The Role of Laboratory Work in University Chemistry
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Date
2026
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SDU University
Abstract
The present research seeks to explore the effect of laboratory classes in the learning process at university level in terms of improving conceptual understanding among Kazakhstani chemistry students as well as the attitudes of their university professors about the effects of such classes on their performance. Thus, a mixed methods research strategy was utilized that consisted of the application of a quasiexperiment based on the pre- and post-test design with two groups (N=75 third year students: N1=38 and N2=37, respectively) and a set of semi-structured interviews conducted with 17 university professors. For validation purposes, the research instruments were assessed by a panel of experts using the Content Validity Index (CVI) and Kendall’s Coefficient of Concordance (W). In all four post-tests, the experimental group significantly outperformed the control group, with the effect size gradually increasing from η² = 0.388 to η² = 0.535, thus proving that the conceptual advantages gained in the course of laboratory instruction have an accumulative effect. Four key themes have been identified through content analysis of the interviews – the positive effect of laboratory instruction on conceptual development, the difference in performance of laboratory and theoretical students, the difficulties associated with laboratory instruction and its positive evaluation.
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Keywords
laboratory work, university chemistry, conceptual understanding, electrochemistry, mixed methods
Citation
Mukhangali N / The Role of Laboratory Work in University Chemistry / SDU University / Department of Pedagogy of Natural Sciences