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@article{199704,
        author = {Asha Bishtakkanavar and Dr Jithendra G T},
        title = {Enhancing 9th Grade Students’ Understanding of the Periodic Table through Activity-Based Remedial Instruction: An Action Research Study},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {11},
        pages = {14819-14821},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=199704},
        abstract = {Understanding the periodic table is a foundational requirement in school chemistry; however, many secondary school learners struggle due to abstract concepts, symbolic representation, and difficulty understanding periodic trends. The present action research investigated learning difficulties among Grade 9 students and evaluated the effectiveness of activity-based remedial instruction in improving conceptual understanding of the periodic table.
A pre-test was administered to 40 students, from which 16 low achievers scoring below 10 marks (out of 25) were purposively selected for intervention. A 40-day remedial program involving models, charts, collaborative activities, mnemonic strategies, and digital visualizations was implemented. Post-intervention achievement was measured using a structured post-test.
Descriptive and inferential analyses indicated substantial improvement in student performance. Mean achievement increased from 6.25 in the pre-test to 17.81 in the post-test. A paired-sample t-test demonstrated statistically significant gains (p < 0.001). Effect size analysis showed strong intervention impact. Findings indicate that structured remedial and activity-centered instruction significantly improves students’ conceptual understanding and retention related to the periodic table.},
        keywords = {Periodic Table, Action Research, Activity-Based Learning, Chemistry Education, Remedial Instruction, Secondary Students.},
        month = {April},
        }