10. University Students - Full
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International Journal of Educational Science and Research (IJESR) ISSN 2249-6947 Vol. 3, Issue 2, Jun 2013, 89-98 © TJPRC Pvt. Ltd.
UNIVERSITY STUDENTS’ PERFORMANCE IN PHYSICAL CHEMISTRY AT UNDERGRADUATE LEVEL: PERCEPTIONS OF ZIMBABWEAN CHEMISTRY UNDERGRADUATES AND LECTURERS
MANDINA SHADRECK Department of Educational Foundations, Management and Curriculum Studies, Midlands State University, Gweru, Zimbabwe
ABSTRACT
This study investigated the perceptions of Chemistry Undergraduates and Lecturers on the performance of students in physical chemistry at undergraduate level in Zimbabwe. The descriptive survey research design was adopted for the study in which questionnaires were distributed to 30 students and 6 lecturers. The study revealed that both lecturers and students perceive factors such as student mathematical ability, student prior knowledge, conducting laboratory demonstrations, tutorials as well as the use of active student centered teaching methodologies as contributing to student success in physical chemistry. On the other hand lack of adequate material resources and facilities, time constraints, overloaded course content and presence of anxiety as contributing to student underperformance in the course. The following recommendations were made for improving physical chemistry teaching and learning: redesigning the course content, development of online learning, the use of cooperative learning and the use of online virtual laboratories.
KEYWORDS: Student Prior Knowledge, Physical Chemistry Teaching and Learning INTRODUCTION
Concern about the status of chemistry courses in chemistry schools is a frequent topic in professional chemistry education meetings and publications. Most of the discussions center on the physical chemistry courses described by Keith and Taber (2000) as highly mathematical, highly conceptual and one of the most challenging courses students encounter in their college careers. From both students’ and lecturers’ point of view, physical chemistry courses are generally considered difficult and students performance in this subject is relatively low (Nicoll and Fransisco, 2001). Several research studies (Barrow, 1997; Carter and Brickhouse, 1989) have investigated factors influencing students’ success in chemistry focusing on understanding of specific concepts in chemistry by the students. Mahajan and Sing (2004) have also reported on the performance of undergraduate students in organic chemistry as perceived by organic chemistry lecturers from the SADC region. Their findings indicate that tutorials and laboratory sessions are the most important factors that greatly improve students’ performance in organic chemistry. Other factors that were found to improve students’ understanding in organic chemistry are: active learning methods, use of demonstration models, lecture outlines, concept maps and diagrams. In their finding, the researchers noted that SADC lecturers have pointed out that presence of anxiety / phobia and time constraints as contributing to under performance in the subject. The perceptions of Turkish chemistry lecturers and students on what makes physical chemistry difficult have been described by Sozlibir (2004). The findings suggested that the lecturer perceptions on students’ learning difficulties were quite different from those of students. The common themes that emerged from the study were about the abstract nature of concepts in physical chemistry; the overloaded course content, insufficient resources, teacher centered and exposition
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dominated teaching practice and the lack of student motivation in the physical chemistry course. Students’ and faculty frustrations were found mostly to mark the discrepancies between student and lecturer perceptions. Students were critical of the course content, the resources available, the lecturers and their teaching methods. Lecturers generally focused on factors that related to the course such as overcrowded classes, la ck of resources and staff as well as the students’ academic background and socioeconomic conditions. A study by Derrick and Derrick (2002) on predictors of success in physical chemistry tested the hypotheses concerning success in physical chemistry based on previous chemistry, physics and mathematics courses using vicariate correlation analysis, multiple regression with a subset of variable deleted. Data on chemistry, physics and mathematics grades and the number of times these courses were repeated were collected for physical chemistry students at Valdosta State University for the period 1976 – 1999. The most important subsets of variables were found to be chemistry and mathematics. Thus performance in chemistry was found to be positively influenced by performance in mathematics. Hahn and Polik (2004) also investigated factors influencing performance and measures of success in physical chemistry, and showed that mathematics ability as described by an average mathematics grade and a number of mathematics courses are an important predictor of success in physical chemistry course. In addition, Hahn and Polik (2004) also found out that homework, and general chemistry performance positively influences performance in physical chemistry. In recent time there has been growing trend to incorporate different teaching techniques into the classroom in order to benefit students with different learning styles. In the general and physical chemistry classroom theses trends scan be seen through the incorporation of more active and student centered methods such as group learning, new presentation of material and incorporation of writing of assignments. Cooperative learning in the classroom includes utilizing simple techniques such as group activities and class discussions. Carpenter and McMillan (2003) report the successful use of these techniques in addition to prelecture assignments and minute papers (a means for to briefly summarize what they have learned in a day’s lecture) They showed that such techniques significantly imp rove class retention rates. If we consider that learning is enhanced when students are engaged in the processing of information, then our challenge as teachers is to find creative ways to design dynamic learning environments that involve students in doing and thinking about chemistry. Gou, (2003) and Zheng, (2005) have advocated for the use of contemporary teaching strategies in chemistry teaching. They say that these strategies can be incorporated in new developments in science education. Case method teaching can increase students’ interests in studying chemistry, concept mapping deepens student understanding, Predict-Observe-Explain (POE) strategy increases the level of classroom interaction, workshops and problem-based learning provide students with an opportunity to acquire effective problem solving techniques. When science is taught out of context and seems irrelevant to their lives, many students lose interest. And if a student’s own motivation is disregarded, even the most careful preparation on the part of the teacher will be wasted. It is crucial, therefore, to highlight the importance of science and its relevance to students’ lives. Students also need more positive and realistic demonstrations of the scope and limitations of science and scientists. Teachers need therefore to pay more attention to increasing the learners’ interest and transforming the learning to deeper and deeper levels is an additiona l impetus to current teaching in physical chemistry. Xia, (2003) considers the problem, of how to increase student interest and what techniques and approaches might be used to stimulate students’ interest in this course, especially given its long duration. Being the course students find the most difficult, it is necessary to carefully prepare the lectures and allocate teaching times over a range of activities in the future. He suggests establishing links among the concepts of physical chemistry as the most important task in developing deep learning, which is very useful in meeting the aim of training the learner in scientific methods. He advocates for the use of case studies to help teach the links as well as the use of
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demonstrations to enhance the learner’s interest. Berg, and Anders (2005) have also shown that students’ attitudes towards learning chemistry at university level and their motivation is influenced by a number of factors such as the teachers’ empathy for students learning chemistry as well as laboratory work. Seiler, (2004) has also shown that the ability to use mathematics in chemistry is crucial for success and has revealed that there is a direct relationship between math level and chemistry and physics achievement. Because of differences in their experiences, knowledge, understanding, goals, and interests, Students and lecturers do have differing perceptions about the content of a course (Sozbilir, 2004). Thus student’s learning difficulties in physical chemistry can be best understood by having an in -depth understanding of both students and lecturers perceptions about the course as this heavily influences the teaching and learning environment in the lecture hall. Since no study was conducted in Zimbabwe to investigate the causes of students’ underperformance in the course, it was therefore essential to find out the factors affecting students’ performance in physical chemistry through the involvement of all the stake holders. By determining the factors that influence students’ performance in physical chemistry it is hoped that the lecturers will benefit by way of improvement of the course while students on the other hand will have may also help students a deeper and better understanding of physical chemistry.
