Effectiveness of dual situated learning model on achievement in chemistry among secondary school students

One learning model that fits the conceptual change approach is the dual situated learning model, which benefits students due to its integration of three philosophical perspectives: epistemological, ontological, and motivational. This study aims to determine the impact of dual situated learning on secondary school students' performance in chemistry. A quasi-experimental approach was used, with a pretest-posttest non-equivalent group design. The study sample included 60 secondary school students from the Kannur area. In order to construct clusters for the sample for this study, the investigator used a multistage sampling technique from the population. Thus, the creation of a dual situated learning model, the creation of lesson transcripts based on the lecture cum demonstration approach, and achievement tests conducted both before and after the intervention were the tools employed for this study.Following the implementation of the dual situated learning model in the classroom, the investigator discovered that, when compared to the lecture-cum-demonstration method, the dual situated learning instructional strategy is most effective in conceptual change for challenging concepts.