Utilising Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
This study investigated the effect of using computer simulation and molecular modeling software to teach hybridization concepts in senior high school chemistry classes. 129 students were divided into experimental and control groups. The experimental groups used the computer tools for two weeks while the control group used traditional teaching methods. Students in the experimental groups that used cooperative learning performed best, and all experimental groups performed better than the control group on post-tests of hybridization concepts. The study found that computer simulations and molecular modeling software improved student understanding and performance in hybridization topics compared to traditional instruction alone. It recommends chemistry teachers adopt these tools, especially in a cooperative learning environment.
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
Adapting E-Learning situations for international reuse (Richter, Pawlowski, L...Richter Thomas
Pre-Publish Version of: Richter, T., Pawlowski, J.-M., & Lutze, M. (2008). Adapting E-Learning situations for international reuse. In: Sudweeks F., Hrachovec, H., & Ess, C. (Eds.), CATaC'08 Proceedings (Nimes, France): Cultural Attitudes towards Technology and Communication, School of Information Technology, Murdoch University, Murdoch, Australia, pp. 713-725.
Aldalalah 2014 - perceptions of blended learning competencies and obstacles...Zalina Zamri
The purpose of this study was to investigate the effects of locus of control and anxiety level on the Jordanian educational technology students’ perceived blended learning competencies and obstacles.
Adapting E-Learning situations for international reuse (Richter, Pawlowski, L...Richter Thomas
Pre-Publish Version of: Richter, T., Pawlowski, J.-M., & Lutze, M. (2008). Adapting E-Learning situations for international reuse. In: Sudweeks F., Hrachovec, H., & Ess, C. (Eds.), CATaC'08 Proceedings (Nimes, France): Cultural Attitudes towards Technology and Communication, School of Information Technology, Murdoch University, Murdoch, Australia, pp. 713-725.
The concept of ubiquitous computing is notoriously documented and successfully applied as society at large
has blissfully accepted and heavily relies upon the pervasive and omnipresence of the online network to
wirelessly connect and seamlessly access the massive knowledge-base and social media. On the other hand,
smart environments are a complex research area that require meticulous attention and in-depth
investigation before being employed as they interact directly with the users. When both these areas come
together within an educational environment, the necessity and exigency of ensuring safe and sound
conditions escalate even more. In this paper, we present ubiquitous learning as one of a number of elearning
affordances within a new learning model as it factors in to addresses one particular aspect of a
smart classroom. The justifications, challenges, and recommendations of embodying our philosophical
concept within a working model are also put forward in what could potentially be the next generation
model of physical classrooms.
ChemicAble is an interactive tabletop interface that helps students of grade 8-10 understand ionic compound formation. It acts as an exercise tool for students to understand better the concepts of ionic bonding by letting them explore and learn. It has first 20 elements of the periodic table being represented by 20 hemispherical tokens (atoms). Lewis dot structure which is being taught in these classes, formed the basis of our instructional content for the prototype.
Lecturing Well. Workshop presented at AMEE 2012 in Lyon, France. Aug 18, 2012. Shared under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
The Influence of Learning using Contextual Teaching and Learning Approach to ...IJAEMSJORNAL
Learning process should be able to attract interest and make students active in learning, which material can be taken directly through the phenomenon experienced in daily life. This study aims to determine the influence of learning using Contextual Teaching and Learning (CTL) approach to physics learning outcomes of Newton's Law about Motion. The sample is students of class X MIA5 in SMA Negeri 14 Bandarlampung using Pretest-Posttest Control Group Design. Techniques of data collection using cognitive learning outcomes test instrument. The data analyzed by using normality test, N-Gain test, and Paired Sample T-test. The result of research indicates that there is the influence of using CTL approach in improving student learning outcomes of Newton's Law About motion, with p-value significantly different at 95% confidence level so it can be stated that there is the difference of pretest and posttest mean result using CTL approach. The average N-Gain score is 0.73 which included in the high category. It shows that the application of CTL approach has influence in improving student learning outcomes.
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
EFFECTS OF COMPUTER-BASED SIMULATIONS TEACHING APPROACH ON CHEMISTRY SELF-CON...IJITE
The role of Chemistry education is to help in the development of scientific attitude in the learner. The
students’ performance in Chemistry at the national examinations in Kenya has remained poor, despite the
importance attached to the subject. Many factors influence this performance, one being learners' chemistry
self-concept. Computer-Based Instruction may help address the problem of student’s negative chemistry
self-concept as most educational institutions take learning online due to COVID -19 pandemic. In an
attempt to address this, this study aimed at finding out the effects of Computer-Based Simulations (CBS) on
students’ chemistry self-concept. The study involved quasi-experimental research using Solomon Four
Non- Equivalent Control Group Design. Sample size was 175 students. Instrument of data collection was
Chemistry Self-Concept Questionnaire (CSCQ). Results revealed that there is statistically significant
difference in the chemistry self-concept of students taught through CBS and those taught through Regular
Teaching Methods (RTM). Students taught through CBS acquired a higher level of chemistry self-concept
than those taught through RTM.
This study determined how chemistry instruction using technology affected student achievement and retention. To achieve the goal of the study, Solomon’s four-group quasi-experimental research design was used. The one-way analysis of variance (ANOVA) and independent sample t-test were used to statistically examine the data. A one-way ANOVA analysis revealed that, for achievement and retention, respectively, the mean scores of both trial groups showed statistically significant differences from the mean scores of comparison groups F (3.161)=88.568, p<0.05 and F (3.161)=14.75, p<0.05). The independent samples t-test on the achievement and retention post-test mean score of the experimental and comparison groups respectively, was statistically significant (t (163)=16.05, p<0.05 and t (162.09)=7.61, p<0.05). Independent sample t-test shows that male and female students’ post-test scores for achievement or retention in the experimental group results was (t (42)=1.53; p>0.05 and t (38)=-0.465; p>0.05, respectively. This intervention has no statistically significant gender related impact on students’ achievement and retention. Thus, it is conceivable to draw the conclusion that chemistry instruction that incorporates technology enhances student achievement and retention, but its effect is gender neutral. According to recent studies, chemistry teachers and teacher training programs should use technology-integrated lessons to help students acquire and recall chemical bonding concepts.
The concept of ubiquitous computing is notoriously documented and successfully applied as society at large
has blissfully accepted and heavily relies upon the pervasive and omnipresence of the online network to
wirelessly connect and seamlessly access the massive knowledge-base and social media. On the other hand,
smart environments are a complex research area that require meticulous attention and in-depth
investigation before being employed as they interact directly with the users. When both these areas come
together within an educational environment, the necessity and exigency of ensuring safe and sound
conditions escalate even more. In this paper, we present ubiquitous learning as one of a number of elearning
affordances within a new learning model as it factors in to addresses one particular aspect of a
smart classroom. The justifications, challenges, and recommendations of embodying our philosophical
concept within a working model are also put forward in what could potentially be the next generation
model of physical classrooms.
ChemicAble is an interactive tabletop interface that helps students of grade 8-10 understand ionic compound formation. It acts as an exercise tool for students to understand better the concepts of ionic bonding by letting them explore and learn. It has first 20 elements of the periodic table being represented by 20 hemispherical tokens (atoms). Lewis dot structure which is being taught in these classes, formed the basis of our instructional content for the prototype.
Lecturing Well. Workshop presented at AMEE 2012 in Lyon, France. Aug 18, 2012. Shared under Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
The Influence of Learning using Contextual Teaching and Learning Approach to ...IJAEMSJORNAL
Learning process should be able to attract interest and make students active in learning, which material can be taken directly through the phenomenon experienced in daily life. This study aims to determine the influence of learning using Contextual Teaching and Learning (CTL) approach to physics learning outcomes of Newton's Law about Motion. The sample is students of class X MIA5 in SMA Negeri 14 Bandarlampung using Pretest-Posttest Control Group Design. Techniques of data collection using cognitive learning outcomes test instrument. The data analyzed by using normality test, N-Gain test, and Paired Sample T-test. The result of research indicates that there is the influence of using CTL approach in improving student learning outcomes of Newton's Law About motion, with p-value significantly different at 95% confidence level so it can be stated that there is the difference of pretest and posttest mean result using CTL approach. The average N-Gain score is 0.73 which included in the high category. It shows that the application of CTL approach has influence in improving student learning outcomes.
The learning teaching process has undergone a paradigm shift in recent years. It has shifted from teacher centred to student centred. Hence, the challenge of a teacher has become as to how to cater to the needs of all types of learners in the classroom when their learning styles vary according to their individual needs. Heutagogy is a technique of self-determined learning with practices and principles rooted from andragogy that could be responsible for the developments in higher education. This technique coupled with e-content is an innovative strategy that provides multi-sensory experience to the learners. The learners can visualize the entire content and attain mastery over the topics. In the present study, the e-content on osmosis was developed and given to the tertiary learners for learning. Pre-test and post-test were administered to the samples to ascertain the effectiveness of heutagogy integration into e-content. The results of the study revealed that e-content with heutagogical approach for learners of higher education were effective.
EFFECTIVENESS OF HEUTAGOGY INTEGRATED E-CONTENT MODULES ON UNDESTANDING OSMOS...
Ähnlich wie Utilising Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
EFFECTS OF COMPUTER-BASED SIMULATIONS TEACHING APPROACH ON CHEMISTRY SELF-CON...IJITE
The role of Chemistry education is to help in the development of scientific attitude in the learner. The
students’ performance in Chemistry at the national examinations in Kenya has remained poor, despite the
importance attached to the subject. Many factors influence this performance, one being learners' chemistry
self-concept. Computer-Based Instruction may help address the problem of student’s negative chemistry
self-concept as most educational institutions take learning online due to COVID -19 pandemic. In an
attempt to address this, this study aimed at finding out the effects of Computer-Based Simulations (CBS) on
students’ chemistry self-concept. The study involved quasi-experimental research using Solomon Four
Non- Equivalent Control Group Design. Sample size was 175 students. Instrument of data collection was
Chemistry Self-Concept Questionnaire (CSCQ). Results revealed that there is statistically significant
difference in the chemistry self-concept of students taught through CBS and those taught through Regular
Teaching Methods (RTM). Students taught through CBS acquired a higher level of chemistry self-concept
than those taught through RTM.
