Hanson, Ruby
3 Publications in AERD
Author Publications
Export PDFThe Use of Collaborative Approaches on Students' Performances in Redox Reactions
By Adjei, Francis
This study investigated the use of collaborative instructional approaches on form two science students' performance in redox reactions. The sample for this study consisted of 106 science students from Winneba Senior High School in Ghana. The sample was selected from two intact classes in the school. After a pre-test organized for both classes, the class with the lower average score was assigned as the experimental group and the other class assigned the control group. Interviews, questionnaires, and tests were used as the main instruments to collect data for the study. The reliability of the questionnaire, pre-test, and post-test items which were determined using Cronbach alpha ranged from 0.76 to 0.80. A collaborative learning text-oriented instruction was applied in teaching the experimental group whereas conventional approach was used in teaching the control group. It was also found that a number of the students who took part in the study had wrong notions about redox reactions. The findings showed that there was a significant difference in performance between the experimental and control groups. The experimental group performed better in the post-test than the control group. It is recommended that chemistry teachers in Ghana should employ the collaborative learning approach in teaching chemistry to enhance the students' learning. © 2022 International Council of Associations for Science Education (ICASE). All Rights Reserved.
Students' engagement in learning by indigenous knowledge-chemistry lesson
By Anor, Charity Esenam
This study was aimed at assessing students' engagement in an integrated indigenous knowledge-chemistry lesson (IIK-CL) designed using the processes involved in cassava dough production. The paper focuses on the behavioural, emotional and cognitive engagement and their impact on students' construction of knowledge of the factors affecting rate of chemical reactions. The study was conducted in Swedru senior high school in the Agona East municipality of the Central Region of Ghana. A purposively sampled intact class of 26 students aged between 14 and 18 years formed the study. The control group for this study encompassed also 26 students randomly sampled from the remaining chemistry classes in the same grade as the study group. The IIK-CL, which employed the use of field trip and other interactive learning activities, was used to engage students in the learning concept. A quantitative research approach was used. Data before and after students' engagement in the IIK-CL were collected using questionnaires and an observational schedule. The IIK-CL recorded a significant level of behavioural, emotional and cognitive student engagement. This implies that students are most likely to be engaged in lessons that are relevant to their everyday lives thereby helping them in constructing understanding of scientific concept in their personal context. © 2022 University of Helsinki. All rights reserved.
Chemistry Teacher Trainees' use of Molecular Models in Learning Spiro and Bicyclic Compounds
By Quayson, Claudia
The study diagnosed chemistry teacher trainees' difficulties in naming and writing structures of spiro and bicyclic compounds. The case study design was conducted in a constructivist environment to enhance chemistry teacher trainees' ability to construct, represent, and interpret the structural formulae of spiro and bicyclic compounds. Purposive sampling technique was employed to select 126 1st-year chemistry teacher trainees from University of Education, Winneba for the study. The results revealed that chemistry teacher trainees had difficulties in naming and writing structural formulae of spiro and bicyclic compounds. However, through the effective use of molecular model kits in teaching naming and writing structures of spiro and bicyclic compounds, these chemistry teacher trainees became conscious of IUPAC rules for naming and writing spiro and other cyclic compounds. A t-test conducted indicated that a statistical signifi cance difference existed between students' performance before the implementation of the intervention and after the intervention. It is recommended that chemistry teachers should adopt the use of molecular model kits in teaching concepts of organic nomenclature. © 2022 Journal of Open Humanities Data. All rights reserved.
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