Use of Multiple Representations in Online General Chemistry Class: Promoting Chemical Understanding during the Covid-19 Pandemic

Abstract

Teaching and learning in chemistry have been shifted to online classes due to the pandemic. With this, researchers investigated the use of multiple representations embedded to determine its effectiveness in online learning setup. A pretest-posttest with control quasi-experimental design was employed to two groups of Grade 11 STEM students taking up a general chemistry course in a private secondary institution in Cebu City, Philippines. The control group (n=30) was exposed to typical online class while the experimental group (n=30) was exposed to the multiple representations. Study findings revealed that there have been significant mean gains for both groups, indicating the important role of online learning in chemistry. The experimental group (MD=3.03, t=2.495, p=.015) had significantly higher mean gains than the control group, signifying the more effective nature of multiple representations in chemistry teaching. Moreover, the students had highly favorable attitudes towards multiple representations and had average extents of understanding in the macroscopic, microscopic, and symbolic levels. Therefore, the use of multiple representations promotes students’ chemical understanding during the Covid-19 pandemic. The researchers recommend the use of these representations in chemistry teaching, where teachers start at the macroscopic level before they proceed to the more abstract levels.

Effectiveness and Acceptability of Laboratory Experiment Videos in Blended Chemistry Learning

“…The increased performances of the Control Group and Experimental Group A showed that traditional methods of teaching chemistry are applicable. Having hands-on laboratory activities allows the students to experience learning, which makes it a good option for learning Chemistry, as observed in recent literature on chemistry education (e.g., Sanchez, 2017Sanchez, , 2018Sanchez, , 2021Opona et al, 2022). The posttest performance of Experimental Group B is commendable because it showed that in the absence of lectures and physical labs, students could self-learn through videos.…”

“…Learning the concept of chemical changes drives us to see other evidence of chemical reactions. Chemistry teachers for this cause make use of different teaching styles to deliver this topic in their classes, such as ICT-supported strategy (Seibert et al, 2019), online experimentation (Babinčáková & Bernard, 2020), experiment method and computer simulations (Zendler & Greiner, 2020), and online multiple representations (Opona et al, 2022). With the advent of new technologies and in response to the limitations that the present health crisis brings about, teachers seek to adapt various techniques for students to be able to take hold and deepen their knowledge about pieces of evidence for chemical reactions.…”