More than Kits: Teacher Mindsets as Mediators of Equity and Achievement in Small-Scale Chemistry

ABSTRACT Effective chemistry education relies on practical work, yet providing it remains difficult in resource-limited settings such as Ethiopia. Small-Scale Chemistry Experiments (SSCE) have been shown to boost students' academic performance, but less is known about how they affect students' attitudes and how teachers shape their success. This explanatory sequential mixed-methods study examined attitude changes among Grade 10 students (N=200) and the professional mindsets of their teachers (N=2) using SSCE in the Gedeo Zone, Southern Ethiopia. Quantitative data from a validated attitude scale indicated generally positive attitudes (M=4.11, SD=0.56), but also a significant confidence gap favoring male students (p < .001), especially among low-achieving girls. Achievement data from a related quasi-experiment showed wide variation in learning gains between classrooms (range: +8% to +22%). To explain these variations, qualitative data from student focus groups and in-depth interviews with the two implementing teachers were analyzed to develop a preliminary Teacher Mindset Typology featuring two distinct profiles: Transformative Facilitators and Pragmatic Implementers. Triangulation of data showed that classrooms led by Transformative Facilitators achieved the highest learning gains, the most equitable student confidence, and the most positive engagement. These integrated results highlight that SSCE's benefits depend strongly on teachers' professional mindsets. To make SSCE scalable, transformative, and equitable, teacher development must go beyond technical skills to foster equity-focused, facilitative teaching approaches. This study offers an evidence-based framework to guide policymakers and teacher educators in promoting sustainable and equitable science education in under-resourced environments.