eng Science and Education Publishing American Journal of Educational Research 2327-6150 2026-08-20 14 8 248 256 10.12691/education-14-8-1 EDUCATION20261481 article Marit Kristin Leiren 1 Kari Grete Nordli B?rve 1 Rhiannon Tveiten Lewis 1 Signe Steinkopf 1 Department of Safety, Chemistry and Biomedical laboratory Sciences Name, Western Norway University of Applied Sciences, Bergen, Norway In this study, a context-based learning approach was implemented through a laboratory exercise in which students analyzed the artificial sweetener aspartame using multiple analytical techniques. The students gained hands-on experience with ultraviolet (UV), infrared (IR) and nuclear magnetic resonance (NMR) spectroscopy, as well as mass spectrometry (MS), and applied the spectra they acquired to investigate and interpret the chemical structure of aspartame. The results from the project were presented in both written and oral presentations. By grounding the laboratory exercise in a familiar, real-world product, the context-based learning activity (CBL) was designed to strengthen conceptual understanding and increase student engagement. To evaluate the success of this pedagogical method, Wilcoxon¡¯s rank-sum test was conducted to assess student satisfaction with the quality and effectiveness of learning. Results indicated a significant improvement in both the students¡¯ knowledge of spectroscopic methods and their overall satisfaction with the learning experience. https://pubs.sciepub.com/education/14/8/1/education-14-8-1.pdf Undergraduate/Graduate Education Analytical Chemistry Organic Chemistry Qualitative Analysis Food Additive Context-based learning (CBL) Hands-on Learning