Development of an Inquiry-Based + AI Learning Activity in Teaching Rate of Chemical Reaction at Ethno chemistry Context

Abstract

This study aimed to develop an inquiry-based learning activity enhanced with artificial intelligence (AI) for teaching the rate of chemical reaction within an ethnochemistry context and to evaluate its effects on learners’ conceptual understanding. Additionally, the study explored learners’ perceptions of using an inquiry-based AI-supported activity for this chemistry topic. The learning activity was designed following inquiry-based principles and integrated AI support via ChatGPT to facilitate questioning, clarification, and exploration. Readability analyses using the Flesch-Kincaid and SMOG indices indicated that the material was suitable for Grade 9 learners. Expert validation further confirmed the activity’s acceptability in terms of content accuracy, clarity, organization, and appropriateness for the target audience. A one-group pretest–posttest design was employed with 18 learners, using a 15-item multiple-choice test. Results indicated a statistically significant improvement in posttest scores compared to pretest scores (t(17) = 7.59, p < 0.0001), demonstrating enhanced conceptual understanding following exposure to the activity. Qualitative interview data revealed that learners initially expressed hesitation regarding AI use due to policy uncertainties but gradually engaged in collaborative inquiry, exhibited increased learner agency, and sustained motivation. Integration of culturally familiar contexts further heightened interest, even when complete conceptual mastery was not immediately achieved. Overall, the findings suggest that inquiry-based learning supported by AI and grounded in ethnochemistry can effectively promote conceptual understanding, engagement, and collaborative learning in chemistry, particularly when AI functions as a scaffold for inquiry.