Enhancing Analytical Skills through Quantized-Text Activities in Chemical and Environmental Education

Abstract

This study presents a methodology for designing quantified text-based tasks for chemical and environmental disciplines aimed at enhancing analytical skills, improving academic performance, and facilitating the comprehension of educational material. The proposed methodology involved structuring tasks into quantized units, each representing a logically complete stage: familiarizing oneself with theoretical material, performing calculations, analyzing environmental consequences, and devising solutions. The methodology was tested on a sample of 140 students from Abai Kazakh National Pedagogical University (KazNPU) and Ualikhanov University, divided into experimental and control groups, as well as 7 lecturers who implemented the developed method. The experimental group was taught using the quantized text-based tasks, while the control group followed traditional instructional methods. The findings revealed that the experimental group demonstrated significantly higher levels of academic achievement, analytical skills, and interest in the subject compared with the control group. Furthermore, the time required to complete tasks in the experimental group was reduced by an average of 20–30%. The difference in the average grade improvement between the groups was 17%, confirmed by statistical analysis (p < 0.05). Feedback from lecturers and students also indicated a positive impact of the methodology on motivation and material perception. The results confirmed the effectiveness of the proposed approach in enhancing the educational process and developing professional competencies in the fields of chemistry and ecology.