PURPOSE OF THE STUDY
The study was undertaken to examine student and lecturer perceptions of students’ learning difficulties in phys ical chemistry as well as the factors that influence student performance in the course and to suggest possible solutions to the teaching and learning of physical chemistry. The objectives of the study were: To find out if any anxiety / phobia for physical chemistry affect students’ performance in the course To find out if student’s mathematical background influences performance in physical chemistry? To find out if lecturer – student contact time (time allocated for lectures) for the course influences student performance in the course. To find out if instructional strategies used influence student performance in the course?
METHODOLOGY
Research Design The descriptive survey research design was used for this study. According to Leedy (1980) the descriptive survey design involves looking at phenomena of the moment with intense accuracy. The design implies the assumption that whatever is observed at any one time is normal and under the same conditions would conceivably be observed at any one time in the future. Population and Sample The population for this study consisted of 80 (second -year undergraduates enrolled in a Physical Chemistry II course) and 6 lecturers from three different chemistry departments in three universities in Zimbabwe. The sample was made up of 30 students randomly selected (10 from each institution) and 6 lecturers (2 from each institution). Data Collection The instruments used for data collection were a questionnaire, interviews and classroom observations. Students were requested to rate the importance of 16 items of section A of the questionnaire on a 5 point Likert scale. In section B of the questionnaire the respondents were required to indicate the teaching methodologies used in their lectures while in section C of the questionnaire two open ended questions were asked to solicit information from the respondents on learning
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difficulties in physical chemistry and suggestions on how to improve physical chemistry teaching and learning.
In
addition to the questionnaire 6 lecturers and 6 students were interviewed. The interviews were unstructured and were conducted for 45minutes in lecturers’ offices. The data collected from the questionnaires was analyzed using SPSS (Statistical Packages for Social Sciences) for windows version 18. To interpret the data, an overall mean of 3.5 or above was taken to denote agreement with all the statements and a mean below 3.5 was considered to denote disagreement. The findings from students were combined with those from lecturers to identify similar perceptions as well as discrepant perceptions.
FINDINGS AND DISCUSSIONS
Analysis of Questionnaires, Interviews and Classroom Observations Table 1: Factors Influencing Students’ Performance in Physical Chemistry as Perceived by the Students Statements 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 The belief that physical chemistry is difficult affects your performance. Your prior knowledge in general chemistry improves your understanding Conducting tutorial sessions in the subject for practice of concepts would improve your performance. Conducting appropriate laboratory sessions improves your performance. Providing a detailed physical chemistry course outline at the beginning of the semester improves your performance. The understanding that physical chemistry is a complicated and challenging course affects your performance. Providing modes of assessment of physical chemistry course at the beginning of the semester improves your performance. Provision of any extra handouts /notes in physical chemistry improves your performance. Group discussions improve your understanding and performance. Your prior knowledge of integral and differential calculus improves their understanding. Do you feel any time constraints in completion of the physical chemistry course in the allocated time? Use of active learning methods like short exercises during lectures improves your understanding. Your prior knowledge of classical physics improves their understanding. Demonstrations using models improves your understanding and performance Use of lecture outlines, concept maps, diagrams help in physical chemistry learning. Use of examples from day to day life during lectures helps in generating interest and understanding physical chemistry. Mean Std Error 3.83 ± 1.4 3.92 ± 0.51 4.33 ± 0.65 4.27 ± 0.80 3.08 ± 1.16 3.60 ± 1.16 3.67 ± 0.49 4.25 ± 0.45 3.92 ± 1.16 4.08 ± 0.79 3.92 ± 1.24 3.67 ± 1.15 3.92 ± 0.51 3.58 ± 0.90 3.53 ± 0.89 3.52 ± 1.08 Ranking 8 5 1 2 15 11 9 3 6 4 7 10 5 12 13 14 Decision Agree Agree Agree Agree Disagree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree
A mean value of 3.83 (statement 1) suggests that the students agree with the statement that belief that physical chemistry is difficult affects their performance. This will lead to the development of anxiety and phobia and hence a lower student success rate. Eddy (2000) has reported about chemo phobia in the college classroom, which leads to students treating physical chemistry as a problematic science hence perform poorly in it. On the other hand, lecturers also agree that the presence of anxiety/phobia affects students’ understanding in the subject and have identified lack of confidence, under preparedness, student attitudes and beliefs as causes of the phobia and anxiety.
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With regard to statement 2 which sought to find out if a prior knowledge in general chemistry would improve students’ understanding a mean value of 3.92 was obtained indicating that students agree with the statement. Lecturers on the other hand also agree that knowledge of general chemistry would help improve students’ understanding in physical chemistry. While at two institutions, a course in general chemistry is not offered, but at one institution the general chemistry course offered contains a sizable portion of physical chemistry upon which the physical chemistry module is built. This finding also agrees with Ausebel’s (1982) study that indicated a positive relationship between learning and prior knowledge. This prior knowledge influences how the learner understands new concepts. It is important for lecturers to elicit students’ prior knowledge and monitor inconsistencies that may arise as learners try to incorporate new knowledge within their current framework of understanding. Both students and lecturers agree that laboratory sessions and tutorials greatly improve performance in physical chemistry as indicated by high mean values of 4.33 and 4.27 for statements 3 and 4. Rosenthal (1987) emphasized on the usefulness of laboratory sessions in understanding of the subject. However during interviews with the lecturers and students it was pointed out that the practical component (laboratory sessions) for this module are divorced from the theory that is taught in the lecture hall. This was explained to be the result of lack of adequate laboratory equipment which makes it virtually not possible to conduct appropriate laboratory experiments hence the theory taught is not effectively translated into practice through experimentation. The lecturers agreed with statement 5, which says that the distribution of course outlines at the beginning of the semester improves students’ performance. However on the other hand students disagreed with statement 5 (mean 3.08) that providing a detailed course outline improves students’ performance. Th e courses outline helps students familiarize themselves with the topics prior to the lectures and even plan their time. This enables students to read well ahead of the lecture and focus more deeply on the lecture as it unfolds. The lecturers however disagreed with statement 7 which says that disclosing of assessment methods at the beginning of the semester would improve the students’ performance while the students also agree with statement 7 (mean 3.67) that if they are provided with modes of assessment, how they will be assessed, what aspects they are going to be assessed on and how they are to present the assessed work at the beginning of the semester that would improve their performance in the subject. The provision of supplemental material such as handouts and notes was also found by both lecturers and students to be helpful in improving students’ performance as statement 8 has a mean value of 4.25. Roles for the extra handouts include helping with background material and offering a second view on current material. They also help in simplifying and clarifying other concepts and improve students’ understanding of the subject. This statement 9 has a mean value of 3.92. Students agree that group discussions are helpful in understanding of the subject and improving their performance. The lecturers also share the same sentiments. This finding is in agreement with Carpenter and McMillan’s (2003) study, which indicated that the use of techniques such as classroom discussions and group activities significantly improves students’ retention rates. Although in chemistry classrooms, the lecture method is the dominant teaching mode, multiple teaching methods are being encouraged. Group discussions, cooperative learning methods are becoming popular as active involvement of students improves their understanding. The lecturers noted that since physical chemistry 11 involves a lot of physics concepts, students need to have a sound background in physics and mathematics (calculus). Hence knowledge of differential and integral calculus is essential if one is to succeed in physical chemistry. It has also been established that performance in physical chemistry is positively influenced by performance in mathematics. This finding agrees well with Derrick and Derrick’s (2003) study, which indicated that good grades in mathematics and physics are most important predictors of success in physical chemistry and advocate for the mathematical preparation of physical chemistry students.