This study determined how chemistry instruction using technology affected student achievement and retention. To achieve the goal of the study, Solomon’s four-group quasi-experimental research design was used. The one-way analysis of variance (ANOVA) and independent sample t-test were used to statistically examine the data. A one-way ANOVA analysis revealed that, for achievement and retention, respectively, the mean scores of both trial groups showed statistically significant differences from the mean scores of comparison groups F (3.161)=88.568, p<0.05 and F (3.161)=14.75, p<0.05). The independent samples t-test on the achievement and retention post-test mean score of the experimental and comparison groups respectively, was statistically significant (t (163)=16.05, p<0.05 and t (162.09)=7.61, p<0.05). Independent sample t-test shows that male and female students’ post-test scores for achievement or retention in the experimental group results was (t (42)=1.53; p>0.05 and t (38)=-0.465; p>0.05, respectively. This intervention has no statistically significant gender related impact on students’ achievement and retention. Thus, it is conceivable to draw the conclusion that chemistry instruction that incorporates technology enhances student achievement and retention, but its effect is gender neutral. According to recent studies, chemistry teachers and teacher training programs should use technology-integrated lessons to help students acquire and recall chemical bonding concepts.
Effects of Inquiry-Based Learning Strategies on Chemistry Students’ Conceptio...AJHSSR Journal
The study identified Senior Secondary School II (SS2) students’ misconceptions and determined
the effect of inquiry-based learning strategies: Investigate Discuss (ID), Predict-Discuss-Investigate-Discuss
(PDID) and Teacher Demonstration (TD) on students’ conceptual knowledge at macroscopic, microscopic and
symbolic levels in chemical kinetics and equilibrium. The pre-test post-test quasi experimental control group
design as adopted. 359 SS2 chemistry students were randomly sampled from nine public schools in Lagos
States, Nigeria. The validated Conceptual Knowledge Test (CKT) was easy test, structured to reflect the three
levels of conceptual knowledge was the major instrument for the study. There were operational guides for the
learning strategies which comprised eight practical activities that had same contents but different procedural
steps in their implementations. The mean, simple percentage and bar chat were used in analysing students
responses to pre-test and post-test of CKT. The study identified the students’ misconceptions in chemical
kinetics and equilibrium. The results indicated that the ID followed by the PDID was more effective in
promoting conceptual knowledge of microscopic and symbolic levels in chemical kinetics and equilibrium. The
ID and PDID learning strategies are recommended for chemistry teaching to improve students’ achievement in
conceptual knowledge at microscopic and symbolic levels of content representations in chemistry
Effect of Mnemonic and Teaching of Oxidation and Reduction Reactions to Secon...Premier Publishers
The purpose of the study was to ascertain the effect of teaching with or without Mnemonic on the academic performance of secondary school students in Chemistry in Calabar Education Zone, Cross River State, Nigeria. The sample consisted of 60 students selected by stratified random sampling method. The pretest-posttest control group quasi- experimental research design was adopted in the study. The treatment lasted for a period of four weeks. The data collected with a 60-item multiple choice achievement test instrument were analyzed using independent t test. The results indicated that there was a significant difference in the academic performance of students taught oxidation reduction reactions with and without mnemonic.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Effect of Multimodal Instructional Approaches on Students Learning of Chemist...Premier Publishers
Continuous use of traditional instruction has proven to give results of unsatisfactory performance, misconceptions and poor attitudes towards chemistry for most students. This study was designed to examine the differential effects of multimodal instructional and traditional instructional approaches on selected Colleges of Education students’ understanding of chemistry topics to remove the drawbacks of the traditional instructional methods used to teach Chemistry. The sample of the study involved 120 students who were randomly selected into groups from two colleges of Education. The primary data was collected from interview, questionnaire and pre and post-tests for the study. The results indicated that most of students who participated in the study had difficulties learning Chemistry concepts, hold a lot of misconceptions and negative attitudes and interest in learning the topics of the subject. The difficulties were attributed to the sort of instructional approach used to teach Chemistry. Multimodal instructional approaches were proven to show positive significant effect on students’ learning chemistry in the Colleges. There was high improvement in the performance and interest of students to learn Chemistry concepts. The students who were taught by multimodal instructional approaches could interpret and comprehend more chemistry concepts in the study than those who were taught by traditional instructional approach.
Analysis of Students’ Error in Learning of Mole Concept among Selected Senior...iosrjce
The purpose of the study was to determine the students’ error in learning mole concept A total of 120
Senior Secondary 2 chemistry students randomly selected from two private schools in Zaria with a mean age of
17 constituted the sample size for the study. The Chemistry achievement tests (CAT) and Mole concept
diagnostic test (MDT) were used as the instruments for the study . Diagnostic interview and semi-structured
questionnaire were also used to identify at which level students’ errors occur in solving problems and the
perception of students towards mole concept was that success can be achieved in problem solving with a good
grasp of the subject and an above average mathematical ability. The type of error analyzed were based on the
modified Newman Error Hierarchy Model that includes reading type error, comprehension, transformation,
process skill, and encoding error. Data was analyzed using mean, percentage, frequency, Duncan’s (MultipleRange)
and Wilcoxon test at P< 0.05. The study found out among others that the error most students make
involving transformation and process skill in solving problems in mole concept was significant (P<0.05) .There
was no error found in reading. The number of students who made encoding error and carelessness was small.
The students’ error in solving problems in mole concept was due to their weaknesses in stoichiometry and basic
arithmetical operations. The need for an appropriate and friendly pedagogical approach in the learning of mole
concept was proposed and recommendations were made based on findings
Much evidence exists of heterogeneous and non-linear ability peer effects in test scores. However, little is known about the mechanisms that generate them and whether this evidence can be used to improve the organization of classrooms. This paper is the first to study student rank concerns as a mechanism behind ability peer effects. First, it uses a theoretical model where students care about their achievement relative to that of their peers to derive predictions on the shape of peer effects. Second,
it proposes a new method to identify heterogeneous and non-linear peer effects. Third, it tests the theoretical predictions in a novel empirical setting that uses the Chilean 2010 earthquake as a natural experiment. The results indicate that rank concerns generate peer effects among Chilean 8th graders. An important implication is that educators can exploit the incentives generated by academic competition when choosing classroom assignment rules.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
The research aimed to develop a valid and practical Conceptual Change Texts (CCT) of Newtonian mechanics materials. The method used was educational research and development. The data were collected using questionnaires and expert validation sheets, as well as questionnaires and interviews with students. The design of the CCT was developed based on the conceptual change theory using the following format: situation, questions, space for answers and reasons, misconception forms, and correct concept explanations. There have been 21 developed units of the CCT distributed in four chapters, i.e. Basic Laws, Applications of the Basic Laws, Work and Energy, and Impulse and Momentum. The results of the data analysis revealed that the CCT had content, conformity with needs, language, presentation, and graphic feasibility levels of 70%, 40%, 80%, 90%, 87%, respectively to mean that the teaching materials were very valid. Based on the practicality test, the teaching materials were very practical, i.e. 87%. In other words, the Newtonian mechanics CCT was easy to read and understand and could be used to change misconceptions. Educators can use these supplement teaching materials in the Basic Physics courses in college and in mechanics topics in a high school.
Correcting Students’ Chemical Misconceptions based on Two Conceptual change s...iosrjce
The purpose of the study was to correct students’ misconceptions using constru ctivism and analogy
as instructional technique and to evaluate the effect on achievement. The participants in the study included 66
SSII Chemistry Students from two intact classes of a chemistry course instructed by the researchers. One class
was randomly assigned as the experimental group, and was instructed with constructivism and analogy
approach; the other class was assigned as control group and was instructed with lecture method. Chemical
Concept Achievement Test (CCAT) was administered to the experimental the two groups as pre -test and post
test to measure the students’ prior knowledge and achievements respectively. The results showed that students
in the experimental group performed better than those in the control group, using the t-test statistic at (P <
0.05). The correlation coefficient (r) of the pretest and post-test of the experimental group was also significant.
It was concluded that teaching by constructivism and analogy was a better way of correcting students’ chemical
misconceptions. Teachers are therefore, advised to adopt this teaching method. Text writers and curriculum
developers are advised to also change their texts and curriculum designs respectively
Ähnlich wie Utilising Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools (20)
Evaluation of Agro-morphological Performances of Hybrid Varieties of Chili Pe...Premier Publishers
In Benin, chilli pepper is a widely consumed as vegetable whose production requires the use of performant varieties. This work assessed, at Parakou and Malanville, the performance of six F1 hybrids of chilli including five imported (Laali, Laser, Nandi, Kranti, Nandita) and one local (De cayenne), in completely randomized block design at four replications and 15 plants per elementary plot. Agro-morphological data were collected and submitted to analysis of variance and factor analysis of mixed data. The results showed the effects of variety, location and their interactions were highly significant for most of the growth, earliness and yield traits. Imported hybrid varieties showed the best performances compared to the local one. Multivariate analysis revealed that 'De cayenne' was earlier, short in size, thin-stemmed, red fruits and less yielding (≈ 1 t.ha-1). The imported hybrids LaaliF1 and KrantiF1 were of strong vegetative vigor, more yielding (> 6 t.ha-1) by developing larger, long and hard fruits. Other hybrids showed intermediate performances. This study highlighted the importance of imported hybrids in improving yield and preservation of chili fruits. However, stability and adaptation analyses to local conditions are necessary for their adoption.
