Many students have difficulty of learning abstract and complex topic in chemistry. This study investigated how students develop their understanding of abstract and complex topics of chemistry with the aid of visualizing tools: animation, simulation and video.
A particular focus of this investigation was to assess to what extent the uses of pedagogy based technology (PBT) is effective in learning chemistry. The combined effect of animation, simulation and video clips enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. The research was conducted with sequential embedded mixed research (quasi experimental and Explanatory) case study design. The experiment was carried out with second year chemistry students include 90(14 female and 76 male) students, 12 male chemistry lecturers and the college heads. The students were constituted 45 Control group and 45 Treatment groups. The groups were non-equivalent (convenient samples), suggesting that randomization was not possible as the students were in intact classes.
To apply animation, simulation and video in supporting student-centered learning activities of electrochemistry for second year students flash and micro media player were used. The treatment group was trained for two weeks how to operate and use animation, simulation and video software. Pre and Post tests were administrated to the target groups. The effectiveness of PBT was also evaluated by administrating separate Schedule containing open and closed ended questions.
The comments and ratings obtained from the learners‟ and lecturer insights provided the basis for the learning impact of the study. The result obtained from the
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experiment and responses of the schedule shows that PBT improves the performance of students. Therefore, to make the abstract and complex concepts of chemistry easy and clear Electrochemistry learning should be supported by animation simulation and video.
An extended study may help to understand the multi sensory benefit of Pedagogy-Based-Technology. Thus, a possible extension to this study should cover a variety of universities and should aim at evaluating its effectiveness in various context and subjects‟. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/10351 |
| Date | 05 1900 |
| Creators | Tesfaye Demissie Hailegebreal |
| Contributors | Ochonogor, Chukunoye E., Engida, Temechegne, Atagana, Harrison I. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xvi, 193 leaves) : col. ill., col. maps |
| Rights | University of South Africa |
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