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Both lecturers and students agreed with statement 12, which says that, the use of active learning methods like short exercises during lectures improve student understanding and performance in the subject. The findings are in agreement with Felder’s (1998) study, which discusses the use of short multiple cho ice questions and reports that the use of these improve students’ performance and make them responsible for their own success. Kovac (1999) on the other hand describes four strategies for implementing active learning in chemistry, one involving supplementing the traditional lecture course with heavily computer-based active learning exercises carried out by cooperative groups, the other using cooperative learning almost exclusively supplemented by occasional mini-lectures, the other uses concept tests and problem sheet. These approaches seemed to result in better student learning and more positive attitudes toward the subject. Classroom observations revealed that these active learning strategies are rarely used and the lecturers cited inadequate time and resources for the use of these techniques. Lecturers and students agreed with statement 15, which states that, the use of lecture outlines, concept maps and diagrams helps in improving student performance in the subject. The findings are in agreement with Regis et al., (1996) study that revealed that use of lecture outlines, summary sheets, line diagrams and concepts maps have resulted in improvement in chemical education. Concept mapping is quite suitable for complicated theories. Physical chemistry is just such a theory that contain many equations and theories. Even after the learning process the students usually are not exactly aware of what they have learnt and what the relationships among the theories are. Through the drawing of concept maps students will become aware of what they have learned and what they need to learn, and develop their self-directed learning and lifelong learning skills. Reading about science is interesting, but seeing it in action is fun. Educators have often sought different ways to teach chemistry, and the use of demonstrations is but one of many teaching approaches adopted to enthuse students. Chemistry can also be made more stimulating to students by the use of such visual tools. Both students and lecturers agree with statement 15, which states that the use of demonstrations improves student performance in physical chemistry. These findings are in agreement with Manaf and Subramaniam’s (2004) study, which showed that the use of demonstrations in the teaching of chemistry in the classroom improves grades, and promotes an active learning environment. Instructional Strategies Used Table 2: Methods of Instruction Teaching Method 1 2 3 4 5 6 7 8 9 Lecture method using chalk and board. Lecture method using transparencies and OHP. Oral explanation of notes on handouts. Dictation of notes. Lecture method using power point slides and CDs. Demonstration method using models. Experimentation. Group work – problem solving Lecturer demonstration - student demonstration Percentage Response 50% 90% 85% 20% 0% 0% 45% 10% 0% Ranking 3 1 2 5 7 7 4 6 7
The results related with methods of instruction as presented in the table above indicate that the lecture method using transparencies and overhead projector (OHP) and oral explanation of notes on handouts are the most frequently used methods. The lecture method using chalk and board and experimentation are occasionally used while dictation of notes and group work are rarely used while power point, CD’s and models are never used. Classroom observ ations also revealed the same findings with lecturers preferring the use of the OHP in their teaching. The interviews with students showed that they prefer the demonstration methods as well as experimentation as these methods enable them to link theory with practice.
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However due to lack of equipment, apparatus, and chemicals these preferred methods are not used, as they are expensive and costly under such harsh economic environment. Subair (2001) advocates for the adoption of different instructional approaches in order to induce and promote learning and meet the learners’ needs. Analysis of Open-Ended Questions The lecturers have given the following reasons for students’ underperformance in physical chemistry at undergraduate level. Poor Background in Physical Chemistry from Pre-University Level The lecturers noted that the A level chemistry syllabus only contains a sizable portion of physical chemistry which they felt to be inadequate to thoroughly prepare students for university work. The students on the other hand also felt that they were not also thoroughly prepared during their high school for laboratory work hence their background in laboratory chemistry was also poor. The students and lecturers also cited lack of resources, chemicals and equipment in most high schools as contributing to poor performance in the subject. Some of the students also cited lack of qualified staff at their high schools as also contributing to poor performance in the subject since most of them will have spent almost a term without a teacher. The researcher feels that if a course in general chemistry covering the basic concepts in all the areas of chemistry is developed and introduced during the first year first semester this would help provide a sound background in the subject and prepare students to tackle more complicated concepts at a higher level. Students Find Physical Chemistry Concepts Very Complicated Both students and lecturers pointed out that physical chemistry 11 contains concepts that are very abstract and difficult to understand. This also agrees with the participants that concepts in quantum mechanics, molecular spectroscopy and reaction kinetics requires the student to visualize them in three dimensions but are presented theoretically in one dimension during lectures as a result the students find it difficult to grasp such concepts hence do not perform well. Such concepts would require the use of models and computer animations for the students to visualize and understand them but the unavailability of such models and computer soft ware is a hindrance to the teaching of such concepts. Students also noted that there are many concepts in physical chemistry that are not only very abstract for the learner, but are also difficult to teach. Most of the learners’ interest will be lost if the lecturer ignores using links as a teaching method. Establishing the links among the concepts of physical chemistry is the most important task in developing deep Learning, which is very useful in meeting the aim of training the learner in scientific methods. Lack of Active Learning Lecturers also pointed lack of active learning as contributing to underperformance in the subject. Active learning is a method of educating students that allows them to participate in class. It takes them beyond the role of passive listener and note taker and allows the student to take some direction and initiative during the class. The role of the teacher is to lecture less and instead direct the students in directions that will allow the students to "discover" the material as they work with other students to understand the curriculum. Active learning can encompass a variety of techniques that include small group discussion, role-playing, hands-on projects, and teacher driven questioning. The goal is to bring students into the process of their own education. The lecturers also noted that students do not practice by solving problems as a result they tend to memorize rather than understand the concepts and therefore fail to apply them in new situations.