An Empirical Approach for the Variation in Capital Market Price Changes Premier Publishers
The chances of an investor in the stock market depends mainly on some certain decisions in respect to equilibrium prices, which is the condition of a system competing favorably and effectively. This paper considered a stochastic model which was latter transformed to non-linear ordinary differential equation where stock volatility was used as a key parameter. The analytical solution was obtained which determined the equilibrium prices. A theorem was developed and proved to show that the proposed mathematical model follows a normal distribution since it has a symmetric property. Finally, graphical results were presented and the effects of the relevant parameters were discussed.
Influence of Nitrogen and Spacing on Growth and Yield of Chia (Salvia hispani...Premier Publishers
Chia is an emerging cash crop in Kenya and its production is inhibited by lack of agronomic management information. A field experiment was conducted in February-June and May-August 2021, to determine the influence of nitrogen and spacing on growth and yield of Chia. A randomized complete block design with a split plot arrangement was used with four nitrogen rates as the main plots (0, 40, 80, 120 kg N ha-1) and three spacing (30 cm x 15 cm (s1), 30 cm x 30 cm (s2), 50 cm x 50 cm (s3)). Application of 120 kg N ha-1 significantly increased (p≤0.05) vegetative growth and seed yield of Chia. Stem height, branches, stem diameter and leaves increased by 23-28%, 11-13%, 43-55% and 59-88% respectively. Spacing s3 significantly increased (p≤0.05) vegetative growth. An increase of 27-74%, 36-45% and 73-107% was recorded in number of leaves, stem diameter and dry weight, respectively. Chia yield per plant was significantly higher (p≤0.05) in s3. However, when expressed per unit area, s1 significantly produced higher yields. The study recommends 120 kg N ha-1 or higher nitrogen rates and a closer spacing of 15 cm x 30 cm as the best option for Chia production in Kenya.
Enhancing Social Capital During the Pandemic: A Case of the Rural Women in Bu...Premier Publishers
Social capital plays an essential role in empowering people for social and economic change even during the pandemic. A livelihood project of the government was implemented among the members of a women’s association of a disadvantaged upland community in Bukidnon province, Southern Philippines for inclusive development. This study was conducted to determine the influence of some socio-economic attributes and the change in the knowledge level on the social capital of the rural women amidst the pandemic. The activities of the project were implemented considering the health protocols imposed by the government during the health crisis. The findings revealed that the trainings conducted resulted to a positive change in the knowledge level among the rural women. This facilitated the production of vegetables for their households and generated additional income very necessary during the pandemic especially that other economic activities were hindered. Similarly, there was a significant increase in the social capital of the rural women during the last two years. The main occupation, sources of income and their ethnicity significantly influenced the social capital of the rural women. The rural development workers and policymakers must consider the social capital of the group in the implementation of poverty alleviation programs.
Impact of Provision of Litigation Supports through Forensic Investigations on...Premier Publishers
This paper presents an argument through the fraud triangle theory that the provision of litigation supports through forensic audits and investigations in relation to corporate fraud cases is adequate for effective prosecution of perpetrators as well as corporate fraud prevention. To support this argument, this study operationalized provision of litigation supports through forensic audit and investigations, data mining for trends and patterns, and fraud data collection and preparation. A sample of 500 respondents was drawn from the population of professional accountants and legal practitioners in Nigeria. Questionnaire was used as the instrument for data collection and this was mailed to the respective respondents. Resulting responses were analyzed using the OLS multiple regression techniques via the SPSS statistical software. The results reveal that the provision of litigation supports through forensic audits and investigations, fraud data mining for trends and patterns and fraud data collection and preparation for court proceedings have a positive and significant impact on corporate fraud prevention in Nigeria. This study therefore recommends that regulators should promote the provision of litigation supports through forensic audits and investigations in relation to corporate fraud cases in publicly listed firms in Nigeria, as this will help provide reports that are acceptable in court proceedings.
Improving the Efficiency of Ratio Estimators by Calibration WeightingsPremier Publishers
It is observed that the performances of most improved ratio estimators depend on some optimality conditions that need to be satisfied to guarantee better estimator. This paper develops a new approach to ratio estimation that produces a more efficient class of ratio estimators that do not depend on any optimality conditions for optimum performance using calibration weightings. The relative performances of the proposed calibration ratio estimators are compared with a corresponding global [Generalized Regression (GREG)] estimator. Results of analysis showed that the proposed calibration ratio estimators are substantially superior to the traditional GREG-estimator with relatively small bias, mean square error, average length of confidence interval and coverage probability. In general, the proposed calibration ratio estimators are more efficient than all existing estimators considered in the study.
Urban Liveability in the Context of Sustainable Development: A Perspective fr...Premier Publishers
Urbanization and quality of urban life are mutually related and however it varies geographically and regionally. With unprecedented growth of urban centres, challenge against urban development is more in terms of how to enhance quality of urban life and liveability. Making sense of and measuring urban liveability of urban places has become a crucial step in the context of sustainable development paradigm. Geographical regions depict variations in nature of urban development and consequently level of urban liveability. The coastal regain of West Bengal faces unusual challenges caused by increasing urbanization, uncontrolled growth, and expansion of economic activities like tourism and changing environmental quality. The present study offers a perspective on urban liveability of urban places located in coastal region comprising of Purba Medinipur and South 24 Parganas districts. The study uses the liveability standards covering four major pillars- institutional, social, economic and physical and their indicators. This leads to develop a City Liveability Index to rank urban places of the region, higher the index values better the urban liveability. The data for the purpose is collected from various secondary sources. Study finds that the eastern coastal region of the country covering state of West Bengal depicts variations in index of liveability determined by physical, economic, social and institutional indicators.
Transcript Level of Genes Involved in “Rebaudioside A” Biosynthesis Pathway u...Premier Publishers
Stevia rebaudiana Bertoni is a plant which has recently been used widely as a sweetener. This medicinal plant has some components such as diterpenoid glycosides called steviol glycosides [SGs]. Rebaudioside A is a diterpenoid steviol glycoside which is 300 times sweeter than table sugar. This study was done to investigate the effect of GA3 (50 mg/L) on the expression of 14 genes involved in Rebaudioside A biosynthesis pathway in Stevia rebaudiana under in vitro conditions. The expression of DXS remarkably decreased by day 3. Also, probably because of the negative feedback of GA3 on MEP-drived isoprenes, GGDS transcript level reached its lowest amount after GA3 treatment. The abundance of DXR, CMS, CMK, MCS, and CDPS transcripts showed a significant increase at various days after this treatment. A significant drop in the expression levels of KS and UGT85C2 is detected during the first day. However, expression changes of HDR and KD were not remarkable. Results revealed that the level of transcript of UGT74G1 and UGT76G1 up regulated significantly 4 and 2 times higher than control, respectively. However, more research needs to shed more light on the mechanism of GA3 on gene expression of MEP pathway.
Multivariate Analysis of Tea (Camellia sinensis (L.) O. Kuntze) Clones on Mor...Premier Publishers
Information on genetic variability for biochemical characters is a prerequisite for improvement of tea quality. Thirteen introduced tea clones characterized with objective; assessing tea clones based on morphological characters at Melko and Gera research stations. The study was conducted during 2017/18 cropping season on experimental plots in RCBD with three replications. Data recorded on morphological traits like days from pruning to harvest, height to first branch, stem diameter, leaf serration density, leaf length, leaf width, leaf size, petiole length, leaf ratio, internode length, shoot length, number of shoot, canopy diameter, hundred shoot weight, fresh leaf yield per tree. Cluster analysis of morphological trait grouped into four clusters indicated, the existence of divergence among the tested clones. The maximum inter-cluster distance was between clusters I and IV (35.27) while the minimum inter cluster distance was observed between clusters I and II (7.8).Principal components analysis showed that the first five principal components with eigenvalues greater than one accounted 86.45% for 15 morphological traits. Generally, the study indicated presence of variability for several morphological traits. However, high morphological variation between clones is not a guarantee for a high genetic variation; therefore, molecular studies need to be considered as complementary to biochemical studies.
Causes, Consequences and Remedies of Juvenile Delinquency in the Context of S...Premier Publishers
This research work was designed to examine nature of juvenile offences committed by juveniles, causes of juvenile delinquency, consequences of juvenile delinquency and remedies for juvenile delinquency in the context of Sub-Saharan Africa with specific reference to Eritrea. Left unchecked, juvenile delinquents on the streets engage in petty theft, take alcohol or drugs, rape women, rob people at night involve themselves in criminal gangs and threaten the public at night. To shed light on the problem of juvenile delinquency in the Sub-Saharan region data was collected through primary and secondary sources. A sample size of 70 juvenile delinquents was selected from among 112 juvenile delinquents in remand at the Asmara Juvenile Rehabilitation Center in the Eritrean capital. The study was carried out through coded self-administered questionnaires administered to a sample of 70 juvenile delinquents. The survey evidence indicates that the majority of the juvenile respondents come either from families constructed by unmarried couples or separated or divorced parents where largely the father is missing in the home or dead. The findings also indicate that children born out of wedlock, families led by single mothers, lack of fatherly role models, poor parental-child relationships and negative peer group influence as dominant causes of juvenile infractions. The implication is that broken and stressed families are highly likely to be the breeding grounds for juvenile delinquency. The survey evidence indicates that stealing, truancy or absenteeism from school, rowdy or unruly behavior at school, free-riding in public transportation, damaging the book of fellow students and beating other young persons are the most common forms of juvenile offenses. It is therefore, recommended that parents and guardians should exercise proper parental supervision and give adequate care to transmit positive societal values to children. In addition, the government, the police, prosecution and courts, non-government organizations, parents, teachers, religious leaders, education administrators and other stakeholders should develop a child justice system that strives to prevent children from entering deeper into the criminal justice process.
