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 post interventional 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.
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.
SEPTEMBER, 2015