Context-Based Approach in Chemistry Education: A Systematic Review

The implementation of context-based chemistry programs has been started before 40 years ago since 1980s in an attempt to make the learning of chemistry more meaningful for students. Consequent to its lengthy, there has been a steady increase in the number of interventional context-based (ICB) approach chemistry studies investigating the effect of various instructional strategies on students' learning outcomes from primary to post-secondary levels. However, there is a limitation of the literature review conducted on interventional context-based chemistry studies. Hence, the present review was carried out to evaluate interventional context-based chemistry studies using six research questions based on the following categories (main headings): (1) countries or continents in which ICB chemistry studies were conducted in; (2) research methodologies implemented in ICB studies; (3) topics in which ICB chemistry studies used; (4) learning variables measured by ICB studies; (5) teaching methods and instructional strategies adopted by ICB studies; and (6) the effectiveness of context-based instructions on students' learning outcomes. Moreover, some sub-headings also followed the main headings. To achieve this objective, a rigorous systematic literature review has been executed using 25 selected ICB chemistry studies published between the years 2009 and 2022 based on the specific inclusion and exclusion criteria. These studies were accessed in internationally well-known databases (Google Scholar, ERIC, Semantic Scholar, and Mendeley); and the studies were organized and reviewed thematically. To summarize and present the findings of the studies, matrices, constructed by the researcher, were used. The review analysis results revealed and shed light on the critical appraisal of interventional context-based chemistry studies, missing parts of the context-based approach, and implications and suggestions for future studies.