The Knowledge of and Attitude to and Beliefs about Causes and Treatments of M...Premier Publishers
Stigma and discrimination associated with mental illness are a common occurrence in the Sub-Saharan region including Eritrea. Numerous studies from Sub-Saharan Africa suggest that stigma and discrimination are major problems in the community, with negative attitudes and behavior towards people with mental illness being widespread. In order to assess the whether such negative attitudes persist in the context of Eritrea this study explored the knowledge and perceptions of 90 Eritrean university students at the College of Business and Economics, the University of Asmara regarding the causes and remedies of mental illness A qualitative method involving coded self-administered questionnaires administered to a sample of 90 university students to collecting data at the end of 2019. The survey evidence points that almost 50% of the respondents had contact with a mentally ill person suggesting that the significant number of the respondents experienced a first-hand encounter and knowledge of mental illness in their family and community. The findings show an overall greater science-based understanding of the causes of mental illness to be followed by recommended psychiatric treatments. The survey evidence indicates that the top three leading causes of mental illness in the context of Eritrea according to the respondents are brain disease (76%), bad events in the life of the mentally ill person (66%) and substance abuse or alcohol taking, smoking, taking drugs like hashish. (54%). The majority of the respondents have a very sympathetic and positive outlook towards mentally ill persons suggesting that mentally illness does not simply affect a chosen individual rather it can happen to anybody regardless of economic class, social status, ethnicity race and religion. Medical interventions cited by the majority of the respondents as being effective treatments for mental illness centered on the idea that hospitals and clinics for treatment and even cures for psychiatric disease. Changing perceptions of mental illnesses in Eritrea that paralleled the very caring and sympathetic attitudes of the sample university students would require raising public awareness regarding mental illness through education, using the mass media to raise public awareness, integrating mental health into the primary health care system, decentralizing mental health care services to increase access to treatment and providing affordable service to maintain positive treatment outcomes.
Effect of Phosphorus and Zinc on the Growth, Nodulation and Yield of Soybean ...Premier Publishers
An investigation was carried out at Kogi State University Student Research and Demonstration farm Anyigba during the 2019 wet season to observe the effect of phosphorus and zinc on the growth, nodulation and yield of soybean. The treatments comprised three levels: phosphorus and zinc (0, 30 and 60 kg P2O5/ha; 0, 5 and 10kg Zn/ha) and two varieties TGX 536 – 02D and Samsoy 2. The investigation revealed that application of phosphorus affected growth, nodulation, yield and some yield components of soybean while zinc application, apart from the plant height, which is reduced significantly, had no significant effect on other growth characters, nodulation, yield and yield components. However, it was generally found to decrease most of the characters. Application of 60 kg P2O5/ha gave the highest growth and yield, while 30 kg P2O5/ha gave the highest nodulation. Application of 60 kg P2O5/ha significantly increased yield to 1.9t/ha, which was significantly higher over the control plots, which gave 1.7t/ha. Crude protein and oil contents of the seeds were not significantly affected by phosphorus application but were significantly affected by zinc application, which significantly decreased protein content as its amount an increase from 0 to 10 kg/ha, and significantly increased oil content from 0 to 5kg/ha and decreased it below 5kg/ha. It was also revealed that the two varieties responded similarly to phosphorus and zinc in terms of growth, grain yield and crude protein content of the seeds.
Influence of Harvest Stage on Yield and Yield Components of Orange Fleshed Sw...Premier Publishers
A field experiment was conducted at Adami Tullu Agricultural Research Center in 2018 under rainfed condition with supplementary irrigation to determine the influence of harvest stage on vine yield and tuberous root yield of orange fleshed sweet potato varieties. The experiment consisted of four harvest stages (105, 120, 135 and 150 days after planting) and Kulfo, Tulla and Guntute varieties. A 4 X 3 factorial experiment arranged in randomized complete block design with three replications was used. Interaction of harvest stage and variety significantly influenced above ground fresh biomass, vine length, marketable tuberous root weight per hectare, commercial harvest index and harvest index. The highest mean values of above ground fresh biomass (66.12 t/ha) and marketable tuberous root weight (56.39 t/ha) were produced by Guntute variety harvested at 135 days after planting. Based on the results, it can be recommended that, farmers of the study area can grow Guntute variety by harvesting at 135 days after planting to obtain optimum vine and tuberous root yields.
Performance evaluation of upland rice (Oryza sativa L.) and variability study...Premier Publishers
This study aimed at assessing genetic variability and to evaluate the performance of 13 improved upland rice varieties for yield and its components based on morphological traits. The field experiment was conducted using a randomized block design at Guraferda and Gimbo districts in the 2019 main cropping season. The analysis of variance (ANOVA) over the two locations revealed significant differences (p≤ 0.05) among varieties for days to 50% heading, days to 85% maturity, panicle length, thousand-grain weight, and grain yield. Similarly, the ANOVA for variety by location interactions depicted significant differences among the tested varieties for days to 50% heading, days to 85% maturity, and thousand-grain weight. High heritability was obtained from days to heading (88.5%), panicle length (85.0%), and grain yield (85.2%), which indicates these traits can be easily improved through selection. High to medium broad sense heritability and genetic advance as percentage of the mean for days to heading, thousand-grain weight, and grain yield indicates a good opportunity for improvement through selection using their phenotypic performance. This is mainly due to the high role of additive gene action in the expression of such traits. This study confirmed the presence of variability among varieties for most of the studied traits, which will create an opportunity for breeders to improve rice yield and other attributes.
Response of Hot Pepper (Capsicum Annuum L.) to Deficit Irrigation in Bennatse...Premier Publishers
This study was conducted at Enchete kebele in Benna-Tsemay Woreda, South Omo Zone to evaluate the response of hot pepper to deficit irrigation on yield and water productivity under furrow irrigation system. The experiment comprised four treatments (100 % of ETc, 85% of ETc, 70 % of ETc and 50% of ETc), respectively. The experiment was laid out in RCBD and replicated four times. The two years combined yield results indicated that, the maximum total yield (20.38 t/ha) was obtained from 100% ETc while minimum yield (12.92 t/ha) was obtained from 50% of ETc deficit irrigation level. The highest WUE 5.22 kg/ha mm-1 was obtained from 50% of ETc. Treatment of 100% ETc irrigation application had highest benefit cost ratio (4.5) than all others treatments. Applying 50% of ETc reduce the yield by 37% when compared to 100 % ETc. Accordingly, to achieve maximum hot pepper yield in areas where water is not scarce, applying 100% ETc irrigation water application level throughout whole growing season under furrow irrigation system is recommended. But, in the study area water scarcity is the major limiting factor for crop production. So, it is possible to get better yield and water productivity of hot pepper when we apply 85% ETc irrigation water throughout growing season under furrow irrigation system.
Harnessing the Power of Agricultural Waste: A Study of Sabo Market, Ikorodu, ...Premier Publishers
Nigeria is still burdened with huge responsibilities of waste disposal because the potential for benefits of proper waste management is yet to be harnessed. The paper evaluates the capacity of the Sabo Cattle market in producing the required quantities of waste from animal dung alongside decomposed fruits with a view to generating renewable energy possibilities for lighting, security and other business activities of the market. It is estimated that about 998 million tons of agricultural waste is produced yearly in the country with organic wastes amounting to 80 percent of the total solid wastes. This can be categorized into biodegradable and non-biodegradable wastes. The paper evaluates the capacity of the Sabo Cattle market in producing the required quantities of waste from animal dung alongside decomposed fruits with a view to generating renewable energy possibilities for lighting, security and other business activities of the market. The Sabo market was treated as a study case with the adoption of in-depth examinations of the facility, animals and products for sale and waste generated. A combination of experimental, interviews (qualitative) and design simulation (for final phase) was adopted to extract, verify and analyse the data generated from the study. Animal waste samples were subjected to compositional and fibre analysis with results showing that the sample has high potency for biogas production. Biodegradable Wastes are human and animal excreta, agricultural and all degradable wastes. Availability of high quantity of waste generated being organic in Sabo market allows the use of anaerobic digestion to be proposed as a waste to energy technology due to its feasibility for conversion of moist biodegradable wastes into biogas. The study found that at peak supply period during the Islamic festivities, a conservative 300tonnes of animal waste is generated during the week which translates to over 800kilowatts of electricity.
Influence of Conferences and Job Rotation on Job Productivity of Library Staf...Premier Publishers
The general purpose of this study is to investigate the influence of conferences and job rotation on job productivity of library staff in tertiary institutions in Imo State, Nigeria. The survey research design was used for this study using questionnaire as an instrument for data collection. This study covered the entire population of 661. Out of these, 501 copies of the questionnaire representing 75.8% were duly completed and returned for analysis. Student’s t-test was used to analyze the research questions. The finding showed that conferences had no significant influence on the job productivity of library staff in tertiary institutions in Imo State, Nigeria (F cal= 7.86; t-vale =6.177; p >0.005). Finding also showed that job rotation significantly influences job productivity of library staff in tertiary institutions in Imo State, Nigeria (F-cal value= 18.65; t-value = 16.225; P<0.05). This study recommended that, government should ensure that library staff participate in conferences with themes and topics that are relevant to the job they perform and also ensure that there should be proper evaluation and feedback mechanism which aimed to ensuring control and minimize abuse of their development opportunities. Again, there should be written statement of objectives in order to sustain job rotation programmes. Also, that training and development needs of library staff must be identified and analyzed before embarking on job rotation processes as this would help to build skills, competences, specialization and high job productivity.
