Assessing the Effectiveness of 3D Molecular Models for Drawing Structures of Aliphatic Hydrocarbons at Wiawso College of Education
- March 14, 2021
- Posted by: RSIS
- Categories: Education, IJRSI
International Journal of Research and Scientific Innovation (IJRSI) | Volume VIII, Issue II, February 2021 | ISSN 2321–2705
Francis Abban – Acquah1 & Joseph Coleman2
1Science Department, Wiawso College of Education, Ghana
2Mathematics Department, Wiawso College of Education, Ghana
Abstract:- The study aimed at assessing the effectiveness of 3D molecular models for drawing structures of aliphatic hydrocarbons at Wiawso College of Education in the Western North Region of Ghana. The research design was Quasi experimental, Purposive sampling technique was used to select all the sixty-five(65) students in the second-year science class. The main instruments used in the collection of the data were tests and questionnaire. The scores obtained from the use of chalk board illustrations and3D molecular models were analysed using inferential statistics. The results obtained from the statistical analysis showed that there was significant difference in students’ performance in the use of chalk board illustrations and 3D molecular models. The analysis of the questionnaire showed that students generally appreciated the use of the 3D molecular models in the drawing structures of aliphatic hydrocarbons. Further research is also needed on the topic; specially to investigate the incorporation of computer-generated structures to enhance teaching and learning at Colleges of Education in Ghana
Key words: Aliphatic hydrocarbons, Tetravalent, Structure formular, condensed formular, molecular model
I. INTRODUCTION
This study seeks to find out the effectiveness of molecular models in drawing structures and naming of aliphatic hydrocarbons at Wiawso College of Education. The importance of the research in this area is due to the fact that there is a strong link between the teachers’ content knowledge, and the pedagogy they use to teach. Primarily, teachers’ knowledge affects the teaching and learning process whiles the learner’s knowledge is influenced by teacher experiences that reflects on such experiences (Caldderhead, 1996; Clark & Peterson, 1986). It is therefore reasonable to relate learning experiences of the learner to that of the influence of the teacher.
