Innovative approaches in chemistry teaching: a systematic review on the use of improvised chemicals for student engagement and performance

Abstract

This review systematically examines the impact of using improvised chemicals on students' motivation and performance in chemistry education. It employed a systematic literature review to gather relevant studies from scientific publications. The review utilized the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included 23 research articles published in reputable journals between 2006 and 2023. These articles were sourced from various electronic databases such as Web of Science, Scopus Index Journal, Google Scholar and ERIC, using keywords and topics taught with improvised materials and chemicals such as improvised chemicals, student motivation, performance, acids, bases, saponification reaction, and thermochemistry. The review highlights the potential of improvised chemicals to enhance hands-on learning, engagement, and academic achievement in chemistry. The collected data were analyzed using document analysis. The results revealed that the use of improvised chemicals enhanced students’ motivation and performance in chemistry. The findings suggested that improvised chemicals offer a cost-effective alternative to standard laboratory materials, reduce costs and promote deeper learning particularly in resource-constrained settings. The review identifies key gaps in the literature, such as the need for further research into long-term effects and teacher preparedness, and recommends support from educational stakeholders for integrating improvised chemicals into curricula to improve learning outcomes in developing countries.