Uniqueness of Card Game Intervention in Improving Students’ Conceptual Understanding of Chemical Names and their Formulae

This study investigated the unique contribution of card game intervention in improving students’ conceptual understanding of chemical names and their formulae. Purposive sampling was employed to engage 45 senior high school students in an intact class. A quantitative research approach with classroom action research design was utilized as the blueprint for data collection and analysis. The instrument used for the data collection was test, which was developed by the researcher. The validity of the instrument was checked through expert review and Kuder-Richardson Formula 20 (KR-20) was applied to calculate the reliability index of the instrument, which was 0.870. The study found that before the implementation of the card game intervention, the students demonstrated various conceptual difficulties in understanding chemical names and formulae of inorganic compounds. Additionally, the findings revealed that the card game intervention was unique and highly effective in improving students’ conceptual understanding of chemical names and formulae. The study concludes that card game is a unique intervention that improves students’ conceptual understanding of chemical names and formulae of inorganic compounds. It is recommended that chemistry teachers in the selected senior high school where the study was conducted should integrate card game intervention into the teaching of chemical concepts to alleviate boredom and anxiety among students as they learn the subject.