Exploring the practice of teaching chemistry in Grades 7–9 in English medium schools in Bangladesh

Abstract

This study investigates the strategies employed by Chemistry teachers in English medium high schools in Bangladesh, particularly in Edexcel and Cambridge curriculum-aligned institutions. Using qualitative methods, including interviews, classroom observations, and discussions, the research explores teaching practices, resources and challenges. Findings reveal that teachers rely primarily on Edexcel-certified textbooks and online resources, supplementing lessons with worksheets and handouts. Despite the use of interactive and conceptual teaching strategies, challenges such as explaining abstract concepts, maintaining student motivation, and addressing diverse learning needs persist. Teachers emphasize professional development, including lab training and workshops, to improve instructional quality. Limited lab facilities in some schools and a grade-focused system further complicate teaching effectiveness. This study underscores the need for targeted teacher training, improved resources, and inclusive strategies to enhance Chemistry education and foster equitable learning outcomes