This paper reports on a study that sought to improve pre-service science teachers’ performance in the International Union of Pure and Applied Chemistry (IUPAC) nomenclature of aliphatic hydrocarbons using flipped classroom instructional approach (FCA). The study employed a single group pre- and post-test action research design. The sample size consisted of forty-five (45) 1st year pre-service science teachers of Foso College of Education (FOSCO) taking the Introduction to Organic Chemistry I course. A purposive sampling technique of the non-probability sampling procedure was used to select the pre-service science teachers in an intact class. Pre-Service Science Teachers’ Hydrocarbon Concept Diagnostic Test and Pre-Service Science Teachers’ Hydrocarbon Concept Achievement Test were the research instruments used to collect the data. The instruments were pilot-tested at St. Ambrose College of Education and the reliability index found to be 0.75 for the pre-intervention test and 0.78 for the post-intervention test. After 9 weeks of engaging pre-service science teachers through in-class face-to-face activities and out-of-class online interaction of teaching and learning IUPAC nomenclature of aliphatic hydrocarbons, it came to light that pre-service science teachers’ performance had improved greatly after they have been exposed to FCA as an intervention strategy. It was recommended that College of Education chemistry tutors should adopt newly interactive and innovative instructional strategies such as the FCA so as to help pre-service science teachers overcome challenging chemical concepts like the IUPAC nomenclature and other difficult chemistry concepts in and out of colleges or schools.
This study investigated the effects of flipped inquiry-based learning approach (FIBL) on chemistry students' academic performance and learning experiences. This study utilized a mixed research methods approach with a quasi-experimental design. A convenient sampling technique was used to identify pre-service teachers studying chemistry at the college of education in Ghana. Quantitative data was obtained using a chemistry academic achievement test and critical thinking skills test. Qualitative data was obtained through a focus group conducted in the experimental class. Results from the quantitative data analysis showed a significant increase in students' academic performance and critical thinking skills in the pre-and post-test scores in experimental classes. Female pre-service teachers performed better with higher scores in chemistry learning outcomes than their male colleagues. In addition, the focus group results showed that students had positive views on learning in the FIBL environment in terms of learning convenience, peer collaboration, conceptual understanding, and learning skills. The study provides insight into flipped and inquiry-based learning as effective pedagogical approaches for delivering chemistry instructions. Overall, the results show that flipped inquiry-based learning is an effective pedagogical approach enabling students to develop learning potentials in chemistry.
This study examined the awareness level of chemistry tutors on gender responsive instructional approaches, and the extent to which the tutors apply gender responsive teaching practices in chemistry lessons at St. Ambrose College of Education in Ghana. A case study design was adopted for this study. Non-probability sampling techniques were used for the study. Specifically, the quota sampling and the purposive sampling procedure were adopted for the study. Purposive sampling procedure was used to select two chemistry tutors and a vice principal of the college. The student population was 72. Quota sampling was used to select 20 % of 38 females and 20 % of 34 males for the study. The sample for the study was 18. An interview guide and structured observation checklists were the main instruments used for the data collection. To determine the reliability of the interview questions and observation guide for both students and tutors, pilot test was conducted at Foso College of Education. Manual analysis was used to analyse the data. Thematic analysis was used for the analysis. The findings from the study revealed that chemistry tutors have adequate knowledge in gender instructional approaches because of regular professional development sessions. The vice principal, chemistry tutors and students identified the lack of chemistry laboratory, unsuitable classroom set up and desks and the weak guidance and counselling unit as the major hindrances to effective implementation of gender responsive instructional approaches during chemistry lessons. It was recommended that ergonometric desk, guidance and counselling unit, adequate teaching learning resources and chemistry laboratories should be provided to enhance effective implementation of gender pedagogy during chemistry lessons. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0902/a.php" alt="Hit counter" /></p>
This study evaluated The Differential Effects of Algorithm and Proportional Reasoning Approaches on Senior High School Students’ Understanding of Titrimetric Analysis in Berekum Presbyterian Senior High School in the Brong Ahafo Region. The target population was the science students in the school. The accessible population consisted of science one and science two final year elective chemistry students. Quasi-experimental design was used for this study. In this design the researcher used a questionnaire and test to solicit information on students’ understanding on the Effects of Proportional and Algorithm Reasoning Approaches. Purposive sampling technique was used to select 30 students for the research. Science A students formed the experimental group and were taught using algorithm approach while the science B students comprised the control group and were taught using the proportional reasoning approach. There was no interaction between the control group and the experimental group. Difference in performance in pre-test and post-test, the analysis of the study imply that students exposed to algorithm instructional approach to the teaching and learning in titrimetric analysis performed statistically better at significant level (p-value = 0.000 at a=0.05). Students in the experimental group (algorithm approach) performance were better in post-test than the post-test of students in the control group (proportional reasoning). The Hake Gain was then used to calculate for students understanding in titrimetric analysis using algorithm instructional approach in teaching and learning of titrimetric analysis. The gain 0.46 (SD = 0.132) achieved fell within the range i.e. 0.36< 〈 g〉 <0.68 meaning that students understood the titrimetric analysis after they were exposed to algorithm instructional approach. The results of the study imply that students exposed to algorithm instructional approach to the teaching and learning in titrimetric analysis performed significantly better than proportional instructional approach Keywords: algorithm approach, stoichiometry, proportional instructional approach, titration.
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