Effectiveness of Gagne Inspired Predict Observe -

Effectiveness of Gagne Inspired Predict Observe Explain on Student Performance in Acid Base and Salt Chemistry

^*1Hassan Aliyu & ²Amina Mohammed Chado

^1*Department of Science Education, Faculty of Education Sokoto State University (SSU), Sokoto State, Nigeria. Email: nagoronyo@gmail.com

²Department of Science, Computer and Mathematics Education, SSTE, Federal University of Education Minna (FUTMinna). Niger State, Nigeria
DOI: https://doi.org/10.65760/rijessu.v5.6.15

Abstract

Chemistry education serves as a gateway to careers in medicine, pharmacy, and chemical engineering, yet persistent misconceptions in foundational topics such as acid-base chemistry impede students' progression into these fields. Conventional instructional approaches inadequately address the cognitive challenges of abstract chemical phenomena, leaving students with fragmented recall rather than integrated conceptual understanding. Here we show that integrating Gagné's Nine Events of Instruction with the Predict-Observe-Explain framework produces significantly greater gains in acid-base conceptual understanding than conventional POE instruction alone. In a quasi-experimental mixed-methods study with 196 Nigerian secondary students, the experimental group achieved significantly higher posttest scores after controlling for prior knowledge (Madj = 21.24 versus 16.08, F(1,193) = 98.56, p < .001, η² = .338) and demonstrated superior retention four weeks post-intervention (Cohen's d = 1.18). Misconception prevalence across three targeted categories was significantly lower in the experimental group, including pH interpretation (29.6% versus 52.0%, χ² = 11.37, p < .001). Qualitative analysis revealed that experimental participants developed integrated propositional networks and causal mechanistic reasoning, while control participants exhibited fragmented recall and descriptive accounts. These findings demonstrate that structured instructional design can achieve substantial learning gains without requiring expensive technological infrastructure, providing an evidence-based template for improving chemistry education in resource-constrained environments.

Keywords: Gagné’s Nine Events; Predict-Observe-Explain; acid-base chemistry; misconceptions; conceptual change; secondary education

Reference

Abdugadar, F. A. (2026). Persistent misconceptions in acid-base chemistry among undergraduate science students: A qualitative investigation. African Journal of Chemical Education, 14(2), 112-128.

Adegoke, B. A., & Oladele, I. T. (2023). Digital simulation interventions for teaching titration concepts in Nigerian secondary schools: Challenges and opportunities. African Journal of Educational Research, 41(3), 245-262.

Adeyemi, S. B., & Oyedeji, O. A. (2022). Gagné-based instructional design in Nigerian secondary chemistry classrooms: Achievement and limitations. Nigerian Journal of Science Education, 38(1), 67-82.

Alkhabbas, F., Alzubi, M., & Al-Makhzoomy, A. K. (2022). Digital POE interfaces and particulate-level visualization in Jordanian university chemistry education. International Journal of Science and Mathematics Education, 20(4), 721-740.

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE Publications.

Broman, K., Bernholt, S., & Parchmann, I. (2022). Context-based chemistry learning in German and Swedish classrooms: Interest, achievement, and conceptual understanding. Journal of Research in Science Teaching, 59(5), 823-848.

Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.

Dakic, M., Stojanovic, M., & Petrovic, N. (2025). POE implementations in European chemistry classrooms: A systematic review of structural limitations. International Journal of Science Education, 47(3), 401-418.

Dewi, A. D. M., Thohir, A., Nursobah, A., & Suntiah, R. (2025). Effectiveness of Technology-Enhanced Inquiry-Based Learning : A Meta-Analysis with Implications for Islamic Education. Jurnal Pendidikan Islam, 14(2), 269–291. https://doi.org/https://doi.org/10.14421/jpi.2025.142.269291

Driver, R. (1989). Students’ conceptions and the learning of science. International Journal of Science Education, 11(5), 481-490.

Jegstad, K. M. (2024). Inquiry-based chemistry education: a systematic review. Studies in Science Education, 60(2), 251–313. https://doi.org/https://doi.org/10.1080/03057267.2023.2248436

Kaçar, T., Balım, A. G., & Evrekli, E. (2021). Inquiry-based learning in science education: A meta-analysis of effectiveness studies. Journal of Research in Science Teaching, 58(5), 684-710.

Kumar, S. (2025). Misconceptions in Acid-Base Chemistry: Diagnostic Assessment and Instructional Intervention. International Journal of Applied and Behavioural Sciences (IJABS), 02(02), 137–161. https://doi.org/https://doi.org/10.70388/ijabs250145

Linn, M. C., & Eylon, B. S. (2011). Science learning and instruction: Taking advantage of technology to promote knowledge integration. Routledge.