Scanning Electron Microscopic Structure and Composition of Urinary Calculi of...Premier Publishers
Microscopic examination of urine samples collected from geriatric dogs revealed increased numbers of erythrocytes, leucocytes, epithelial cells and pus cells along with casts, bacteria, spermatozoa and crystals of various shapes. Among the different crystals, triple phosphate or struvite were predominant, followed by calcium oxalate dihydrate, calcium oxalate monohydrate and ammonium urate or biurate. The struvite crystals were, coffin-lid shape and while calcium oxalate dihydrate were octahedron or envelope and monohydrate crystals demonstrated “picket fence” and “dumbbell” and “hemp seed” appearance. Brown or yellow-brown spherical bodies with irregular borders with thorn-apple appearance were shown by ammonium urate or biurate crystals. SEM aspects of magnesium ammonium phosphate crystals revealed perpendicular columnar strata, few with scattered hexa or octa-hedral coffin-lid shaped crystals and calcium phosphate crystals were like cracked eggshells. Presence of wavy phases with sundry areas (uric acid), picket fence (calcium oxalate monohydrate) and typical envelope (calcium oxalate dehydrate) were electron microscopic appearance of various crystals.
Gentrification and its Effects on Minority Communities – A Comparative Case S...Premier Publishers
This paper does a comparative analysis of four global cities and their minority districts which have been experiencing the same structural pressure of gentrification. The main contribution of this paper is providing a detailed comparison of four micro geographies worldwide and the impacts of gentrification on them: Barrio Logan in San Diego, Bo-Kaap in Cape Town, the Mission District in San Francisco, and the Rudolfsheim-Fünfhaus District in Vienna. All four cities have been experiencing the displacement of minority communities due to increases in property values. These cities were chosen because their governments enacted different policies to temper the gentrification process. It was found that cities which implemented social housing and cultural inclusionary policies were more successful in maintaining the cultural and demographic make-up of the districts.
Oil and Fatty Acid Composition Analysis of Ethiopian Mustard (Brasicacarinata...Premier Publishers
The experiments was conducted at Holetta Agricultural Research Center, to analyze forty nine Ethiopian Mustard land races for oil and fatty acid composition traits The experiment was carried out in a simple lattice design. The analysis of variance showed that there were highly significant differences among genotypes for all oil and fatty acid traits compared. The significant difference indicates the existence of genetic variability among the land races which is important for improvement
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Utilising Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
2. Utilizing Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
Koomson et al. 045
emphasise that students, recognise the role of modeling,
evidence and theory in explaining and understanding the
molecular shapes and structures, chemical bonding and
properties of ionic and molecular compounds since
understanding the type of chemical bond in a compound
determines the physical and chemical properties of the
compound (Curriculum Research and Development
Division, 2010).
For the prediction of molecular and electronic properties of
a substance, a clear understanding of the concept of
hybridisation is vital to students in Senior High Schools,
undergraduates and at postgraduate level (Jian, 2015).
Several studies have noted that the concept of
hybridisation is one of the most difficult topics to
understand by students at all levels of learning (Salah &
Dumon, 2014). Like many other topics in Chemistry, the
concepts of atomic orbitals and hybridisation are also
abstract, making them difficult to learn. There is, therefore,
the need to adopt effective teaching strategies, integrated
with appropriate technological teaching aids (Jian, 2015)
to help in the conceptual understanding of hybridisation.
Hence, this study used computer simulation and
computerised molecular modeling software as an
instructional method to improve students' conceptual
understanding and academic performance in the concept
of hybridisation. Computerised molecular modeling (CMM)
contributes to the development of visualisation skills
through vivid animation of three-dimensional
representations. It helps to illustrate and explore
phenomena in Chemistry teaching and stems from the
convenience and simplicity of building molecules of any
size and color in a number of presentation styles (Barnea
& Dori, 1999). The purpose of using computer simulation
and computerised molecular modeling software fit into the
philosophies of constructivism and conceptual theories. It
stimulates and maintains the interest of students, enables
learners to obtain skills by building molecular models of
interest, view multiple representations such as bond
angles, lone pairs and molecular shapes (electron and
molecular geometry). Computer simulation has an
overwhelming potential for the enhancement of the
teaching and learning of science concept as students
become actively engaged in experience-based learning,
which is one of the keys to the construction of new
knowledge (Liu, 2005)
THEORETICAL AND CONCEPTUAL FRAMEWORK
Gillespie (2004) defines hybridisation as the mixing of
atomic orbitals into new hybrid orbitals with different
energies and shapes, suitable for the pairing of electrons
to form chemical bonds. Petrucci (2007) views
hybridisation as an idea that atomic orbitals fuse to form
newly hybridised orbitals, which in turn, influences
molecular geometry and bonding properties. Learning the
concept of hybridisation necessitates the connection of
different abstract concepts such as atomic orbitals,
chemical bonding and molecular compounds. Lee (2009)
posits that for the prediction of molecular and electronic
properties of a substance, a clear understanding of the
concept of hybridisation is important to students of
Chemistry. Students most often assume orbitals, shells
and orbits to be the same and cannot distinguish between
the terms atomic orbitals and molecular orbitals. In
addition, students talk about bonding electrons in hybrid
orbitals of molecules and some other times discuss these
bonding electrons as being in s, p, or d orbitals (Taber,
2000).
The traditional classroom methods on their own are not
enough to prepare students for the microscopic world of
modern Chemistry. Students need to become familiar with
molecular level concepts and must learn to use the new
tools of Chemistry. The familiarisation process can begin
at the introductory level, when students are forming their
embryonic mental models of the molecular world (Jones,
1996). Several studies have noted that the concept of
hybridisation is one of the topics students find it difficult to
understand at all levels of education (Salah & Dumon,
2014; Jian, 2015). Although, most students do not
understand some of the fundamental ideas of the concept
of hybridisation, their misconceptions diminish with
schooling. Students either consciously or subconsciously
construct their concepts as explanations for behaviours,
properties or theories they experience (Hanson, Sam &
Antwi, 2012). One of the most difficult problems in teaching
introductory Chemistry is conveying to students the three-
dimensional structure of molecules and how molecules
interact (Jones, 1996). The molecular level concepts are
not visible to the eye and appear complex and abstract to
students. This abstractness reaches its apex in some
Chemistry topics such hybridisation, chemical equilibrium,
and many others. Many students are not able to
comprehend the molecular basis for chemical phenomena
because of the differences in visual ability of unseen
structures in three-dimensions (Bell & Trundle, 2008; Liao
& Chen, 2007)). This implies that we need to ensure
students have a firm grasp of the particulate state of matter
before pursuing advanced studies in Chemistry. There has
been influx of research about hand-held models that help
students learn about molecular structure and hybridisation
through touch as well as sight but the short fall is that these
concepts do not allow students to explore electronic
structures, molecular shapes and motions in real time and
from many viewpoints.
New approaches such as computer simulation and
molecular modeling are emerging tools that help to close
the gap between Chemistry as a molecular science and
student understanding as they aid students to build
molecular models of interest, visualise multiple
representations such as bond angles, lone pairs and
molecular shapes. Conceptual understanding, which
permits one to transfer explanation of a phenomenon with
different ways, is clearly a goal in science learning.
Instruction to promote conceptual change requires time
and effort on the part of the learner (Adadan, Trundle &
Irving, 2010). However, the practice of science instruction
3. Utilizing Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
Int. J. Chem. Edu. 046
has encouraged memorising many science concepts
without any understanding (Chin & Chia 2004). Students
who are excellent at memorizing facts and definitions often
engage in what may be called lateral memorisation
(Konicek-Moran & Keeley, 2015). Students with this
understanding could memorise any page and reproduce it
as it appeared in the book but may not understand the
underlying concepts that provide vivid explanatory
evidence for ideas about the phenomena. For instance, in
the concept of hybridisation, students rely on memorising
the term, but lack the conceptual understanding of what
happens at the molecular level such as mixing of atomic
orbitals (Adadan et al., 2010). The students make use of
the word hybridisation, yet do not understand what
necessitate bonding formation and the mixing of the
atomic orbitals. Meaningful science learning requires
conceptual understanding rather than rote memorisation
(Adadan et al., 2010). Meaningful learning requires
knowledge to be constructed by the learner and not
transmitted from the teacher to the students (Veermans,
Van Joolingen & de Jong, 2006) or the passive nature of
learning where the teacher possess the repository of
knowledge.
Constructivists on the other hand, often believe that
actively involving learners in exploring and discovering
make them comprehend scientific concepts better
(Bonwell & Eison, 1991). Computer simulation can be
powerful learning tools, as leaning involving doing is
retained longer than learning through listening, reading or
seeing (Akpan, 2000). In a computer-simulated
environment, students play an authentic role and learn
complex skills through carrying out complicated tasks
(Harper, Squires & McDougall, 2000). A good computer
simulation may teach abstract concepts better than direct
experience. This is especially the case when the
simulation shows phenomena that cannot be easily
observed in the real world (Winn et al., 2005). A well-
designed computer simulation should be more effective
than traditional instruction, which can include both lectures
and hands-on practice. Computer simulation provides a
potential means of providing students with experiences
that facilitate conceptual development (Akpan, 2000).
Research has indicated that computer simulation can
focus on learners’ misunderstanding and knowledge
deficiency and enhance the transfer of learning (Winn et
al., 2005). During their learning processes, it is
unavoidable for students to often have misconceptions.
Computer simulation has been found useful in helping to
correct the misconceptions. This effect is especially
evident in science learning when computer simulation is
used as instructional strategy. Computer simulation has an
overwhelming potential for the enhancement of the
teaching and learning of science concepts. In addition, it
provides interactive, authentic and meaningful learning
opportunities for learners because simulations facilitate
the learning of abstract concepts since students would
have the chance to make observations and get instant
feedback (Bell & Trundle, 2008).
