The Attitudes Towards, and Experiences of, Laboratory Teaching in Year 1 Chemistry and Physics University Courses

Sneddon, P H; Douglas, R

doi:10.11120/ndir.2013.00013

Cited by 10 publications

(3 citation statements)

References 5 publications

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“…Of all the predictors, only the laboratory method is significant. This finding affirms the position of Brusa and Lupardus (2020), Piliang andDamopolii (2021), andSneddon andDouglas (2013) that students appreciate laboratory learning as a means to develop knowledge and skills. This goes further to explain why the students performed creditably in geometry with the use of the laboratory method.…”

Section: Discussionsupporting

confidence: 84%

Relationship between laboratory method of teaching, students’ attitude and gender on students’ performance in geometry

Ajai¹,

Ogungbile²

2023

J. Res. Instr.

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The relationship between the laboratory method of instruction, students' attitudes toward geometry, and gender on geometry performance was examined in this study. The investigation was conducted in the Jalingo metropolis of Taraba State, Nigeria. Both correlational and quasi-experimental designs were used in the investigation. The study included 160 Upper Basic School II pupils as its sample. Data were gathered using two instruments: the Geometry Achievement Test (GAT) and the Attitudes Toward Geometry Inventory (ATGI). The instruments were validated, and for the ATGI and GAT, respectively, their reliability indices were calculated to be 0.86 and 0.91. The results indicate that while student performance in geometry is inversely connected with the laboratory style of instruction, student attitudes toward geometry are positively correlated. It has been found that 56% of students' success in geometry may be predicted by factors such as their attitude toward mathematics, gender, and instructional strategies used in laboratories. According to the correlation statistics, the laboratory method accounts for 74% of student performance in geometry, gender for 9.6%, and attitude for 7.9%. To foster a good attitude toward geometry, it is recommended that the laboratory method of instruction be promoted in mathematics class.

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Section: Discussionsupporting

confidence: 84%

Relationship between laboratory method of teaching, students’ attitude and gender on students’ performance in geometry

Ajai¹,

Ogungbile²

2023

J. Res. Instr.

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“…However, there have been online experiments available, but this may not be sufficient which is why AL was seen to be relatively significant. Sneddon and Douglas [60] explained that the influence of the practical application of theoretical lessons would enhance the interest of students in the subject matter. Experiments should be presented and demonstrated as enjoyable, fun, and interesting in order to engage the students and gain their attention.…”

Section: Discussionmentioning

confidence: 99%

A Machine Learning Ensemble Approach for Predicting Factors Affecting STEM Students’ Future Intention to Enroll in Chemistry-Related Courses

Ong

2022

Sustainability

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The need for chemistry-related professionals has been evident with the rise of global issues such as the pandemic and global warming. Studies have indicated how an increase in the amount of professionals should start within the classroom setting, enhancing the interest and motivation of students to pursue higher education in the related field. This study aimed to evaluate and predict factors affecting STEM students’ future intention to enroll in chemistry-related courses. Through the use of machine learning algorithms such as a random forest classifier and an artificial neural network, a total of 40,782 datasets were analyzed. Results showed that attitude toward chemistry and perceived behavioral control represent the most influential factors, followed by autonomy and affective behavior. This demonstrated that students’ interest, application in real life, and the development of knowledge and skills are key indicators that would lead to a positive future intention for pursuing the course in higher education. This is the first study that has analyzed students’ future intentions using a machine learning algorithm ensemble. The methodology and results may be applied and extended among other human factor studies worldwide. Lastly, the presented discussion and analysis may be considered by other universities for their education strategies across different countries.

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“…Over the last two decades, there has been a limited number of research studies [14][15][16] conducted to explore the effectiveness of practical work in attaining the many aims discussed above on a number of tertiary science courses. However, research is still lacking on life science courses, like biology, zoology, botany and environmental sciences, which are also, by their nature, both hands and minds-on inquiry-based disciplines and as such, practical work has been considered an essential part of their curriculums.…”

Section: The Study Focusmentioning

confidence: 99%

The Effectiveness of a Must-Have Practical Work in Tertiary Life Science Education

Constantinou

Fotou

2020

Information

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The teaching of sciences has long been associated with practical work; an instructional tool that is believed to be effective in terms of both promoting learning as well as making the teaching of sciences enjoyable. However, empirical evidence on its effectiveness as a teaching method and whether it has any affective value for undergraduates is still lacking, when it has been deemed as one of the costliest aspects of science education. This paper reports on the preliminary findings of a mixed-methods case study conducted at a British university to examine the perceived aims of practical work as well as the effectiveness of practical work on conceptual understanding and motivating undergraduates according to the academic staff of a life sciences department. For the qualitative data presented here a questionnaire was administered to the academic staff who, along with Year 1 and Year 2 undergraduates, were interviewed and also observed during practical work classes. The preliminary findings showed that the perceived aims of practical work by the academic staff vary across years, while the observations revealed two types of lessons in which the importance of providing theoretical scaffolds during experiments so as to help undergraduates in linking concepts and theories with observables was prominent.

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The Attitudes Towards, and Experiences of, Laboratory Teaching in Year 1 Chemistry and Physics University Courses

Cited by 10 publications

References 5 publications

Relationship between laboratory method of teaching, students’ attitude and gender on students’ performance in geometry

Relationship between laboratory method of teaching, students’ attitude and gender on students’ performance in geometry

A Machine Learning Ensemble Approach for Predicting Factors Affecting STEM Students’ Future Intention to Enroll in Chemistry-Related Courses

The Effectiveness of a Must-Have Practical Work in Tertiary Life Science Education

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