Abstract:
The study was aimed to evaluate the effect of using a Context-Based Approach (CBA) on the
concept of gas laws on students' understanding and attitude. The study conducted at Ejersa
Goro secondary school in Oromia region, Ethiopia. The research focused on the physical
state of matter, specifically Boyle's, Charles', and Gay-Lussac's gas laws, which are
fundamental concepts in secondary school chemistry with applications in various sciencerelated fields. The study employed quasi-experimental research approach, which contains
experimental, control groups, and involved 72 grade 9 students selected by convenience
sampling techniques. The experimental group received CBA instruction, while the control
group received traditional instruction. The data were collected using pretests, posttests,
retention tests, questionnaires, interviews, and observations. The study found that CBA
significantly improved students' understanding and retention of gas law at each conceptual
level (macro, micro, symbolic and graphical representation). The experimental group also
showed a positive attitude toward CBA. The study concluded that CBA is a more effective
instructional method than traditional teaching for enhancing students' understanding and
retention of gas laws. The findings suggested that CBA is effective instructional approach
and better if integrated into chemistry instructions to improve students' academic
achievement and attitudes toward learning gas-law.
