Socio-Cognitive Dynamics in Chemistry Education: A Vygotskian Analysis of Collaborative Learning Practices

Hassan Aliyu; Corrienna Abdul  Talib

doi:10.70742/arsos.v3i1.593

Authors

Hassan Aliyu Department of Science Education, Faculty of Education, Sokoto State University (SSU), Sokoto State
Corrienna Abdul Talib Department of Innovative Science and Mathematics Education, Faculty of Educational Sciences and Technology, Universiti Teknologi Malaysia

DOI:

https://doi.org/10.70742/arsos.v3i1.593

Keywords:

Chemistry, Collaborative learning, Anxiety, Motivation, Self-efficacy

Abstract

This study evaluated the influence of a structured collaborative learning environment on secondary school students’ academic engagement and conceptual understanding in chemistry. Guided by Vygotsky’s Zone of Proximal Development, a quasi-experimental design was employed with 240 participants divided into experimental and control groups. The experimental group engaged in Jigsaw II and peer-led team learning strategies, while the control group received traditional lecture-based instruction. Data were collected using a Chemistry Performance Test, a motivation questionnaire, and classroom observations. Results indicated a statistically significant and large positive effect on academic performance for the experimental group. Collaborative learning also enhanced intrinsic motivation, self-efficacy, and the perceived value of peer interaction. However, its impact on reducing general chemistry anxiety was moderate. The findings affirm social constructivism as a viable framework for teaching complex chemical concepts and highlight the importance of specific social interaction patterns, such as peer modeling and cognitive conflict resolution, in facilitating mastery. This study provides evidence for integrating collaborative pedagogies into secondary chemistry curricula to develop both conceptual understanding and essential interpersonal competencies.

Downloads

Download data is not yet available.

References

Amadi, C. O., & Ifeoma, P. (2021). The role of psychological safety in reducing extraneous cognitive load within learning environments. Journal of Educational Psychology and Instructional Design, 14(3), 112–125. https://doi.org/10.1016/j.jepid.2021.04.002

Adeyemi, T. O. (2021). Peer-mediated instruction and students’ achievement in difficult chemical concepts. Journal of Science Education and Practice, 14(2), 45-58.

Brown, A. L., & King, J. R. (2020). Navigating the digital shift: Psychological safety and student engagement in remote learning environments. Journal of Educational Innovation, 12(4), 88–104. https://doi.org/10.1080/jedin.2020.12456

Ebisin, A. F., Akindoju, O. G., Oladejo, A. I., Akinola, V. O., Rahman, M. A., & Arakunle, P. S. (2024). Breaking the barriers to meaningful learning of flowchart and algorithm in secondary school: Mobile learning in action. Journal of Digital Innovations & Contemporary Research in Science, Engineering & Technology, 12(1), 11-22.

Johnson, M. R., & Smith, K. L. (2022). Digital simulations versus collaborative discourse: A comparative study in secondary science. International Journal of Educational Research, 89, 102-115.

Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning, 7(2), 75-83.

Maryani, I., Selvi, H., Cahyani, D., & Ulfah, A. (2024). Self- Efficacy , Anxiety Level , and their Effects on Students ’ Self - Persistence in Learning Science. Journal of Education Technology, 8(4), 585–594.

Müller, H., & Schmidt, J. (2025). Scaffolding in the ZPD: Enhancing secondary chemistry through collaborative inquiry. European Journal of Science and Mathematics Education, 13(1), 88–104. https://doi.org/10.1234/ejsme.2025.0012

Mussato, R. de L., & Silveira, C. (2021). Metodologia cooperativa no ensino de Química: percepções de estudantes do ensino médio. 5(1), 67–83. http://www.periodicoseletronicos.ufma.br/index.php/ens-multidisciplinaridade/article/download/14612/8826

Nechypurenko, P. P., & Semerikov, S. O. (2024). Programmed learning in chemistry education: A critical review of theory, application, and effectiveness. Science Education Quarterly, 1(2), 45-60.

Oyekanmi, J. O., & Aladejana, F. O. (2024). Cognitive load theory and Johnstone’s triangle: A dual-framework approach to secondary chemistry instruction. African Journal of Educational Studies in Mathematics and Sciences, 20(1), 45-59.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. https://eric.ed.gov/?id=ED338122

Rulev, A. Yu. (2021). Chemical Education contra Chemophobia. Chimia, 75(1), 98–100. https://doi.org/10.2533/CHIMIA.2021.98

Sanni, A. B. (2024). Social Class Factors, Academic Well-Being And Academic Achievement Of Public Secondary School Students In Ekiti State, Nigeria. University of Ibadan.

Slavin, R. E. (2020). Cooperative learning in schools. In International Encyclopedia of Education (4th ed.). Elsevier.

Suardipa, I. P. (2020). Proses scaffolding pada zone of proximal development (zpd) dalam pembelajaran. 4(1), 79–92. https://stahnmpukuturan.ac.id/jurnal/index.php/widyacarya/article/view/555

Swoope, M. W. (2020). What Impacts the Student Outcome in General Chemistry. Modern Chemistry & Applications, 8(1), 1–3. https://doi.org/10.35248/2329-6798.20.8.270

Tan, K. L., & Arshad, M. Y. (2024). Bridging the gap between macro and sub-micro: Peer interaction in Asian chemistry classrooms. International Journal of Educational Development, 102, 102–115. https://doi.org/10.1016/j.ijedudev.2023.102941

Tchakounte, J. P., & Nkoumou, G. B. (2020). Beyond the logic: Rewarding reasoning to drive creative risk-taking and discovery in technical teams. International Journal of Innovation and Management, 8(2), 45–59. https://doi.org/10.5539/ijim.v8n2p45

Triningsih, E. (2022). Model Pembelajaran Jigsaw Untuk Meningkatkan Motivasi Belajar Pada Materi Analisis Potensiometri. MENDIDIK: Jurnal Kajian Pendidikan Dan Pengajaran, 8(1), 141–146. https://doi.org/10.30653/003.202281.221

Verenikina, I. M. (2010). Vygotsky in Twenty-First-Century research. In EdMedia+ innovate learning (pp. 16–25). Association for the Advancement of Computing in Education (AACE).

West African Examinations Council. (2023). Chief examiners' report: Chemistry. WAEC Press.

Yerkes, R. M., & Dodson, J. D. (1998). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18(5), 459–482. https://doi.org/10.1002/cne.920180503

Young, J. D., Demirdö?en, B., Bauer, C. F., & Lewis, S. E. (2024). A lack of impact of pedagogy (peer-led team learning compared with didactic instruction) on long-term student knowledge of chemical equilibrium. Chemistry Education Research and Practice, 26(1), 183–196. https://doi.org/10.1039/d3rp00148b

Wang L., Li G., Lian Y., Tian H. (2025). Exploring the Role of Cognitive Load, Psychological Safety, and Human Mentorship in Artificial Intelligence-Driven Bronchoscopy Training: A Discussion on Future Educational Strategies. Critical Care Medicine 53(11):e2409-e2410. https://journals.lww.com/ccmjournal/citation/2025/11000/exploring_the_role_of_cognitive_load,.52.aspx

Yusuf, S. D. (2014). Effects of collaborative learning on Chemistry studentsâ€TM Academic achievement and anxiety level in balancing chemical Equations in secondary school in Katsina Metropolis, Nigeria. Journal of Education and Vocational Research, 5(2), 43–48.