Exploring Effective Pedagogies for Chemistry Instruction in Yemeni Schools

Abstract

This study investigates effective pedagogies for teaching chemistry in Yemeni schools, focusing on the unique educational context and challenges faced by educators. Through a combination of literature review and field observations, the research identifies successful strategies such as active learning, technology integration, and contextualized instruction that enhance student engagement and comprehension. Despite these promising practices, systemic issues—including large class sizes, inadequate resources, and traditional assessment methods—hinder effective implementation. The findings underscore the necessity for continuous professional development for teachers and emphasize the importance of adapting teaching methods to local contexts. This research aims to contribute to the improvement of chemistry education in Yemen and prepare students for future scientific endeavors.