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Lack of Adequate Resources Both students and lecturers cited lack of adequate resources such as textbooks, computers and laboratory
equipment as contributing to poor performance in the subject. As an alternative students can utilize web based resources, however the time slot of about 1hour per session for the students is inadequate and it becomes difficult for the students to access information from the internet. Low Self-Confidence The lecturers feel that low self-confidence among the students is also a contributory factor to underperformance in physical chemistry. At the beginning of the semester, many students receive different messages from peers about the mathematical nature of physical chemistry, its relationship with physics and its abstract complicated concepts. Students who lack the physics and calculus (mathematics) experiences often enter physical chemistry classes feeling insecure about their abilities. This lack of self-confidence is also reflected in the fact that students are more passive during lectures. Once the student’s self confidence is eroded, his or her performance in physical chemistry depends on his physical chemistry self-concept, that is, his achievement in physical chemistry depended on what he thinks of or believes about himself with reference to physical chemistry as a subject. The role of the lecturer therefore is to help build self-confidence and a positive self-concept among the students. Lecturers’ and Students’ Suggestions for Improvement The lecturers and students made the following suggestions in order to improve physical chemistry teaching and learning at Midlands State University: Redesigning of the Content The main concepts and theories that should be taught to students have been fixed by the syllabus, but the details are flexible. A good design of content can promote the student’s interest greatly. Many concepts and theories in physical chemistry have been developed decades or even hundreds of years ago. The students often don’t treat them as science, but as history. They don’t know how to apply them in modern society. Adding some of the most up -to-date research in physical chemistry into the lecture can help the students know the significance of the physical chemistry. Interesting examples related to real life are indispensable. This is one of the best ways to promote the interest of learner. Develop Online Learning Online education can be defined as an approach to teaching and learning that utilizes Internet technologies to communicate and collaborate in an educational context. This includes technology that supplements traditional classroom training with web-based components and learning environments where the educational process is experienced online. The use of the Web is fantastic. It is not only The Resources Room, but also The Virtual Learning Environment. The web provides a learning environment accessible 24 hours a day. It is convenient and interesting for a student to learn new knowledge, seek information, gain feedback on assignments and communicate with lecturers and other students via a web site. Improve Physical Chemistry Laboratory Teaching Physical chemistry is an experimental science. The laboratory is an ideal environment for both active and cooperative learning (Hass 2000). Active engagement in laboratory exercises promotes a thorough understanding of the concepts described in lectures. A further enhancement of the laboratory experience can be gained by encouraging students
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to interact with each other during the discovery process. Experiments or laboratory work are very important for students not only for understanding physical chemistry knowledge but also for increasing the students’ ability to resolve problems. However there is need to make the laboratory practical link very well with the theory taught in the lecture hall. Encourage Cooperative Learning Cooperative methods share the idea that students work together to learn, and are responsible for one another’s learning as well as their own. All cooperative methods involve having students work in small groups or teams to help each other in studying the material. Usually they have team goals and team success, which can only be achieved if all members of the team learn the objectives being taught. Therefore it requires the team members to explain concepts to one another and everyone on the team is ready for assessments such as a quiz, or an examination. Three concepts are essential to cooperative learning: team rewards, individual accountability, and equal opportunity for success (Slavin, 1983). Cooperative learning is useful in improving students’ achievement at a variety of grade levels and, in many subjects, intergroup relations.
CONCLUSIONS AND RECOMMENDATIONS
The findings indicate that tutorials and laboratory sessions are the most important factors that greatly improve performance in physical chemistry. Other factors that improve students’ understanding in the subject are active learning methods such as use of demonstration models, lecture outlines, concept maps and diagrams. The most preferred method of instruction is the lecture method using OHP and transparencies followed by the lecture method using chalk and board and oral explanation of notes on handouts. Both lecturers and students have said that the lack of time, prior knowledge and insufficient writing and practice leads to poor performance in the subject. The students suggested on increasing the number of lectures and tutorials in physical Chemistry. Based on the findings of the study it is recommended that lecturers use student-centered learning strategies such as mini-lectures using PowerPoint presentations, in-class collaborative learning, peer presentations, virtual laboratories, simulations and models and ongoing assessment techniques in their teaching and learning to meet the needs of the learners. The study recommends that carefully preparing and presenting the lecture is the most basic issue for increasing the learner’s interest in this course. Deeper learning will be accomplished not only by introducing changes in study styles but also by using modern teaching methods. A new teaching design focusing on the links will be very useful for improving the teaching quality in physical chemistry.
REFERENCES
1. 2. 3. Ausubel, D. (1982) Psicologia Educativa : Editorial Trillas ; Mexico Barrow, G. M. (1997) Journal of Chemical Education, 74, 1154–1155. Berg, A. (2005) Learning Chemistry at the University level: Student attitudes, motivation, and design of the learning environment. Nordic Studies in Science Education, 2(1), 92 4. Carpenter, S. R.and McMillan, T. (2003) Incorporation of Cooperative learning technique in Organic Chemistry , J. Chem. Educ, 80, 330 5. Carter, C. S., and Brickhouse, N. W. (1989). What makes chemistry difficult? Alternate perceptions. Journal of Chemical Education, 66, 223-225. 6. Derrick, M.E and Derrick, F.W. (2002) Predictors of success in physical chemistry. Journal of Chemical Education.79 (8), 1013 - 1016
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Eddy, R .M.( 2000.) Chemophobia in the College Classroom: Extent, Sources, and Student Characteristics . Journal of Chemical Education ,77 (4)
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Felder, R. M (1988). The future of Engineering education II. Teaching methods that work. Chemical Engineering Education, 34, 26 – 39
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Gou, B. (2003) Contemporary teaching strategies in general chemistry. The China Papers, July 2003, 39 - 41
10. Hahn, K.E and Polik, W.F (2004) Factors influencing success in physical chemistry. Journal of Chemical Education, 81(4), 576 - 572 11. Hass, M.A. (2000) Student-Directed learning in Organic Chemistry laboratory. Journal of Chemical Education, 77(8), 1035-1038. 12. Keith S. and Taber, U.(2000) Chemistry lessons for universities?: A review of constructivist ideas, Chemical Educator. 4 (2), 13. Kovac, J. (1999) Student active learning methods in General Chemistry. Journal of Chemical Education, 76, 120 124. 14. Leedy, P.D. (1980) Practical research planning and designing. New York, Macmillan publishing company. 15. Mahajan, D.S and Singh, G.S. (2005) University students’ performance in organic chemistry at undergraduate level: perception of instructors from universities in the SADC region Khimiya. 13, 25 – 36. 16. Manaf, E.B.A and Subramaniam,R. (2004) Use of chemistry demonstrations to Foster Conceptual Understanding and Cooperative learning among students. Paper presented at the conference of the international association for the study of cooperation in education. June 22- 24 Singapore 17. Nicoll, G and Francisco, J.S.(2001) An Investigation of the Factors Influencing Student Performance in Physical Chemistry. Journal of Chemical Education, 78(1), 99 – 104. 18. Regis, A., Albertazzi, P.G.and Roletto, E. (1996) Concept Maps in Chemistry Education. Journal of Chemical Education, 73, 1084 19. Rosenthal, L.C. (1987) Writing across the Curriculum: Chemistry Lab reports. Journal of Chemical Education, 64, 996 – 20. Seiler, J.A. (2004) High School Math Level and its Influence on Science Achievement. Webster University. [Available]: www.mrseiler.org/thesis.pdf 21. Slavin, R.E. (1983) Cooperative Learning NewYork: Longmans. 22. Sozbilir, M. (2004) What makes physical chemistry difficult? Perceptions of Turkish Chemistry undergraduates and lecturers Journal of Chemical Education, Vol.81 No4, pp. 573. 23. Subair, S. K. (2001) Lecture notes for B. Sc. IV (Agriculture Education) on Teaching methods. 24. Xia,Z.(2003) Thinking towards teaching physical chemistry in China: How to increase the learning interest in this course The China Papers, July 2003 , 25 – 28 25. Zheng, L(2005) Applying contemporary teaching strategies to improve the teaching quality in Organic Chemistry, The China Papers, July 2005 , 23 – 27
UNIVERSITY STUDENTS’ PERFORMANCE IN PHYSICAL CHEMISTRY AT UNDERGRADUATE LEVEL: PERCEPTIONS OF ZIMBABWEAN CHEMISTRY UNDERGRADUATES AND LECTURERS
MANDINA SHADRECK Department of Educational Foundations, Management and Curriculum Studies, Midlands State University, Gweru, Zimbabwe
ABSTRACT
This study investigated the perceptions of Chemistry Undergraduates and Lecturers on the performance of students in physical chemistry at undergraduate level in Zimbabwe. The descriptive survey research design was adopted for the study in which questionnaires were distributed to 30 students and 6 lecturers. The study revealed that both lecturers and students perceive factors such as student mathematical ability, student prior knowledge, conducting laboratory demonstrations, tutorials as well as the use of active student centered teaching methodologies as contributing to student success in physical chemistry. On the other hand lack of adequate material resources and facilities, time constraints, overloaded course content and presence of anxiety as contributing to student underperformance in the course. The following recommendations were made for improving physical chemistry teaching and learning: redesigning the course content, development of online learning, the use of cooperative learning and the use of online virtual laboratories.
