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Using visuo-spatial models to improve students’ performance in molecular and hybridization geometries

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dc.contributor.author Sarpong, L.
dc.date.accessioned 2020-03-03T08:46:29Z
dc.date.available 2020-03-03T08:46:29Z
dc.date.issued 2015-09
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/707
dc.description A thesis in the Department of SCIENCE EDUCATION, Faculty of SCIENCE EDUCATION, submitted to the School of Research and Graduate Studies in the University of Education, Winneba, in partial fulfilment of the requirements for the award of A Master of Philosophy Degree in Science Education. en_US
dc.description.abstract The study determined the impact of using Visuo-Spatial Models (VSM) in teaching Molecular Geometry and Hybridization Geometry with associate Bond angles on College student’s performance at St. Joseph College of Education, Bechem. In the study, two cohorts labelled as experimental and control groups were used. The experimental group received instructions using the visuo-spatial approach of teaching. The control group on the other hand, was taught using the conventional approach of teaching. A pre-interventional test was used to determine whether the two cohorts had similar conceptual understanding before applying the interventions. The same mean score of 22.63 was obtained for the two groups with a slight difference in their standard deviations; 10.34 for the control group and 10.32 for the experimental group. After applying the interventions on the two groups, post-interventional test was conducted for each of the groups. The calculated mean score values for postinterventional test for the two groups; the experimental group and the control group were 77.55 and 36.92 respectively. Major findings are as follows: (a) Some of the teaching approaches widely used by tutors who were teaching molecular and hybridization geometries include: lecture method only, reading from pamphlets and giving explanations and others (b) conventional teaching approach makes concepts difficult for students to comprehend (c) Students face difficulties to comprehend molecular and hybridisation geometries when presented to them in theoretical manner. (d) visuo-spatial model enhances student’s academic performance and argumentative skills far better than the conventional teaching approach. The research revealed that when students are taught through manipulations of VSM, it builds their visuo-spatial thinking (thinking through imaginations), develops their creative thinking skills, creates competition in learning among students, develops speaking and presentation skills of students, enhances their argumentative skills of students, and also prepares them to become tolerant towards others’ views. en_US
dc.language.iso en en_US
dc.publisher University of Education, Winneba en_US
dc.subject Molecular en_US
dc.subject Hybridization en_US
dc.subject Molecular Geometries en_US
dc.subject Hybridization Geometries en_US
dc.subject Visuo-Spatial Model en_US
dc.subject Students performance en_US
dc.title Using visuo-spatial models to improve students’ performance in molecular and hybridization geometries en_US
dc.type Thesis en_US


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