In science education classrooms, computer simulations
are often used as a support to allow students to gain initial
understanding of a concept and to stimulate problem
solving (Akpan, 2000). A research conducted by
Strangman and Hall (2003) showed that students who
worked with computer simulations performed much better
in standard tests of content knowledge. Barnea and Dori
(1996) examined computerised molecular modeling
(CMM) software used in teaching Chemistry in Israeli high
schools. There were three groups in their study, with one
group learning through CMM and two groups learning
through traditional methods. They studied the effect of
CMM on students’ spatial ability, understanding of new
concepts, and perception of modeling concept. They
discovered that students in the experimental group
performed better than those in the control group in all the
three areas. As illustrated, computer simulation
contributes to conceptual change, promote various kinds
of skills, and strengthen content-area knowledge.
Literature reports of the impact of computer
representations of molecular structures, simulations and
animations on student understanding and motivation find
promise in these approaches (Strauss & Kinzie, 1994; Liao
& Chen, 2007). Computer – based simulation is able to
present certain dynamic and complex concepts that are
extremely difficult to explain using word equations or class
experiments (Mihindo, Wachanga & Anditi, 2017). A study
carried out by Mihindo et al. (2017) among secondary
school students in Nakuru, Kenya showed that computer –
based simulation has a positive and significant impact
contribution to the understanding of Chemistry concepts
and principles. Liu (2005) opines that computer simulation
helps students understand science concepts better. In
addition, each individual may have his/her preference on
the design of computer simulations, the format of
representations and the integration with learning activities
when using computer simulations to learn science
concepts and principles. Again, a study carried out by
Abdullahi, Yusuf and Mohammed (2018) among
secondary school students in Zaria educational zones in
Nigeria showed that computer assisted instructional
packages significantly improved the performance of
students in Chemistry. This supports the assertion that
computer simulation is more effective in enhancing
students’ academic achievements in concepts in
Chemistry than lecture method (Nkemakolam, Chinelo &
Jane, 2018).
The performance of students in Chemistry national
examinations in many countries remain poor even though
much importance has been attached to the subject
(Mihindo et al., 2017). Senior High School students’
understanding of hybridisation and molecular shapes in
Ghana is not encouraging. A study carried out by Hanson
et al. (2012) in Ghana about students misconceptions in
the concepts of hybridisation showed that students had
gross misconception about hybridisation and suggested
that more effective teaching approaches should be used in
teaching the concept of hybridisation to ensure better
4. Utilizing Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
Koomson et al. 047
understanding of the concept. The way orbital
hybridisation is being taught in our Senior High Schools
has called for an appraisal because of its importance
among other science subjects (Aluko, 2008). The poor
performance of students in the concepts of hybridisation
calls for improvements in the teaching and learning of the
concept. Calis (2018) posits that students are required to
understand the concepts of hybridisation and molecular
shapes in Chemistry. This study sought to assess the
performance of Senior High School students in the
concept of hybridisation taught using computer simulations
and Computerised molecular modeling software and
traditional instructional method. It also sought to examine
the effect of computer simulations and computerised
molecular modeling software on performance of Senor
High School students in the concept of hybridisation in
individual learning setting and collaborative learning
environment.
The following questions guided the study:
1. What would be the performance of Senior High School
students in the concept of hybridisation, taught using
computer simulation and computerised molecular
modeling software and those taught with traditional
instructional method?
2. What would be the effect of computer simulation and
computerised molecular modeling software on the
performance of Senor High School students in the
concept of hybridisation in individual learning setting
and collaborative learning environment?
The following null hypothesis were tested:
Ho 1: There is no statistically significant difference
between students taught using computer simulation and
computerised molecular modelling software and those
taught using traditional approach
Ho 2: There is no statistically significant difference in the
academic performance of students in the concept of
hybridisation between individual and cooperative learning
environment.
MATERIALS AND METHODS
Research Design
A quasi-experimental design was used to collect data for
this study. A pre-test administered to measure the
performance of students with regard to their previous
knowledge on the topic, was used to classify the students
into a control group and three experimental groups (intact
class group, individual learning group and cooperative
learning group). The four groups were categorised into
group A (control and intact class) and group B which
comprised of cooperative learning group and individual
group to enable a statistical analysis to be carried out that
would reflect the objectives of the research. The
experimental groups were taken through a treatment
session for two weeks, where they were exposed to
interactive computerised molecular simulation software
and molecular modeling mixed with the normal traditional
classroom instructions but under different learning
settings. The control group was taught using the traditional
method of teaching within the same period.
Population and Sample
The targeted population consisted of two Senior High
Schools in Greater Accra Region; however, the study was
limited to Odorgonno Senior High school located in
Awoshie, Ga Central District in Greater Accra region of
Ghana. The accessible population consisted of 129 form
2 students of Odorgonno Senior High School as the topic
is been indexed in the second-year syllabus. The form two
students selected were yet to be taught hybridisation in
elective Chemistry as at the time the study commenced.
The study was confined to an aspect of Chemistry focusing
on hybridisation and shapes of molecules in the form two
elective Chemistry syllabus. Four science classes were
purposively sampled for the study. A pre-test was used to
put the classes into groups, a control group and three
experimental groups (intact class group, individual
learning group and cooperative learning group). Mean
scores obtained by the respective classes, were used as
the basis of the categorisation of participants. The four
groups were categorised into Group A (control and intact
class) and Group B which comprised of cooperative
learning group and individual group. The classes that
obtained lower mean scores were designated as the
experimental groups whilst the one with the highest mean
score was selected as the control group. This was done to
assess whether the performance of the classes with the
lower mean scores would improve much more with the
introduction of the concept of learning hybridisation using
computer simulation and computerised molecular model
instructional approach than those with the highest mean
score, which were taught with the traditional instructional
approach.
Research Instruments
Pre and post-test were used to collect the data for the
study. In order to ensure that the research instruments
produced scores that are stable and consistent and test
items are devoid of ambiguities (Creswell, 2008) as much
as possible, the pre-test and post-test were pilot-tested on
form two science students of Winneba Senior High School
in the Effutu Municipality of Central Region of Ghana. The
data from the pilot test were statistically analysed to
determine the reliability of the test instruments using the
Spearman-Brown prophecy formula since all items on both
pre- and post-test were dichotomously scored. The
analysis yielded reliability coefficients of 0.59 and 0.62 for
the pre-test and post-test respectively. According to Ary,
Lucy and Asghar (2002), if the measurement results are to
be used for making a decision about a group or for
research purposes, or if an erroneous initial decision can
be easily corrected, then scores with modest reliability
coefficients in the range of 0.50 to 0.60 may be acceptable.
5. Utilizing Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
Int. J. Chem. Edu. 048
The above reliability coefficients for the pre-test and post-
test signified that both test instruments were considerably
reliable. Reliability coefficient within the range of 0.5 to 0.6
is taken to depict an agreeable level of reliability for the
instruments (Kothari, 2004). Thus, the items of the
instruments were deemed reliable. The pre-test and post-
test were both 20 item paper and pencil tests, which were
made up of three sections, A, B and C repeated for pre-
test and post-test. Section A of the pre-test and post-test
were both made up of 10 multiple-choice questions. Each
of the multiple choice items in the pre-test and post-test
has a stem about an aspect of the concept of hybridisation
followed by four options or alternatives. The options
comprised one correct answer and three plausible
incorrect answers. Each correct answer circled or chosen
was awarded one mark, resulting in a total score of 10
marks for section A. Section B was made up of five true or
false items, which appeared as items 11 to 15 on the pre-
test and post-test. Each of the five true or false items has
a statement about an aspect of the concept of hybridisation
followed by True or False. Participants were required to
circle ‘True’ if they agreed with a statement or ‘False’ if they
disagreed with it. Each correct option circled or chosen
was awarded one mark, giving a total score of five marks
for section B of the pre-test and post-test. Section C was
made up of five short essay-type questions from 16 to 20
on the pretest and pretest. The pre-test and post-test
therefore, had overall total scores of 30 marks
respectively.
Data Collecting Procedure
The pre-treatment phase of the research culminated with
a pre-test (appendix A) which was administered to all
participants in their respective classrooms at the same
time to assess the homogeneity of their entry knowledge.
This was used to assess the students’ knowledge and
difficulty in the hybridisation in order to have a baseline
about all participants before the implementation of the
intervention. It was necessary to ensure none of the
groups had high knowledge in the concept of hybridisation
than the other. This was done for both the control group
and the experimental groups. After the pre-test, the control
group was taught using the traditional method of teaching
whilst the experimental groups were treated using
computer simulation and computerised molecular
modeling instructional approach under different learning
settings or environment. The treatment phase of the
research lasted for two weeks. The first week was to
familiarise the experimental groups on how to use the
computerised molecular modeling to build molecular
models of interest, view multiple representations such as
bond angles, lone pairs, molecular shapes (electron and
molecular geometry) and the use of the simulation
software (PhET interactive simulations). The software was
installed at the Information and Communication
Technology (ICT) laboratory of the school to study
hybridisation pattern. Experimental groups were taught the
same concept of hybridisation using computer simulation
and computerised molecular modeling method of
instructional approach blended with the traditional method
by different Chemistry teachers. This was to assess
whether the introduction of the new concept would
augment the teaching of hybridisation by Chemistry
teachers and improve the learning gains of students at the
end of the treatment period. The control group on the other
hand, was taught the same concept of hybridisation using
only the traditional instructional approach, which involves
lectures, demonstration, illustration and discussion,
without the incorporation of the computer simulation and
molecular modeling software instructional package. After
the administration of the interventions, post-test was
administered to all participants in the experimental groups
and the control group. Chemistry teachers, whose classes
were involved in study, helped with the administration of
the post-test in their respective classrooms. This was done
to assess the effectiveness of the incorporation of
computer simulation and molecular modeling software as
an instructional package in the teaching and learning of
hybridisation.
Data Analysis
Data obtained from participants were analysed statistically
using independent-measure t-test. The independent-
measure t-test was used to investigate whether or not
there was any statistically significant difference between
the mean scores of the control and experimental groups at
the statistically significant level of ρ = 0.05 after employing
the two methods of teaching. This was done to answer the
research questions and either reject or fail to reject the null
hypotheses formulated for the study.