Mirabueno, D. C., & Paderna, E. E. S. (2024). The Taxonomy of Predict-Observe- Explain (POE) as a Teaching Strategy and Thinking Process of Chemistry Stakeholders. International Journal of Studies in Education and Science, 5(4), 390–403. https://doi.org/https://doi.org/10.46328/ijses.106

Molinar, R. V. (2026). Utilization of Gagne’s Information Processing Model: Basis for Development of Instructional Materials in Teaching Teacher and the School Curriculum. International Journal of Research and Innovation in Social Science, 10(26), 1689–1704.

Mueni, C., Rugano, P., & Mungai, J. (2023). Inquiry-based learning and students ’ self-efficacy in Chemistry among secondary schools in Kenya. Heliyon, 9(January), 0–9. https://doi.org/https://doi.org/10.1016/j.heliyon.2022.e12672

Musa, G., Shehu, S. B., Ibrahim, S. A., Harazimi, A. C., & Ahmad, I. M. (2024). Effects of Gagne’s Nine Events of Instruction on Biology Students Academic Performance in Tarauni, Kano State. Ilorin Journal of Education (IJE), 44(2), 92–105.

Nkosi, N. W., & Motlhabane, A. (2025). The Impact of Inquiry-Based Learning on Learners’ Understanding of Chemical Change: A Quasi-Experimental Study. Unesa Journal of Chemical EducationJournal of Chemical Education, 14(2), 127–138.

Özcan, G. E., & Uyanık, G. (2022). The effects of the “Predict-Observe-Explain (POE)” strategy on academic achievement, attitude and retention in science learning. Journal of Pedagogical Research, 6(3), 103–111. https://doi.org/https://doi.org/10.33902/JPR.202215535

Piaget, J. (1968). Six Psychological Studies. Anita Tenzer (Trans.), New York: Vintage Books.

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.

Putriawati, H., & Chiani, S. H. (2025). Diagnostic assessment of acid-base misconceptions in Indonesian secondary schools. Journal of Chemical Education, 102(1), 45-58.

Rakhmalinda, F., Arifiani, R., & Puspawati, W. (2024). Analysis of Students ’ Misconceptions on Acid-Base Topic Using the Two-Tier Diagnostic Test. Journal of Computers for Science and Mathematics Learning, 1(1), 27–43.

Sabiru, M. (2013). Effects of Gagné’s instructional model on students’ academic achievement in chemistry. Journal of Educational Research and Development, 8(2), 112-124.

Sari, S. D. C., Ardi, T., Parameswary, C. S., & Widiastuti, N. L. (2025). Identifying Students’ Understanding Levels and Sources of Misconceptions in Acid–Base Concepts through a Five-Tier Diagnostic Test. EduChemia Jurnal Kimia Dan Pendidikan, 10(1), 163–174. https://doi.org/10.62870/educhemia.v10i1.35563

Shaafi, A. M., Rahman, N. A., & Yusoff, S. (2025). Pre-service science teachers’ understanding of acid-base concepts: A multi-country diagnostic study. International Journal of Science and Mathematics Education, 23(2), 289-306.

Shaafi, N. F., Yusof, M. M. M., Ellianawati, E., Subali, B., & Raji’e, M. H. H. (2025). Investigating misconceptions about acids and bases among pre-service science teachers. Journal of Education and Learning, 19(1), 460–477. https://doi.org/10.11591/edulearn.v19i1.21803

Shehu, S., Ukor, D. D., Omiola, M. A., & Ibrahim, S. T. (2025). Effect of Gagne’s-Nine-Events-of-Instruction on Academic Performance in Genetics among Biology Students in Kumbotso Zonal Education Directorate, Kano State, Nigeria. Rima International Journal of Education (RIJE), 4(2), 101–113.

Sweller, J. (1988). Cognitive Load During Problem Solving : Effects on Learning. Cognitive Science, 12(2), 257–285. https://doi.org/Doi: 10.1016/0364-0213(88)90023-7

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/https://doi.org/10.1007/s11423-019-09701-3

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, 31(2), 261–292. https://doi.org/10.1007/s10648-019-09465-5

Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169.

Twizeyimana, E., & Shyiramunda, T. (2026). The Effect of Inquiry-Based Chemistry Laboratory Instruction on Students’ Conceptual Understanding: A Meta- Analysis. Sage Open, 16(3), 1–16. https://doi.org/10.1177/21582440261466348

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. MA: Harvard University Press.

Wang, L., Chen, Y., & Zhang, H. (2023). Applying Gagné’s instructional events in Chinese secondary biology classrooms. Journal of Biological Education, 57(4), 389-404.

Zakiyah, I. (2019). The Effectiveness of Predict-Observe-Explain Strategy to Reduce Misconception in Thermochemistry. Advances in Computer Science Research, 95(1), 139–142.

Rima International Journal of Education (RIJE)