Integrating Inquiry-Based Experiential Learning with Structured Peer Interaction for Concept Enhancement (SPICE) of Matter in Middle School Science

Middle school chemistry education benefits from innovative instructional strategies that actively engage students in constructing knowledge. This study examines the impact of integrating inquiry-based experiential learning with the Structured Peer Interaction for Concept Enhancement (SPICE) framework to teach the fundamental concepts of matter to sixth-grade students (N = 30) from underprivileged, first-generation learner backgrounds. The SPICE intervention strengthens structured peer interaction through interactive tasks such as memory-based games, video interpretation, Jeopardy-style quizzes, thereby promoting conceptual understanding. To evaluate the effectiveness of this pedagogical approach, student learning was assessed using pre- and post-intervention tests at individual, and group levels. Statistical analysis revealed significant improvements across all domains (p < 0.05), with the largest gains in individual concept map evaluations (Cohen’s d = 1.15), highlighting the intervention’s impact on conceptual clarity. The findings suggest that the combination of inquiry-based experiential learning and structured peer interaction fosters deeper engagement, peer-supported reasoning, and improved scientific understanding. A qualitative analysis of student feedback revealed strong support for the course’s interactive and inclusive teaching strategies, with a good internal consistency (Cronbach’s α = 0.8425) confirming the reliability of the responses. This study contributes to the growing evidence supporting active learning strategies and underscores the relevance of inclusive, student-centered approaches in middle school chemistry education.