Chemistry Learning and Inquiry through Real-World Exploration (CLAIRE) Approach and Grade 9 Critical Thinking Skills and Knowledge Retention

Abstract

Despite the growing emphasis on developing students’ critical thinking skills and positive attitudes in science education, a lack of contextualized and learner-centered instructional materials remains for junior high school chemistry. This study addressed this gap by examining the acceptability and effectiveness of the Chemistry Learning and Inquiry Through Real-World Exploration (CLAIRE) module in enhancing the critical thinking, knowledge retention, and attitudes of Grade 9 students toward chemistry. Conducted at New Pangasinan National High School, the study employed a quasi-experimental design with 84 participants, comprising 42 in the control group and 42 in the experimental group. Data were collected through adapted survey questionnaires and researcher-made tests. The CLAIRE module was rated highly acceptable in terms of content quality, logical organization, clarity, and design. Pretest results showed comparable critical thinking skills between groups, while the experimental group had slightly higher baseline scores in knowledge retention and attitude. Following the intervention, the experimental group showed a statistically significant improvement in critical thinking (t = 3.45, p < 0.01). It outperformed the control group in knowledge retention (M = 87.6 vs. M = 79.3) and attitude scores (M = 4.32 vs. M = 3.85 on a 5-point scale). These findings highlight the effectiveness of CLAIRE in promoting higher-order thinking and fostering more meaningful learning experiences. Although the initial advantage in retention warrants cautious interpretation, results support the integration of learner-centered materials into the curriculum. It is recommended that the CLAIRE module be adopted in classroom instruction and that teachers receive training in learner-centered and blended teaching approaches.