Abstract:
This study explored the use of a Scratch software game on the performance of Preservice
science teachers on the concepts of electronic configuration of atoms and
hybridizations. An action research approach was adopted for the study. The study
targeted all 85 Pre-service science teachers (level 200 and 300) in Bagabaga College
of Education (BACE)-Ghana. However, only level 200 Pre-service science teachers
were accessible. A sample size of forty (40) Pre-service science teachers were
purposively sampled. The one-group, Pre-test, Post-test, and delayed-Post-test design
was employed to assess participants’ conceptual difficulties before, immediately after,
and two (2) weeks after the intervention. Test items covered three learning domains:
Knowledge, Comprehension, and Application. Semi-structured interviews were
employed as a follow-up to the Pre-test to find out the cause of participants’
conceptual difficulties. Observation schedule was also used to assess their interest and
level of participation in each activity during the intervention. Questionnaire sought
participants' perspectives on the Scratch software game's impact on their performance
and corroborating the observational data. Data were analysed on the appropriateness
of scientific reasoning. Findings showed that the use of the Scratch software game in
teaching the electronic configuration of atoms and hybridization provided a learning
environment where participants were given opportunity to visualise and apply
concepts through Digital Game-based activities improved their performance on these
two concepts. Again, the study revealed a positive influence on participants'
engagement, interests, and attitudes towards the Scratch software game. Moreover,
significant improvements in participants' performance, evidenced by the Post-test
results, were sustained even two weeks later. It is recommended that chemistry
teachers in the school should be trained to use the Scratch software game in making
their lessons interesting, and interactive in order to enhance participants’ learning
experiences.
Description:
A Thesis in the Department of Science Education,
Faculty of Science Education, submitted to the school of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Doctor of Philosophy
(Science Education)
In the University of Education, Winneba