RESULTS AND DISCUSSION
Analysis of Research Question (RQ) One
RQ 1: What would be the performance of Senior High
School students taught using computer simulation
and computerised molecular modeling software and
those taught with traditional instructional method?
The performance of students in the control and the
experimental group (intact class group) in the pre and post-
tests is shown in Table 1. There was a slight difference in
mean scores of the control group (M=12.82. SD = 2.47)
and experimental group (M =10.72, SD = 2.39) in the pre-
test. The marks obtained by the control group in the pre-
test ranged from 15 (minimum score) to 25 (maximum
score) with a mean score of 12.82 (SD = 2.47) whilst that
of the experimental group ranged from 5 (minimum) to 20
(maximum) with a mean score of 10.72 (SD = 2.39).
Despite the slight difference between the control and
experimental group mean scores, the independent-
measure t-test analysis showed that there was no
statistical significant difference in the academic
performance of students between the control and the
6. Utilizing Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
Koomson et al. 049
experimental group (ρ > 0.05) in the pre-test. This implies
that students in both control and experimental groups had
the same level of understanding in the concept of
hybridisation before treatment. Students in both groups
had challenges or difficulties with the conceptual
understanding of hybridisation. Although, students in both
groups performed fairly well in the multiple choice
questions in the pre-test (appendix A), some students
found it difficult to identify the hybridisation state of central
atoms of molecules. Other students were confused with
the bond angles of BCl3 and C2H2 given in the essay type
questions and could not relate the geometry or shape of
these molecular species. The poor performance among
the groups was demonstrated in the essay type questions.
Majority of students could not define the term
hybridisation, those who attempted ended up not scoring
the whole mark. It is interesting to note that 52 out of 69
did not respond to the question at all. Again, students
showed a poor understanding of the contributing effect of
hybridisation on bonds. Student’s diagrammatic
representations explaining why water is not a linear
molecule were not well drawn and poorly represented. In
addition, about 60 % students failed the pre-test.
Table 1. Students pre-test and post-test results
Pre-test Post – test
Group A N Mean SD ρ -
value
Mean SD ρ -
value
Control 37 12.82 2.47 0.059a 15.86 3.33 7.77 x
10-12*
Experimental 32 10.72 2.39 27.87 2.70
SD = standard deviation a = not significant at 0.05; ρ > 0.05
* = significant at 0.05; ρ < 0.05
From Table 1, the performance of both the control group
and experimental group improved in the post - test as
compared to their performace in the pre-test.
Notwithstanding, the academic achievements of students
in the experimental group improved significantly in the post
– test than students in the control group. The post-test
scores for the control group participants ranged from 19 to
24, while post-test scores for the treatment group ranged
from 25 to 29. The mean score for the control group
(taught through traditional teaching method) was 15.86
(SD = 3.33) and that of the experimental group (exposed
to the computer simulation and computerised molecular
modeling software) was 27.87 (SD = 2.70).
Comparatively, students in the experimental group had
higher marks than their counterparts in the control group.
The experimental group on the average gained 11.2 marks
(21.88 -10.72) and that of the control group was 3.04
marks (15.86-12.82) when their pre-test and post-test
marks were compared. The higher performance by
students in the experimental group might be because of
the use of computer simulation and computerised
molecular modeling instructional method. With the
introduction of the computer simulation and computerised
molecular modeling approach, even the average students
scored 25 out of 30 marks. This is a remarkable positive
change in performance. There was a statistically
significant difference between the performance of the
control group and experimental group (p < 0.05) in the post
– test. This implies that the computer simulation and
computerised molecular modeling software had a positive
influence on the academic performance of the students in
the experimental group. Similarly, a study carried out by
Mihindo et al. (2017) in Kenya showed that there was
statistically significant difference in Chemistry
achievement of students who were taught through
computer based simulation-teaching approach and those
taught through regular teaching method.
The use of computer simulations in science education has
been shown by many researchers (Strauss & Kinzie, 1994
and Liao & Chen, 2007) to be helpful to students’
understanding of difficult and abstract concepts such as
hybridisation. Computer simulations have been found
useful in helping to correct the misconceptions on some
Chemistry concepts. This effect is especially evident in
science learning when computer simulation is used as an
instructional method. According to Akpan (2000), in
science education classrooms, computer simulations are
often used as a scaffold to allow students to gain initial
understanding of a concept and to stimulate problem
solving. Results of post-test indicated tremendous
progress in students’ conceptual understanding of
hybridisation after the two weeks treatment period. The
treatment phase was to correct the difficulties and
abstractness in the conceptual understanding of the
concept of hybridisation. At the end of the two weeks
treatment period, significant results were achieved.
Student’s performance improved significantly in both the
multiple choice and essay type of questions. Students
performed remarkably in the multiple-choice type of
questions except question 15 (appendix B) which was a
plausible distracter to most students. In question 16 of the
essay type question in the post-test instrument, about 50%
of students were able to describe the bonding in CH2=CH2
correctly. This implies a remarkable improvement in
students’ performance. A high proportion of students
(79%) were able to state the shape and type of
hybridisation exhibited by the central atom of some
species (question 18). The least improvements were
observed in questions 17(ii) and 19. Only 30% of
participants were able to give an orbital description for
molecular species and specified the location of any
unshared pairs of electrons and orbital used for the
multiple bonds (question 17). In addition, 70% of students
attempted the question but did not earn the full mark. Most
students were able to state that C-O bonds in CO2 and H-
O bonds in H2O were polar due to the electronegativity
differences between C and O and also H and O but failed
to connect that, the structure of CO2 molecule is linear and
symmetrical and hence the net dipole moment is zero
making the CO2 molecule non-polar (question 19).The
same reason was observed for why H2O molecule is polar.
Again, students stated that, H2O is bent or has V-shape
but failed to realize the net dipole moment makes it polar.
7. Utilizing Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
Int. J. Chem. Edu. 050
Generally, students responded more intelligently and
soundly to most of the question attempted which implied
they understood the new concept.
The study revealed that performance of students when
exposed to computer simulation and computerised
molecular modelling software improved more than the
traditional instructional approach. The hypothesis that
there is difference in performance of students taught using
computer simulations and computerised molecular
modeling and traditional instructional method was
accepted. The use of computer simulation and
computerised molecular modelling software enhanced
teaching and learning of hybridisation. The finding of this
study is in parallel with the study carried out by Abdullahi
et al. (2018) among secondary school students in Zaria
educational zones, Nigeria, which showed that computer
assisted instructional packages significantly improved the
performance of students in Chemistry. Again, the finding
of the present study is in line with the study carried out by
Mihindo et al. (2017) among secondary school students in
Nakuru, Kenya, which revealed that computer – based
simulation had a positive impact and significantly
contributed to the understanding of Chemistry concepts
and principles. This supports the assertion that computer
simulation is more effective in enhancing students’
academic achievements in Chemistry concepts than
lecture method (Nkemakolam, Chinelo & Jane, 2018).
Analysis of Research Question Two
RQ 2: What would be the effect of computer simulation and
computerised molecular modeling software on the
performance of students’ in individual learning
setting and collaborative learning environment?
The pre and post -tests results of academic achievements
of the cooperative and the individual learning groups are
shown in Table 2.
Table 2. Mean scores of participants in individual and
cooperative group learning environment
Pre-test Post – test
Group B N Mean SD ρ -
value
Mean SD ρ -
value
Individual
learning
30 17.67 2.78 0.049* 20.67 2.99 0.039*
Cooperative
learning
30 18.08 3.66 21.88 3.24
SD – standard deviation * = significant at 0.05; ρ < 0.05
The mean score values of students’ academic
achievements in the post-test were higher than the mean
score values of students’ academic achievement in the
pre-treatment test for both individual and cooperative
learning groups. This implies that computer simulation and
computerised molecular modelling software had a positive
effect on the teaching and learning of hybridisation among
the cooperative and the individual learning groups. The
cooperative group attained a better score than the
competitive or individual group. The mean score of the
cooperative group (M=18.67, SD =3.66) in the pre-
treatment test was slightly higher than the mean score of
the individual learning group (M=17.67, SD=2.78). Again,
cooperative group mean score (M=21.88, SD=3.24) in the
post treatment test was slightly higher than that of
individual group (M=20.67, SD=2.99). Thus, the post-test
results indicated slightly higher achievements in
cooperative learning than in the individual or non-
competitive learning environment. Thus, there were slight
difference in performance between cooperative and
individual groups. Also, the independent-measure t-test
results showed that there was statistical significant
difference in the academic performance of students in the
concept of hybridisation between the individual and
cooperative learning groups in the pre-treatment test (ρ =
0.049, ρ < 0.05). The slight difference in performance
between the groups can be made more apparent by
looking closely at the mean scores of each group (mean of
post-test – mean of pre-test). Again, there was a statistical
significant difference in the academic performance of
students in the concept of hybridisation between the
individual and cooperative learning groups in the pre-
treatment test (ρ = 0.039, ρ < 0.05). The hypothesis that
there is a significant difference between the performance
of students’ in the cooperative settings and the individual
learning environment was accepted.
The study revealed that there was a statistical significant
difference between the academic achievement of students
in the cooperative group and the individual learning group
in both the pre-treatment test and the post- test. It was
found that computer simulation instructional approach
administered in cooperative learning settings had a greater
positive effect on students’ performance than when
administered in individualised, non-cooperative learning
setting. This implies that cooperative group learning
enhanced students understating in the concepts of
hybridisation. The findings of this study is in parallel with
the study carried out by Gull and Shehzad (2015) on the
effects of cooperative learning on students’ academic
achievements, which showed that cooperative learning
had a positive effect on academic achievements of
students enrolled in the subject of education. Gull and
Shehzad (2015) posit that cooperative learning method
when used as a teaching activity, improves motivation,
class participation and academic achievements of
students. According to Borich (2004), in cooperative
learning, interaction among students is intense and
students gradually take responsibility for each other’s
learning.