KEYWORDS: Student Prior Knowledge, Physical Chemistry Teaching and Learning INTRODUCTION
Concern about the status of chemistry courses in chemistry schools is a frequent topic in professional chemistry education meetings and publications. Most of the discussions center on the physical chemistry courses described by Keith and Taber (2000) as highly mathematical, highly conceptual and one of the most challenging courses students encounter in their college careers. From both students’ and lecturers’ point of view, physical chemistry courses are generally considered difficult and students performance in this subject is relatively low (Nicoll and Fransisco, 2001). Several research studies (Barrow, 1997; Carter and Brickhouse, 1989) have investigated factors influencing students’ success in chemistry focusing on understanding of specific concepts in chemistry by the students. Mahajan and Sing (2004) have also reported on the performance of undergraduate students in organic chemistry as perceived by organic chemistry lecturers from the SADC region. Their findings indicate that tutorials and laboratory sessions are the most important factors that greatly improve students’ performance in organic chemistry. Other factors that were found to improve students’ understanding in organic chemistry are: active learning methods, use of demonstration models, lecture outlines, concept maps and diagrams. In their finding, the researchers noted that SADC lecturers have pointed out that presence of anxiety / phobia and time constraints as contributing to under performance in the subject. The perceptions of Turkish chemistry lecturers and students on what makes physical chemistry difficult have been described by Sozlibir (2004). The findings suggested that the lecturer perceptions on students’ learning difficulties were quite different from those of students. The common themes that emerged from the study were about the abstract nature of concepts in physical chemistry; the overloaded course content, insufficient resources, teacher centered and exposition
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dominated teaching practice and the lack of student motivation in the physical chemistry course. Students’ and faculty frustrations were found mostly to mark the discrepancies between student and lecturer perceptions. Students were critical of the course content, the resources available, the lecturers and their teaching methods. Lecturers generally focused on factors that related to the course such as overcrowded classes, la ck of resources and staff as well as the students’ academic background and socioeconomic conditions. A study by Derrick and Derrick (2002) on predictors of success in physical chemistry tested the hypotheses concerning success in physical chemistry based on previous chemistry, physics and mathematics courses using vicariate correlation analysis, multiple regression with a subset of variable deleted. Data on chemistry, physics and mathematics grades and the number of times these courses were repeated were collected for physical chemistry students at Valdosta State University for the period 1976 – 1999. The most important subsets of variables were found to be chemistry and mathematics. Thus performance in chemistry was found to be positively influenced by performance in mathematics. Hahn and Polik (2004) also investigated factors influencing performance and measures of success in physical chemistry, and showed that mathematics ability as described by an average mathematics grade and a number of mathematics courses are an important predictor of success in physical chemistry course. In addition, Hahn and Polik (2004) also found out that homework, and general chemistry performance positively influences performance in physical chemistry. In recent time there has been growing trend to incorporate different teaching techniques into the classroom in order to benefit students with different learning styles. In the general and physical chemistry classroom theses trends scan be seen through the incorporation of more active and student centered methods such as group learning, new presentation of material and incorporation of writing of assignments. Cooperative learning in the classroom includes utilizing simple techniques such as group activities and class discussions. Carpenter and McMillan (2003) report the successful use of these techniques in addition to prelecture assignments and minute papers (a means for to briefly summarize what they have learned in a day’s lecture) They showed that such techniques significantly imp rove class retention rates. If we consider that learning is enhanced when students are engaged in the processing of information, then our challenge as teachers is to find creative ways to design dynamic learning environments that involve students in doing and thinking about chemistry. Gou, (2003) and Zheng, (2005) have advocated for the use of contemporary teaching strategies in chemistry teaching. They say that these strategies can be incorporated in new developments in science education. Case method teaching can increase students’ interests in studying chemistry, concept mapping deepens student understanding, Predict-Observe-Explain (POE) strategy increases the level of classroom interaction, workshops and problem-based learning provide students with an opportunity to acquire effective problem solving techniques. When science is taught out of context and seems irrelevant to their lives, many students lose interest. And if a student’s own motivation is disregarded, even the most careful preparation on the part of the teacher will be wasted. It is crucial, therefore, to highlight the importance of science and its relevance to students’ lives. Students also need more positive and realistic demonstrations of the scope and limitations of science and scientists. Teachers need therefore to pay more attention to increasing the learners’ interest and transforming the learning to deeper and deeper levels is an additiona l impetus to current teaching in physical chemistry. Xia, (2003) considers the problem, of how to increase student interest and what techniques and approaches might be used to stimulate students’ interest in this course, especially given its long duration. Being the course students find the most difficult, it is necessary to carefully prepare the lectures and allocate teaching times over a range of activities in the future. He suggests establishing links among the concepts of physical chemistry as the most important task in developing deep learning, which is very useful in meeting the aim of training the learner in scientific methods. He advocates for the use of case studies to help teach the links as well as the use of
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demonstrations to enhance the learner’s interest. Berg, and Anders (2005) have also shown that students’ attitudes towards learning chemistry at university level and their motivation is influenced by a number of factors such as the teachers’ empathy for students learning chemistry as well as laboratory work. Seiler, (2004) has also shown that the ability to use mathematics in chemistry is crucial for success and has revealed that there is a direct relationship between math level and chemistry and physics achievement. Because of differences in their experiences, knowledge, understanding, goals, and interests, Students and lecturers do have differing perceptions about the content of a course (Sozbilir, 2004). Thus student’s learning difficulties in physical chemistry can be best understood by having an in -depth understanding of both students and lecturers perceptions about the course as this heavily influences the teaching and learning environment in the lecture hall. Since no study was conducted in Zimbabwe to investigate the causes of students’ underperformance in the course, it was therefore essential to find out the factors affecting students’ performance in physical chemistry through the involvement of all the stake holders. By determining the factors that influence students’ performance in physical chemistry it is hoped that the lecturers will benefit by way of improvement of the course while students on the other hand will have may also help students a deeper and better understanding of physical chemistry.
