Development of a Didactic Approach for Teaching the Preparation of Maracujá Juice in the First Year of Scientific Humanities

Abstract

The shift from lecture-based teaching to more active and contextualised approaches helps to strengthen the anchoring of knowledge while developing practical and transversal skills. It is in this perspective that the initiative was born to design and experiment with didactic engineering centred on the production of maracuja juice, a locally available product rich in educational interests. This study aimed to evaluate the impact of a didactic engineering approach applied to the teaching of passion fruit juice preparation. Using a quasi-experimental pre-test/post-test design, the study analyzes the evolution of students' performance before and after the pedagogical intervention. The survey was conducted in six secondary schools located in the city of Goma. All students enrolled in the level studied here, the 7th year or first year of scientific humanities in the six schools in the city of Goma, constituted the reference population. Data collected through standardized tests and analyzed using paired t-tests and one-way ANOVA revealed a significant improvement in post-intervention results, with an average gain of 19.8 points. Performance differences were also observed between schools, suggesting that contextual factors may influence the effectiveness of the intervention. Qualitative feedback from teachers further highlighted the relevance of the training received, particularly regarding the structure of the didactic sequences, the dynamic facilitation, and the clarity of learning objectives. However, certain aspects, such as content balance and the understanding of chemical concepts, require further refinement. The study concludes that the implemented didactic approach is effective and recommends its extension to other themes, while emphasizing the importance of ongoing pedagogical support to ensure successful and equitable implementation across diverse school settings.