Enhancing Chemistry Terminology Acquisition Through Morphological Awareness: Utilizing Derivation, Prefixes, and Suffixes in English

The acquisition of scientific terminology poses a challenge for students, particularly in subjects like chemistry, where complex vocabulary is essential for understanding key concepts. This study investigates the effectiveness of morphology based instruction, which emphasizes word derivation rules, prefixes, and suffixes, in enhancing students' comprehension and retention of chemistry terminology. Conducted with preparatory-year students at King Faisal University, the study employed a quasi-experimental design with an experimental group receiving morphology-based instruction and a control group following traditional memorization techniques. Pre-test and post-test assessments revealed that the experimental group demonstrated significantly greater improvement in terminology acquisition, with a mean gain of 35% compared to 18% in the control group. A delayed retention test further indicated that the experimental group retained more vocabulary over time, experiencing only a 5% loss, whereas the control group showed a 10% decline. Paired t-tests and ANOVA confirmed the statistical significance of these differences (p < 0.05). Additionally, student feedback indicated a strong preference for morphology-based instruction, with 85% agreeing that it improved their understanding. These findings suggest that integrating morphological analysis into chemistry instruction enhances terminology comprehension, retention, and learner confidence. The study recommends incorporating morphological instruction into STEM curricula, developing specialized learning materials, and expanding research into other scientific disciplines. Future studies should explore longitudinal effects and extend this approach to different educational contexts.