This study explored the impact of a cognitive apprenticeship model on high school students’ understanding of qualitative analysis in chemistry. Seventy students from two schools in the Cape Coast Metropolis were divided into an experimental group and a control group. Both groups received 6 weeks of instruction on qualitative analysis from an experienced teacher. The experimental group used a cognitive apprenticeship approach, while the control group received traditional lectures and demonstrations. After the instruction, students took a 20-item achievement test. Results showed that both groups improved, but the cognitive apprenticeship group outperformed the control group, with a mean score of 10.26 (SD = 2.67) compared with 5.51 (SD = 2.09). The cognitive apprenticeship model’s effectiveness can be attributed to its emphasis on expert thinking, gradual learning experiences, and metacognition. These results suggest that chemistry teachers should consider incorporating cognitive apprenticeship principles when teaching qualitative analysis and other complex topics. By doing so, they may be able to improve student outcomes and deepen the understanding of key concepts.
Nketsiah et al. (Fri,) studied this question.