Leveraging Popular Music for Enhanced Student Performance in Chemistry: A Combined Pedagogical Approach

This study explores the impact of integrating science popular music tunes into General Chemistry lessons on the academic performance of pre-service teachers. A quasi-experimental design was employed, involving 30 students divided into a control group, which received traditional instruction, and an experimental group, which was taught using a combination of traditional and science popular tunes. Pre-test and post-test assessments were conducted to evaluate learning outcomes. The findings demonstrated a statistically significant improvement in the post-test scores of the experimental group, indicating that music-based learning strategies can effectively enhance engagement, retention, and understanding of science concepts. The study concludes that incorporating science popular tunes into science instruction offers substantial benefits in improving student performance and engagement, advocating for the wider adoption of this innovative teaching method.