Examining the Effects of Supervised Laboratory Instruction on Students’ Motivation and Their Understanding of Chemistry

This paper examines the impact of supervised laboratory instruction (SLI) on grade 12 students’ understanding acid–base and solution chemistry topics in context Ethiopian secondary schools. A mixed-methods research design was employed, with a purposive sampling 160 students from six schools Northwest Ethiopia. The were divided into two groups: an experimental group (n = 76) control 84). attended sessions that designed based self-regulated learning (SRL) strategies SLI, regular by course teacher. Both quantitative qualitative data collected to explore impacts lessons improving conceptual motivation. Descriptive inferential statistics (for data)and reflexive thematic analysis(for data)were employed analyse data. findings showed SLI-SRL teaching approach for resulted significantly higher selected than group. In addition, participants indicated SLI enhanced their motivation towards chemistry. These suggest high-schoolstudents’ requires paying attention lesson design.