Elevating Conceptual Understanding and Engagement in Ionic Bonding Using 3D-Printed Ionic Tiles: A Quasi-Experimental Study

Authors

DOI:

https://doi.org/10.59065/jotes.v3i2.284

Keywords:

3D-Printed Instructional Material, Conceptual Understanding, Ionic Bonding, Students’ Engagement, Quasi-Experimental Design

Abstract

Ionic bonding is a foundational concept in secondary school chemistry, yet it remains challenging for many learners because it involves submicroscopic processes that cannot be directly observed. Research consistently shows that students struggle with chemical bonding when instruction relies mainly on symbolic or verbal explanations without effectively linking macroscopic, submicroscopic, and symbolic representations. This study evaluated the effectiveness of 3D-Printed Ionic Tiles in improving Grade 9 students’ conceptual understanding of ionic bonding and their engagement in class. A quasi-experimental pretest–posttest control group design was used, involving 76 students from two intact Grade 9 sections at Suarez National High School during the School Year 2025–2026. One section was assigned as the experimental group and used 3D-Printed Ionic Tiles as instructional manipulatives, while the other served as the control group and received conventional lecture-discussion instruction. Data were collected using a teacher-made multiple-choice achievement test administered as both pretest and posttest, along with an adapted student engagement questionnaire. The data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. Results revealed that the experimental group obtained higher posttest and adjusted mean scores, with ANCOVA indicating a statistically significant difference (p = .048), reflecting a modest but meaningful effect of the intervention. The experimental group also demonstrated higher levels of engagement. These findings suggest that 3D-Printed Ionic Tiles can serve as a practical, low-cost instructional tool to enhance conceptual understanding and foster active participation in learning abstract chemistry concepts.

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Published

2026-11-02

How to Cite

Suico, Z. X. A., & Capacio, L. J. A. (2026). Elevating Conceptual Understanding and Engagement in Ionic Bonding Using 3D-Printed Ionic Tiles: A Quasi-Experimental Study. Journal of Teaching and Education for Scholars, 3(2), 93–102. https://doi.org/10.59065/jotes.v3i2.284

Issue

Vol. 3 No. 2 (2026): JOTES: November

Section

Original Research Articles

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Copyright (c) 2026 Zim Xuitaltzin A. Suico, Leadean Jay A. Capacio

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