The role of directed activities related to texts in enhancing traditional laboratory experiments for qualitative salt analysis learning

Abstract

Qualitative salt analysis is widely recognized as a challenging topic in chemistry due to its abstract concepts and the large amount of complex information involved. This often places high cognitive demands, limiting students' ability to integrate experimental observations with conceptual knowledge during laboratory-based activities. This study investigated the effects of integrating directed activities related to texts (DARTs) into traditional laboratory experiments on students' achievement, knowledge retention, cognitive load, and learning efficiency in qualitative salt analysis. A quasi-experimental design was employed involving 100 Form 4 science stream students from two fully residential secondary schools, who were equally assigned to either a traditional laboratory experimental group (control) or a DARTs-integrated experimental group (treatment). Data from pre-test, post-test, and delayed post-test were analyzed quantitatively. Results showed that the treatment group demonstrated significantly higher achievement and retention, lower perceived cognitive load, and higher learning efficiency than the control group, indicating that structured DARTs activities facilitate deeper cognitive processing and a more efficient use of cognitive resources during laboratory learning. The study provides empirical evidence supporting the potential value of integrating DARTs into laboratory-based instruction to enhance conceptual learning in qualitative salt analysis, compared with traditional laboratory methods.