The Effectiveness of the EIGER Learning Strategy in Promoting Students’ Conceptual and Algorithmic Understanding of Stoichiometry

Abstract

This research sought to examine the effect of the EIGER learning strategy on senior high school students’ conceptual and algorithmic understanding in topics of stoichiometry. The research used a quasi-experimental method with a pretestposttest control group design. The research subjects were selected by simple random sampling technique, consisting of two classes of grade 10 out of three existing classes. The experiment class was taught with the EIGER (Engage, Investigation, Guided-connection, Evaluation and Reflection) instructional strategy, and the control class was taught with the verification learning strategy. The research instrument used paired test with multiple-choice items (r = 0.93) to measure conceptual and algorithmic understanding in topics of stoichiometry. The research data were analyzed using descriptive and inferential statistics. The results of the research showed that the EIGER learning strategy had a more significant effect on students’ conceptual and algorithmic understanding than the verification learning strategy. The N-gain score for EIGER class students’ conceptual understanding indicated high effectiveness (N-gain = 0.73) and algorithmic understanding indicated high effectiveness (N-gain = 0.76), while the N-gain score for verification class students’ conceptual understanding indicated moderate effectiveness (N-gain = 0.52) and algorithmic understanding indicated moderate effectiveness (N-gain = 0.60). This research’s implication for teachers is that the EIGER learning strategy can be used to enable students to apply not only their algorithmic understanding but also their conceptual understanding.