Using the 5c’s model of instruction to improve students’ conceptual understanding in Hybridisation of Molecules

Abstract

The main objective of the study was to examine how senior high school students‟ level of understanding on hybridisation of molecules can be improved with the use of 5C‟s model of instruction. The action research design was adopted. The study targeted senior high schools in the Cape Coast Metropolis. The selected school is Ghana National Senior High School. The simple random sampling technique was used to sample the students on their readily availability to the study. A sample of 110 students was included to participate in the study. Their responses were sought with the help of a structured questionnaire. The results showed that there was low level of understanding among the students on the concept of hybridisation. Only 6.4% of the respondents had sound understanding of hybridisation. Majority were unable to indicate the types of hybridisations. Majority of the students had misconceptions on atomic orbitals and hybrid orbitals which were pre requisite for understanding the concept of hybridisation. There was a significant increase in level of knowledge regarding hybridisation of molecules by 5C‟s model of teaching (p value = < 2.635). The mean value increased from 19.15 (pre-test) to 24.82 (post-test) and the mean difference of 5C‟s model was 5.67. It was recommended that chemistry teachers in schools in the Cape Coast Metropolis needs to move away from a traditional teaching style that makes students passive learners. Therefore, it is important that teachers adequately plan lessons, which include multiple representation challenging activities that actively engage students as this will help avoid simple rote learning.