Classroom Observation of Reaction Rate Teaching Using a Previously Developed Green Chemistry-Based Micromodule

Abstract

This descriptive observational study examined teaching practices during the reported classroom use of a previously developed green chemistry-based micromodule for reaction rates in an Advanced Basic Chemistry course. One non-participating observer assessed one lecturer and 24 students across two 100-minute sessions on April 13, 2026, using a single combined observation form. Of 17 detailed teaching indicators, 16 were marked positive and one negative (94.12% positive); eight separate overall judgments were positive. The negative detailed rating concerned visual aids such as slides or diagrams, whereas the broader instructional-media judgment was positive. Observer feedback noted clear explanations and practical activities and suggested improving time efficiency. The findings describe general instructional practices in the reported micromodule-use context, but the checklist did not document which micromodule sections were used or how students interacted with them. Accordingly, the percentage is not a measure of micromodule implementation fidelity or effectiveness. Green chemistry activities and environmental outcomes were not independently assessed. Further evidence linking observed activities to the existing resource is needed to evaluate its classroom implementation and potential relevance to SDG 4 and SDG 12.