Predict–Observe–Explain Strategy Using Household Materials: Enhancing Grade 10 Students’ Mastery of Chemical Reactions

Abstract

A large number of Filipino learners perform poorly in science, underscoring the need for resource-sensitive and creative teaching methodologies. However, teaching chemistry often relies on costly laboratory materials and equipment, posing a challenge for low-resource schools. This study addresses this gap by analyzing how the predict-observe-explain (POE) approach using household materials can be used to enhance students’ knowledge of the nature of chemical reactions. A quasi-experimental one-group pretest–posttest design was used on nineteen (n = 19) students who received two weeks of inquiry-based intervention. The abstract conceptualization of chemistry in the context of everyday materials such as vinegar, baking soda, Gumamela extracts, and the like was applied during the intervention. Conceptual knowledge of the students was measured using validated pretests and posttests aligned with curriculum competencies. The results showed that students’ performance improved significantly, with the mean pretest score (4.84, low mastery) rising to 7.58 in the posttest. The statistical analysis showed that the difference between the scores was significant, t(18) = -5.60, p < .001, with an effect size (Cohen’s d = 1.285) indicating a strong instructional effect. These findings confirm that the POE strategy is effective in promoting conceptual change by involving learners in the processes of prediction, direct observation, and evidence-based explanations, thereby transforming passive learning into active scientific study. Moreover, the use of readily available domestic resources reduced constraints on laboratory supplies while encouraging students’ involvement and conceptual understanding. The results indicate that POE-based teaching with locally available materials is an effective, feasible, and scalable way to enhance chemistry learning in resource-limited classrooms. This study further helps in the continued effort to ensure that science teaching becomes more purposeful, inclusive, and responsive to real classroom situations.