Effect of the bionic reading approach on conceptual grasp among chemistry students
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Abstract
This study explored the impact of the Bionic Reading Approach on improving conceptual understanding among Grade 12 STEM students in Chemistry. Sixty-eight students participated in a nonequivalent control group pretest–posttest quasi-experimental design, with one group exposed to the Bionic Reading Approach and another using conventional reading strategies. Participants were purposively selected based on their capacity to articulate the phenomenon under investigation. The intervention utilized a distinctive font designed to guide readers’ visual focus through artificial fixation points, promoting reading efficiency and deeper comprehension. Findings indicated that the Bionic Reading Approach substantially enhanced students’ conceptual grasp and retention of scientific concepts compared to traditional reading methods. The results suggest that employing structured visual cues can facilitate cognitive engagement and improve learning outcomes in complex academic subjects. Future research is encouraged to include larger participant groups and further refine the approach to strengthen its instructional impact. This study underscores the importance of innovative reading techniques in fostering meaningful learning in science education.
Keywords: Bionic reading approach; chemistry education; conceptual understanding; reading comprehension; STEM learning
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