Review Article

Reimagining chemistry education: A meta-analysis of competency-based teaching and its influence on student attitudes and motivation

Maxwell Gyamfi 1 , Abraham Kamolo Blepo 1 * , Anaane Issah Amidu 1 , Theresa Adamado 1
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1 Akenten Appiah Menka University of Skills Training and Entrepreneurial Development, Kumasi, GHANA* Corresponding Author
Eurasian Journal of Science and Environmental Education, 6(1), June 2026, 23-29, https://doi.org/10.30935/ejsee/18254
Submitted: 21 November 2024, Published: 26 March 2026
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ABSTRACT

This meta-analysis investigates the impact of competency-based teaching (CBT) approaches on students’ attitudes and motivation toward chemistry education. The study aims to synthesize findings from 25 empirical studies conducted between 2000 and 2023 to determine the effectiveness of this approach in diverse educational settings. Using a systematic literature search and well-defined inclusion criteria, the analysis includes both experimental and quasi-experimental designs with sample sizes ranging from 30 to 1,500 participants. Effect sizes were calculated using a random-effects model, and heterogeneity and publication bias were assessed through statistical metrics such as I² and funnel plots. The findings indicate that CBT significantly improves students’ attitudes toward chemistry (mean effect size = 0.58, p < 0.01) and enhances motivation (mean effect size = 0.65, p < 0.01), particularly in areas such as intrinsic motivation, self-efficacy, and mastery goal orientation. Subgroup and moderator analyses revealed stronger effects among high school students and in studies with high implementation fidelity. Key contributing factors to these positive outcomes included student-centered learning, real-world applications, and personalized pacing. The results suggest that competency-based approaches hold substantial promises for enhancing engagement and learning outcomes in chemistry, provided that adequate teacher training and resources are in place.
Keywords: competency-based approach, attitude toward chemistry, motivation towards chemistry, confidence towards chemistry

CITATION (APA)

Gyamfi, M., Blepo, A. K., Amidu, A. I., & Adamado, T. (2026). Reimagining chemistry education: A meta-analysis of competency-based teaching and its influence on student attitudes and motivation. Eurasian Journal of Science and Environmental Education, 6(1), 23-29. https://doi.org/10.30935/ejsee/18254

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