THE SURVEY OF 10th GRADE STUDENTS' INTEREST IN LEARNING CHEMISTRY AT PHU BAI HIGH SCHOOL IN HUE: AN EXPERIMENTAL STUDY
DOI:
https://doi.org/10.18173/2354-1075.2026-0017Keywords:
learning interest, chemistry, animation, small-scale chemistry experiments, gender, and input qualityAbstract
Under the 2018 General Education Program in Vietnam, Chemistry has transitioned into an elective subject at the upper secondary level. Despite its importance, student enrollment has declined, largely due to perceptions of the subject as abstract and cognitively demanding. This study investigates the learning interest in Chemistry among 62 tenth-grade students at Phu Bai High School (Hue) and examines the influence of gender and academic proficiency. A 13-item questionnaire encompassing four components - emotion, value, understanding, and participation - was administered using a 5-point Likert scale. Data were analyzed using SPSS, employing descriptive statistics and the Mann-Whitney U test. The results indicate a moderate to high level of interest; while academic level significantly influenced self-perceived competence, gender showed no significant effect. These findings emphasize the necessity of experiential pedagogical approaches, such as animated visualizations and microscale experiments, to further bolster student engagement. Although limited in scope, this study provides a foundational basis for further research on Chemistry education in the Vietnamese context.
Downloads
References
[1] Bộ Giáo dục và Đào tạo, (2018). Chương trình Giáo dục phổ thông 2018.
[2] Arlianty WN, (2017). An analysis of interest in students' learning of the physical chemistry experiment using a scientific approach. International Journal of Applied Science and Technology: International Journal of Science Conference Series, 1(1), 109-116.
[3] Krapp A & Prenzel M, (2011). Research on interest in science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27-50.
[4] Hidi S & Renninger A, (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 116–127.
[5] TV Biều, (2014). Sử dụng phương pháp tình huống trong dạy học hóa học ở trường trung học phổ thông. Tạp chí Khoa học Trường Đại học Sư phạm Thành phố Hồ Chí Minh, 62(5), 5-16.
[6] Hapsari AS, Hanif M, Gunarhadi & Roemintoyo, (2019). Motion graphic animation videos to improve the learning outcomes of elementary school students. European Journal of Educational Research, 8(4), 1245-1255.
[7] Eker C & Karadeniz O, (2014). The effects of educational practice with cartoons on learning outcomes. International Journal of Humanities and Social Science, 4(14), 223-229.
[8] Wernholm M, Danielsson K, Palmer H, Ebbelind A & Patron E, (2024). An exploration of how multimodally designed teaching and learning activities and digital animations can support six-year-old pupils’ meaning making in chemistry. Education Sciences, 14(1), 79.
[9] Barak M & Dori YJ, (2011). Science education in primary schools: Is an animation worth a thousand pictures? Journal of Science Education and Technology, 20(5), 608-620.
[10] Listyarini RV, Pamenang FDN, Harta J, Wijayanti LW, Asy’ari M & Lee W, (2019). The integration of green chemistry principles into small scale chemistry practicum for senior high school students. Jurnal Pendidikan IPA Indonesia, 8(3), 371-378.
[11] NT Nhân, (2014). Các biện pháp tạo hứng thú học tập cho học sinh trong dạy học lịch sử ở trường trung học phổ thông. Tạp chí Khoa học Trường Đại học Sư phạm Thành phố Hồ Chí Minh, 65, 59-67.
[12] NH Nam & CT Quyên, (2014). Nâng cao hứng thú học tập cho sinh viên Trường Cao đẳng nghề. Tạp chí Khoa học Trường Đại học Sư phạm Hà Nội, 59(8), 142-150.
[13] TH Minh & NM Tuấn, (2020). Ứng dụng công nghệ thực tế tăng cường nhằm nâng cao hứng thú học tập cho học sinh trong dạy học nội dung hóa học hữu cơ lớp 11 trung học phổ thông. Tạp chí Khoa học Trường Đại học Sư phạm Thành phố Hồ Chí Minh, 17(11), 1970-1983.
[14] NV Đại, ĐT Anh & KP Hảo, (2025). Current status of using stories, comics, and cartoons in teaching chemistry in the direction of developing students’ creative problem-solving competence. Tạp chí Khoa học và Công nghệ Đại học Thái Nguyên, 230(4), 87-94.
[15] Salta DK, (2022). Exploring factors that affect undergraduate students' motivation to learn chemistry and physics. Journal of Baltic Science Education, 21(6), 1191-1204.
[16] Okafor N & Yewande RO, (2015). Motivation and self-esteem: Exploring students’ gender, reasoning levels and interest in secondary school chemistry. International Journal for Cross-Disciplinary Subjects in Education, 5(4), 2583-2589.
[17] Renninger KA & Hidi S, (2011). Revisiting the conceptualization, measurement, and generation of interest. Educational Psychologist, 46(3), 168-184.
[18] Hendrawijaya AT, (2022). Effects of mediation of learning interest in improving student learning achievement. International Journal of Instruction, 15(3), 857-872.
[19] Eya NM & Ezeh DN, (2020). Meta-analysis of influence of gender on students’ academic achievement in chemistry in Nigeria. Journal of the Chemical Society of Nigeria, 45(4), 615-619.
[20] NTT Trang, (2025). Adaptation and validation of the academic interest scale for Vietnamese high school students: Application in chemistry education. International Journal of Learning, Teaching and Educational Research, 24(3), 349-365.
[21] Lüftenegger M, Kollmayer M, Bergsmann E, Jöstl G, Spiel C & Schober B, (2015). Mathematically gifted students and high achievement: The role of motivation and classroom structure. High Ability Studies, 26(2), 227-243.