PURPOSE OF THE STUDY
The study was undertaken to examine student and lecturer perceptions of students’ learning difficulties in phys ical chemistry as well as the factors that influence student performance in the course and to suggest possible solutions to the teaching and learning of physical chemistry. The objectives of the study were: To find out if any anxiety / phobia for physical chemistry affect students’ performance in the course To find out if student’s mathematical background influences performance in physical chemistry? To find out if lecturer – student contact time (time allocated for lectures) for the course influences student performance in the course. To find out if instructional strategies used influence student performance in the course?
METHODOLOGY
Research Design The descriptive survey research design was used for this study. According to Leedy (1980) the descriptive survey design involves looking at phenomena of the moment with intense accuracy. The design implies the assumption that whatever is observed at any one time is normal and under the same conditions would conceivably be observed at any one time in the future. Population and Sample The population for this study consisted of 80 (second -year undergraduates enrolled in a Physical Chemistry II course) and 6 lecturers from three different chemistry departments in three universities in Zimbabwe. The sample was made up of 30 students randomly selected (10 from each institution) and 6 lecturers (2 from each institution). Data Collection The instruments used for data collection were a questionnaire, interviews and classroom observations. Students were requested to rate the importance of 16 items of section A of the questionnaire on a 5 point Likert scale. In section B of the questionnaire the respondents were required to indicate the teaching methodologies used in their lectures while in section C of the questionnaire two open ended questions were asked to solicit information from the respondents on learning
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difficulties in physical chemistry and suggestions on how to improve physical chemistry teaching and learning.
In
addition to the questionnaire 6 lecturers and 6 students were interviewed. The interviews were unstructured and were conducted for 45minutes in lecturers’ offices. The data collected from the questionnaires was analyzed using SPSS (Statistical Packages for Social Sciences) for windows version 18. To interpret the data, an overall mean of 3.5 or above was taken to denote agreement with all the statements and a mean below 3.5 was considered to denote disagreement. The findings from students were combined with those from lecturers to identify similar perceptions as well as discrepant perceptions.
FINDINGS AND DISCUSSIONS
Analysis of Questionnaires, Interviews and Classroom Observations Table 1: Factors Influencing Students’ Performance in Physical Chemistry as Perceived by the Students Statements 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 The belief that physical chemistry is difficult affects your performance. Your prior knowledge in general chemistry improves your understanding Conducting tutorial sessions in the subject for practice of concepts would improve your performance. Conducting appropriate laboratory sessions improves your performance. Providing a detailed physical chemistry course outline at the beginning of the semester improves your performance. The understanding that physical chemistry is a complicated and challenging course affects your performance. Providing modes of assessment of physical chemistry course at the beginning of the semester improves your performance. Provision of any extra handouts /notes in physical chemistry improves your performance. Group discussions improve your understanding and performance. Your prior knowledge of integral and differential calculus improves their understanding. Do you feel any time constraints in completion of the physical chemistry course in the allocated time? Use of active learning methods like short exercises during lectures improves your understanding. Your prior knowledge of classical physics improves their understanding. Demonstrations using models improves your understanding and performance Use of lecture outlines, concept maps, diagrams help in physical chemistry learning. Use of examples from day to day life during lectures helps in generating interest and understanding physical chemistry. Mean Std Error 3.83 ± 1.4 3.92 ± 0.51 4.33 ± 0.65 4.27 ± 0.80 3.08 ± 1.16 3.60 ± 1.16 3.67 ± 0.49 4.25 ± 0.45 3.92 ± 1.16 4.08 ± 0.79 3.92 ± 1.24 3.67 ± 1.15 3.92 ± 0.51 3.58 ± 0.90 3.53 ± 0.89 3.52 ± 1.08 Ranking 8 5 1 2 15 11 9 3 6 4 7 10 5 12 13 14 Decision Agree Agree Agree Agree Disagree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree
A mean value of 3.83 (statement 1) suggests that the students agree with the statement that belief that physical chemistry is difficult affects their performance. This will lead to the development of anxiety and phobia and hence a lower student success rate. Eddy (2000) has reported about chemo phobia in the college classroom, which leads to students treating physical chemistry as a problematic science hence perform poorly in it. On the other hand, lecturers also agree that the presence of anxiety/phobia affects students’ understanding in the subject and have identified lack of confidence, under preparedness, student attitudes and beliefs as causes of the phobia and anxiety.
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With regard to statement 2 which sought to find out if a prior knowledge in general chemistry would improve students’ understanding a mean value of 3.92 was obtained indicating that students agree with the statement. Lecturers on the other hand also agree that knowledge of general chemistry would help improve students’ understanding in physical chemistry. While at two institutions, a course in general chemistry is not offered, but at one institution the general chemistry course offered contains a sizable portion of physical chemistry upon which the physical chemistry module is built. This finding also agrees with Ausebel’s (1982) study that indicated a positive relationship between learning and prior knowledge. This prior knowledge influences how the learner understands new concepts. It is important for lecturers to elicit students’ prior knowledge and monitor inconsistencies that may arise as learners try to incorporate new knowledge within their current framework of understanding. Both students and lecturers agree that laboratory sessions and tutorials greatly improve performance in physical chemistry as indicated by high mean values of 4.33 and 4.27 for statements 3 and 4. Rosenthal (1987) emphasized on the usefulness of laboratory sessions in understanding of the subject. However during interviews with the lecturers and students it was pointed out that the practical component (laboratory sessions) for this module are divorced from the theory that is taught in the lecture hall. This was explained to be the result of lack of adequate laboratory equipment which makes it virtually not possible to conduct appropriate laboratory experiments hence the theory taught is not effectively translated into practice through experimentation. The lecturers agreed with statement 5, which says that the distribution of course outlines at the beginning of the semester improves students’ performance. However on the other hand students disagreed with statement 5 (mean 3.08) that providing a detailed course outline improves students’ performance. Th e courses outline helps students familiarize themselves with the topics prior to the lectures and even plan their time. This enables students to read well ahead of the lecture and focus more deeply on the lecture as it unfolds. The lecturers however disagreed with statement 7 which says that disclosing of assessment methods at the beginning of the semester would improve the students’ performance while the students also agree with statement 7 (mean 3.67) that if they are provided with modes of assessment, how they will be assessed, what aspects they are going to be assessed on and how they are to present the assessed work at the beginning of the semester that would improve their performance in the subject. The provision of supplemental material such as handouts and notes was also found by both lecturers and students to be helpful in improving students’ performance as statement 8 has a mean value of 4.25. Roles for the extra handouts include helping with background material and offering a second view on current material. They also help in simplifying and clarifying other concepts and improve students’ understanding of the subject. This statement 9 has a mean value of 3.92. Students agree that group discussions are helpful in understanding of the subject and improving their performance. The lecturers also share the same sentiments. This finding is in agreement with Carpenter and McMillan’s (2003) study, which indicated that the use of techniques such as classroom discussions and group activities significantly improves students’ retention rates. Although in chemistry classrooms, the lecture method is the dominant teaching mode, multiple teaching methods are being encouraged. Group discussions, cooperative learning methods are becoming popular as active involvement of students improves their understanding. The lecturers noted that since physical chemistry 11 involves a lot of physics concepts, students need to have a sound background in physics and mathematics (calculus). Hence knowledge of differential and integral calculus is essential if one is to succeed in physical chemistry. It has also been established that performance in physical chemistry is positively influenced by performance in mathematics. This finding agrees well with Derrick and Derrick’s (2003) study, which indicated that good grades in mathematics and physics are most important predictors of success in physical chemistry and advocate for the mathematical preparation of physical chemistry students.
