary materials can be used by other researchers or educators to: Understand the assessment methods employed in the study. Replicate the experiment and assessment process in similar STEM courses. Interpret quantitative and qualitative results to evaluate the effectiveness of active learning strategies in chemistry education.
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Data Collection and Workflow The study employed an integrated Project-Based Learning (PjBL) and Inquiry-Based Learning (IBL) approach to develop research competencies in chemistry students within a STEM context. Data were collected using both quantitative and qualitative methods to allow comprehensive analysis. Participants: Eighteen second-year Chemistry students (aged 18–20 years) voluntarily participated in the study. All participants provided informed consent, and ethical standards were followed. Pre- and Post-Surveys: Students’ baseline and post-intervention research competencies were assessed using structured questionnaires administered via Google Forms (see Supplementary Table 1). The survey included items evaluating literature review skills, hypothesis formulation, experimental execution, statistical data processing, report writing, and oral presentation skills. Responses were scored on a five-point scale. Laboratory Procedures: The experimental module focused on determining caffeine content in coffee using ultraviolet spectrophotometry. The workflow consisted of the following steps: Sample Preparation: Students selected coffee samples, ground, and weighed the beans. Extraction: Compounds were extracted using distilled water and dichloromethane. Measurement: Caffeine content was quantified using a PG Instruments T80+ spectrophotometer at λ = 272 nm. Data Processing: Absorbance readings were analyzed using Origin software, generating calibration curves and calculating caffeine concentrations (see Supplementary Figure 1a and 1b). Method reliability was evaluated via standard deviation (SD), relative standard deviation (RSD), limit of detection (LOD), and limit of quantification (LOQ). Project Evaluation: Students’ projects were assessed using a five-point rubric based on six criteria: literature review, hypothesis formulation, experiment execution, statistical analysis, report writing, and oral presentation (see Supplementary Table 2). Workflow Summary: The overall workflow included literature review, hypothesis formulation, experimental execution, data collection and analysis, report preparation, and oral presentation. The integration of PjBL and IBL allowed students to work collaboratively while engaging in independent inquiry and reflection. Quantitative data from surveys and laboratory measurements were combined with qualitative observations to provide a comprehensive assessment of students’ research competencies. This methodology provides sufficient detail to enable other researchers to reproduce the study in similar educational contexts and evaluate the effectiveness of integrated PjBL and IBL approaches in chemistry education.
Institutions
- Abai atyndagy Kazak ulttyk pedagogicalyk universiteti