dc.contributor.author |
Mayeem, P. B. |
|
dc.date.accessioned |
2024-04-25T13:32:30Z |
|
dc.date.available |
2024-04-25T13:32:30Z |
|
dc.date.issued |
2020 |
|
dc.identifier.uri |
http://41.74.91.244:8080/handle/123456789/3386 |
|
dc.description |
A Thesis in the Department of Science Education,
Faculty of Science Education, Submitted to the School of
Graduate Studies in Partial Fulfilment
of the Requirements for the Award of the Degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba
DECEMBER, 2020 |
en_US |
dc.description.abstract |
Continuous use of traditional instruction has resulted in unsatisfactory performance,
misconceptions and poor attitudes towards chemical bonding for many students. This
study was designed to determine the effects of multimodal instructional and
traditional instructional approaches on selected colleges of education first year
students' understanding of chemical bonding concept. Effect of the instruction
between gender differences on understanding of chemical bonding was determined.
The study took place in Offinso and Berekum Colleges of Education. Students were
randomly selected into the groups. The sample of the study comprised of 120 first
year students from the two colleges of education. Questionnaire interview schedule,
pre and post-tests were used as the main instruments to collect data for the study.
Statistical Package for the Social Sciences (SPSS), version 20.0, for windows was
used to analyze the data. It was found out that 51.7% of student-teachers who
participated in the study had no understanding of the concept of chemical bonding and
with a lot of misconceptions and also exhibited negative attitudes towards learning the
topic. The results indicated that there was statistically significant difference in
performance between experimental and control groups. The experimental group
performed better in post-test than control group. The result from data analysis showed
that there was no statistically significant difference between male and female students.
It was recommended that Offinso and Berekum colleges of education chemistry tutors
especially those teaching EBS 132 should employ multimodal instructional
approaches in teaching chemical bonding. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Education, Winneba |
en_US |
dc.subject |
multimodal instructional approaches |
en_US |
dc.subject |
chemical bonding |
en_US |
dc.subject |
Ghana |
en_US |
dc.title |
The effect of multimodal instructional approaches on the performance of students in chemical bonding |
en_US |
dc.type |
Thesis |
en_US |