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Both lecturers and students agreed with statement 12, which says that, the use of active learning methods like short exercises during lectures improve student understanding and performance in the subject. The findings are in agreement with Felder’s (1998) study, which discusses the use of short multiple cho ice questions and reports that the use of these improve students’ performance and make them responsible for their own success. Kovac (1999) on the other hand describes four strategies for implementing active learning in chemistry, one involving supplementing the traditional lecture course with heavily computer-based active learning exercises carried out by cooperative groups, the other using cooperative learning almost exclusively supplemented by occasional mini-lectures, the other uses concept tests and problem sheet. These approaches seemed to result in better student learning and more positive attitudes toward the subject. Classroom observations revealed that these active learning strategies are rarely used and the lecturers cited inadequate time and resources for the use of these techniques. Lecturers and students agreed with statement 15, which states that, the use of lecture outlines, concept maps and diagrams helps in improving student performance in the subject. The findings are in agreement with Regis et al., (1996) study that revealed that use of lecture outlines, summary sheets, line diagrams and concepts maps have resulted in improvement in chemical education. Concept mapping is quite suitable for complicated theories. Physical chemistry is just such a theory that contain many equations and theories. Even after the learning process the students usually are not exactly aware of what they have learnt and what the relationships among the theories are. Through the drawing of concept maps students will become aware of what they have learned and what they need to learn, and develop their self-directed learning and lifelong learning skills. Reading about science is interesting, but seeing it in action is fun. Educators have often sought different ways to teach chemistry, and the use of demonstrations is but one of many teaching approaches adopted to enthuse students. Chemistry can also be made more stimulating to students by the use of such visual tools. Both students and lecturers agree with statement 15, which states that the use of demonstrations improves student performance in physical chemistry. These findings are in agreement with Manaf and Subramaniam’s (2004) study, which showed that the use of demonstrations in the teaching of chemistry in the classroom improves grades, and promotes an active learning environment. Instructional Strategies Used Table 2: Methods of Instruction Teaching Method 1 2 3 4 5 6 7 8 9 Lecture method using chalk and board. Lecture method using transparencies and OHP. Oral explanation of notes on handouts. Dictation of notes. Lecture method using power point slides and CDs. Demonstration method using models. Experimentation. Group work – problem solving Lecturer demonstration - student demonstration Percentage Response 50% 90% 85% 20% 0% 0% 45% 10% 0% Ranking 3 1 2 5 7 7 4 6 7
The results related with methods of instruction as presented in the table above indicate that the lecture method using transparencies and overhead projector (OHP) and oral explanation of notes on handouts are the most frequently used methods. The lecture method using chalk and board and experimentation are occasionally used while dictation of notes and group work are rarely used while power point, CD’s and models are never used. Classroom observ ations also revealed the same findings with lecturers preferring the use of the OHP in their teaching. The interviews with students showed that they prefer the demonstration methods as well as experimentation as these methods enable them to link theory with practice.
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However due to lack of equipment, apparatus, and chemicals these preferred methods are not used, as they are expensive and costly under such harsh economic environment. Subair (2001) advocates for the adoption of different instructional approaches in order to induce and promote learning and meet the learners’ needs. Analysis of Open-Ended Questions The lecturers have given the following reasons for students’ underperformance in physical chemistry at undergraduate level. Poor Background in Physical Chemistry from Pre-University Level The lecturers noted that the A level chemistry syllabus only contains a sizable portion of physical chemistry which they felt to be inadequate to thoroughly prepare students for university work. The students on the other hand also felt that they were not also thoroughly prepared during their high school for laboratory work hence their background in laboratory chemistry was also poor. The students and lecturers also cited lack of resources, chemicals and equipment in most high schools as contributing to poor performance in the subject. Some of the students also cited lack of qualified staff at their high schools as also contributing to poor performance in the subject since most of them will have spent almost a term without a teacher. The researcher feels that if a course in general chemistry covering the basic concepts in all the areas of chemistry is developed and introduced during the first year first semester this would help provide a sound background in the subject and prepare students to tackle more complicated concepts at a higher level. Students Find Physical Chemistry Concepts Very Complicated Both students and lecturers pointed out that physical chemistry 11 contains concepts that are very abstract and difficult to understand. This also agrees with the participants that concepts in quantum mechanics, molecular spectroscopy and reaction kinetics requires the student to visualize them in three dimensions but are presented theoretically in one dimension during lectures as a result the students find it difficult to grasp such concepts hence do not perform well. Such concepts would require the use of models and computer animations for the students to visualize and understand them but the unavailability of such models and computer soft ware is a hindrance to the teaching of such concepts. Students also noted that there are many concepts in physical chemistry that are not only very abstract for the learner, but are also difficult to teach. Most of the learners’ interest will be lost if the lecturer ignores using links as a teaching method. Establishing the links among the concepts of physical chemistry is the most important task in developing deep Learning, which is very useful in meeting the aim of training the learner in scientific methods. Lack of Active Learning Lecturers also pointed lack of active learning as contributing to underperformance in the subject. Active learning is a method of educating students that allows them to participate in class. It takes them beyond the role of passive listener and note taker and allows the student to take some direction and initiative during the class. The role of the teacher is to lecture less and instead direct the students in directions that will allow the students to "discover" the material as they work with other students to understand the curriculum. Active learning can encompass a variety of techniques that include small group discussion, role-playing, hands-on projects, and teacher driven questioning. The goal is to bring students into the process of their own education. The lecturers also noted that students do not practice by solving problems as a result they tend to memorize rather than understand the concepts and therefore fail to apply them in new situations.