The experimental groups (cooperative and individual
learning class from group B and intact class from group A)
mean scores were statistically analysed to see if significant
differences existed between the groups by comparing their
means as shown in Table 3.
8. Utilizing Computer Simulation and Computerised Molecular Modeling Software to Enhance the Teaching and Learning of Hybridisation in Senior High Schools
Koomson et al. 051
Table 3. Comparative analysis of students’ performance in
experimental groups.
Experimental groups N
Pre – test Post – test
Mean Mean
Cooperative 30 18.08 21.88
Individual 30 17.67 20.67
Intact class in group A 32 10.70 27.87
From Table 3, the intact class group from group A
performed remarkably (M =27.87, SD=2.70) followed by
the cooperative learning group (M=21.88, SD=3.24) in the
post-test. The intact class group in group A achieved better
mean score than the cooperative group and the individual
group although, they all had the same treatment but under
different learning strategies, conditions or environment.
Learning strategies are important factors that need to be
taken into consideration by teachers when delivering
lessons in the classroom. In the cooperative learning
strategy, there is interpersonal exchange process that
supports the use of higher thinking skill strategies and
reasoning strategy (Johnson & Johnson, 1994; Widaman
& Kagan, 1987). This implies that student’s knowledge and
skill in metacognitive strategy is as important as
systematic instruction using various kinds of methods and
learning strategy (i.e. cooperative or individual learning) in
facilitating students to promote better achievement in
understanding the concept of hybridisation. According to
Educational Research Service (1989), cooperative
learning environment increased student motivation,
positive behaviours, attitudes toward the content
information being taught, and created a mutual respect
among the students and the teacher. Figure 1 gives a
pictorial view of the comparison of the experimental groups
mean scores under different learning environment in the
post – test.
Figure 1. A plot of post – test mean scores of
experimental groups
IMPLICATIONS
In light of the findings of the study and their educational
implications, the following suggestions are made for
further research with respect to the use of computer
simulations and molecular modeling software instructional
packages in Chemistry teaching at the Senior High School
level.
1. The study should be replicated using computer
simulation instructional packages on other difficult
Chemistry concepts such as chemical equilibrium,
chemical kinetics, etc. This would provide a basis for
greater generalisation of the conclusions drawn from
the findings of the study.
2. The study should be replicated using larger samples
to provide basis for more generalisation of the
conclusions drawn from the findings of the study about
the effectiveness of computer simulation instructional
packages in the teaching and learning of hybridisation.
3. Similar studies should be conducted with larger
samples using qualitative data from both teachers and
students to find their attitudes towards the use of
computer simulation instructional packages on the
teaching and learning processes.
4. Empirical studies should be carried out on the use of
computer simulation instructional packages on other
science subjects and at different levels of science
education to provide sound basis for the integration of
computer simulation instructional packages in science
education in Ghanaian schools.
ACKNOWLEDGEMENTS
We would like to thank the headmaster and Chemistry
teachers at Odorgonno Senior High School in Ga Central
District of Greater Accra Region of Ghana for their grand
cooperation and support offered during the study.
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APPENDICES
Appendix A: Pre-test questions
INSTRUCTIONS: Choose the most appropriate answer (option) from the list of options provided for question 1 to 10 in
section A. Indicate whether the statement is true or false for questions 11 to 15 in section B and write your answer for
questions 16 to 20 (section C). Answer all questions in the answer booklet provided.
Section A
1. The planar shape of BCl3 molecule can be explained in terms of ……………….
A. sp hybridisation of B. B. sp2 hybridisation of B.
C. sp3 hybridisation of B. D. sp hybridisation of Cl
2. What is the shape of CH4?
A. Linear B. Tetrahedral C. Planar D. Pyramidal
3. The bond angle in tetrahedral molecules such as tetra chloromethane (CCl4) is
A. 900 B. 1050 C. 1800 D. 109.50
4. Which of the following compound has a linear shape?
A. CO2 B. CH4 C. H2O D. NH3
5. Which of the following statements is correct?
A.π-bond is stronger than σ-bond B. π-bond is more reactive than a σ-bond.
C. π-bond is formed by the head-on overlap of two atomic orbitals.
D. a triple bond consists of two σ-bond and one π-bond
6. All the following molecules are linear is shape except?
A. H2O B. CO2 C. C2H2 D. HCl
7. Mixing one s- orbital with three p orbitals results in the formation of
A. three sp2 hybrid orbitals B. three sp3 hybrid orbitals
C. four sp2 hybrid orbitals D. four sp3 hybrid orbitals
8. The shape of a molecule which is formed as a result of sp2 hybridization is ……………
A. trigonal B. linear C. tetrahedral D. pyramidal
9. The hybrid orbital used in the formation of C-Cl bond in CCl4 is
A. spd2 B. sp2 C. sp D. sp3
10. A sigma bond is formed when…………………… A. an s-orbital from an atom mixes with two p-orbitals of the same
atom
B. an s-orbital from an atom mixes with two p-orbitals from another.
C. two sp2 hybrid orbitals from different atoms overlap head-on.
D. two p-orbitals from different atoms overlap sideways
Section B
11.The sigma bond is formed from lateral or sideways overlap of p-orbitals. True or False
12. Hybridisation is defined as the intermixing of similar orbitals of the same atom but having slightly different energies to
form the same number of hybrid orbitals of equal energies and identical shapes. True or False
13. Hybridisation was introduced to explain molecular structure when the valence bond theory proposed by G. N. Lewis
failed to correctly predict them. True or False
14. Water (H2O) has a V-shape. True or False
15. CH4 has a bond angle of 109.50 and is trigonal in shape. True or False
Section C
16. Briefly explain the term hybridisation.
17. What effects does hybridisation have on bonds?
18. Consider the following compounds: BCl3 and C2H2.
(i) State the type of hybridization shown by the central atoms in each of the compounds.
(ii) State the shapes of the molecules
19. Explain the following observation: Water is not a linear molecule.
20. State three differences between a pi (π) and a sigma (σ) bond
11. Int. J. Chem. Edu. 054
Appendix B: Post- test questions
INSTRUCTIONS: Choose the most appropriate answer (option) from the list of options provided for question 1 to 10 in
section A. Indicate whether the statement is true or false for questions 11 to 15 in section B and write your answer for
questions 16 to 20 (section C). Answer all questions in the answer booklet provided.
Section A
1. Which of the following activities results in the formation of pi bond?
A. side-by-side overlap of two p- orbitals. B. head-on overlap of two p-orbitals
C. overlap of two s-orbitals D. overlap of s-orbital and p-orbital.
2. The molecule PCl3 has a dipole moment of 0.78. What is it shape?
A. trigonal pyramidal B. tetrahedral
C. trigonal planar D. V-shaped
3. Select the pair of molecules with linear structure from the following pairs of molecules.
[Be=4, B=5,C=6,N=7]
A. CO2 and BeCl2 B. NH3 and BCl3 C. C2H2 and NH3 D. BCl3 and CO2
4. The CO2 molecule is linear in shape while SO2 is V-shaped because
A. sulphur is more electronegative than oxygen
B. CO2 contains sp hybridised orbitals while SO2 contains sp3-hybridised orbitals.
C. lone pair-bond pair repulsion occurs in SO2
D. bond pair-bond pair repulsion in CO2
5. The hybridised states of N in NCN and HN=NH are
A. sp3 and sp2 respectively B. sp2 and sp2 respectively
C. sp2 and sp respectively D. sp and sp2 respectively
6. Determine the total number of shared pair of electrons in
A. 12 B. 10 C. 6 D. 5
7. The compound MX3 is sp3 hybridised. What is the bond angle in the compound?
A. 09.50 B. 1200 C. 1800 D. 900
8. The shape and hybridisation of S in SF6 are
A. tetrahedral and sp3 B. square planar and sp2d
C. octahedral and sp3d2 D. trigonal bipyramidal and sp3d
9. The percentage p-character is sp3 hybridisation is
A. 20% B. 50% C. 75% D. 66.67%
10. Which of the following molecule has both sigma and pi bonds?
A. H2S B. NO2 C. HClO D. NaCN
Section B
11. sp3d2 hybrid orbital is formed by mixing none s-orbital, three p-orbitals, and two d-orbital give six hybrid orbitals of
equivalent energy and shape. True or False
12. Carbon in CH4 is sp3 hybridised and the hybridised orbitals are separated at a bond angl1800. True or False
13. After excitation, the 2s, 2px and 2py orbitals mix to give three equivalent sp2 hybrid orbitals at angle of 1200. The
hybridized 2pz orbital lies perpendicular to the plane of the
hybridised C atom. True or False
14. The extent of overlap of orbitals in sigma (σ) bond formation is greater than in pi (π) bond
formation. As a result, sigma (σ) bond is stronger than pi (π) bonds. True or False
15. HCN is linear, NCl3 is trigonal pyramidal, OF2 is angular or bent while CCl4 is tetrahedral. True or False
Section C
16. Describe the bonding in CH2=CH2 molecule.
17. i) What is the hybridised state of nitrogen in each of the following species? NH4
+ and
ii) Give an orbital description for the species in (i) (α) and (β) specifying the location of any unshared pairs and orbital
used for the multiple bonds.
18. Consider the following molecules: BeCl3, NH3, H2O, C2H2 . State the,
i) type the hybridisation exhibited by the central atom in each molecule
ii) shape of each of molecule
19. Account for the following observations: CO2 and H2O are both oxides, but H2O is a polar molecule while CO2 is not.
20. Give the type of hybridization show by the central atoms in the following compounds: NH3,
H2O, BCl3 and deduce their molecular shapes