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Lack of Adequate Resources Both students and lecturers cited lack of adequate resources such as textbooks, computers and laboratory
equipment as contributing to poor performance in the subject. As an alternative students can utilize web based resources, however the time slot of about 1hour per session for the students is inadequate and it becomes difficult for the students to access information from the internet. Low Self-Confidence The lecturers feel that low self-confidence among the students is also a contributory factor to underperformance in physical chemistry. At the beginning of the semester, many students receive different messages from peers about the mathematical nature of physical chemistry, its relationship with physics and its abstract complicated concepts. Students who lack the physics and calculus (mathematics) experiences often enter physical chemistry classes feeling insecure about their abilities. This lack of self-confidence is also reflected in the fact that students are more passive during lectures. Once the student’s self confidence is eroded, his or her performance in physical chemistry depends on his physical chemistry self-concept, that is, his achievement in physical chemistry depended on what he thinks of or believes about himself with reference to physical chemistry as a subject. The role of the lecturer therefore is to help build self-confidence and a positive self-concept among the students. Lecturers’ and Students’ Suggestions for Improvement The lecturers and students made the following suggestions in order to improve physical chemistry teaching and learning at Midlands State University: Redesigning of the Content The main concepts and theories that should be taught to students have been fixed by the syllabus, but the details are flexible. A good design of content can promote the student’s interest greatly. Many concepts and theories in physical chemistry have been developed decades or even hundreds of years ago. The students often don’t treat them as science, but as history. They don’t know how to apply them in modern society. Adding some of the most up -to-date research in physical chemistry into the lecture can help the students know the significance of the physical chemistry. Interesting examples related to real life are indispensable. This is one of the best ways to promote the interest of learner. Develop Online Learning Online education can be defined as an approach to teaching and learning that utilizes Internet technologies to communicate and collaborate in an educational context. This includes technology that supplements traditional classroom training with web-based components and learning environments where the educational process is experienced online. The use of the Web is fantastic. It is not only The Resources Room, but also The Virtual Learning Environment. The web provides a learning environment accessible 24 hours a day. It is convenient and interesting for a student to learn new knowledge, seek information, gain feedback on assignments and communicate with lecturers and other students via a web site. Improve Physical Chemistry Laboratory Teaching Physical chemistry is an experimental science. The laboratory is an ideal environment for both active and cooperative learning (Hass 2000). Active engagement in laboratory exercises promotes a thorough understanding of the concepts described in lectures. A further enhancement of the laboratory experience can be gained by encouraging students
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to interact with each other during the discovery process. Experiments or laboratory work are very important for students not only for understanding physical chemistry knowledge but also for increasing the students’ ability to resolve problems. However there is need to make the laboratory practical link very well with the theory taught in the lecture hall. Encourage Cooperative Learning Cooperative methods share the idea that students work together to learn, and are responsible for one another’s learning as well as their own. All cooperative methods involve having students work in small groups or teams to help each other in studying the material. Usually they have team goals and team success, which can only be achieved if all members of the team learn the objectives being taught. Therefore it requires the team members to explain concepts to one another and everyone on the team is ready for assessments such as a quiz, or an examination. Three concepts are essential to cooperative learning: team rewards, individual accountability, and equal opportunity for success (Slavin, 1983). Cooperative learning is useful in improving students’ achievement at a variety of grade levels and, in many subjects, intergroup relations.
CONCLUSIONS AND RECOMMENDATIONS
The findings indicate that tutorials and laboratory sessions are the most important factors that greatly improve performance in physical chemistry. Other factors that improve students’ understanding in the subject are active learning methods such as use of demonstration models, lecture outlines, concept maps and diagrams. The most preferred method of instruction is the lecture method using OHP and transparencies followed by the lecture method using chalk and board and oral explanation of notes on handouts. Both lecturers and students have said that the lack of time, prior knowledge and insufficient writing and practice leads to poor performance in the subject. The students suggested on increasing the number of lectures and tutorials in physical Chemistry. Based on the findings of the study it is recommended that lecturers use student-centered learning strategies such as mini-lectures using PowerPoint presentations, in-class collaborative learning, peer presentations, virtual laboratories, simulations and models and ongoing assessment techniques in their teaching and learning to meet the needs of the learners. The study recommends that carefully preparing and presenting the lecture is the most basic issue for increasing the learner’s interest in this course. Deeper learning will be accomplished not only by introducing changes in study styles but also by using modern teaching methods. A new teaching design focusing on the links will be very useful for improving the teaching quality in physical chemistry.
REFERENCES
1. 2. 3. Ausubel, D. (1982) Psicologia Educativa : Editorial Trillas ; Mexico Barrow, G. M. (1997) Journal of Chemical Education, 74, 1154–1155. Berg, A. (2005) Learning Chemistry at the University level: Student attitudes, motivation, and design of the learning environment. Nordic Studies in Science Education, 2(1), 92 4. Carpenter, S. R.and McMillan, T. (2003) Incorporation of Cooperative learning technique in Organic Chemistry , J. Chem. Educ, 80, 330 5. Carter, C. S., and Brickhouse, N. W. (1989). What makes chemistry difficult? Alternate perceptions. Journal of Chemical Education, 66, 223-225. 6. Derrick, M.E and Derrick, F.W. (2002) Predictors of success in physical chemistry. Journal of Chemical Education.79 (8), 1013 - 1016
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Eddy, R .M.( 2000.) Chemophobia in the College Classroom: Extent, Sources, and Student Characteristics . Journal of Chemical Education ,77 (4)
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10. Hahn, K.E and Polik, W.F (2004) Factors influencing success in physical chemistry. Journal of Chemical Education, 81(4), 576 - 572 11. Hass, M.A. (2000) Student-Directed learning in Organic Chemistry laboratory. Journal of Chemical Education, 77(8), 1035-1038. 12. Keith S. and Taber, U.(2000) Chemistry lessons for universities?: A review of constructivist ideas, Chemical Educator. 4 (2), 13. Kovac, J. (1999) Student active learning methods in General Chemistry. Journal of Chemical Education, 76, 120 124. 14. Leedy, P.D. (1980) Practical research planning and designing. New York, Macmillan publishing company. 15. Mahajan, D.S and Singh, G.S. (2005) University students’ performance in organic chemistry at undergraduate level: perception of instructors from universities in the SADC region Khimiya. 13, 25 – 36. 16. Manaf, E.B.A and Subramaniam,R. (2004) Use of chemistry demonstrations to Foster Conceptual Understanding and Cooperative learning among students. Paper presented at the conference of the international association for the study of cooperation in education. June 22- 24 Singapore 17. Nicoll, G and Francisco, J.S.(2001) An Investigation of the Factors Influencing Student Performance in Physical Chemistry. Journal of Chemical Education, 78(1), 99 – 104. 18. Regis, A., Albertazzi, P.G.and Roletto, E. (1996) Concept Maps in Chemistry Education. Journal of Chemical Education, 73, 1084 19. Rosenthal, L.C. (1987) Writing across the Curriculum: Chemistry Lab reports. Journal of Chemical Education, 64, 996 – 20. Seiler, J.A. (2004) High School Math Level and its Influence on Science Achievement. Webster University. [Available]: www.mrseiler.org/thesis.pdf 21. Slavin, R.E. (1983) Cooperative Learning NewYork: Longmans. 22. Sozbilir, M. (2004) What makes physical chemistry difficult? Perceptions of Turkish Chemistry undergraduates and lecturers Journal of Chemical Education, Vol.81 No4, pp. 573. 23. Subair, S. K. (2001) Lecture notes for B. Sc. IV (Agriculture Education) on Teaching methods. 24. Xia,Z.(2003) Thinking towards teaching physical chemistry in China: How to increase the learning interest in this course The China Papers, July 2003 , 25 – 28 25. Zheng, L(2005) Applying contemporary teaching strategies to improve the teaching quality in Organic Chemistry, The China Papers, July 2005 , 23 – 27
