Abstract
This study was conducted to reduce the incidence of alternative conceptions about transition metals among form six students. A quasi-experimental design was carried out involving 79 students from two intact classes that were randomly classified as the treatment (N=47) and the comparison (N=32) groups. Information and communication technology-based instruction (ICT) was used in this study with the treatment group while a traditional teaching method was used with the comparison group. For the quantitative study, nine two-tier items were administered in a conceptual test after instruction to the 79 form six students in both the groups to ascertain their understanding about transition metals. Five students from the treatment group were selected for interviews before and after the instruction to obtain further insights into their understanding. An independent samples t-test analysis was used to compare the total scores of the two groups in the transition metals conceptual test. The outcome revealed that there were statistically significant differences in the test mean scores between the comparison and treatment groups (Mtre = 8.47; SDtre = 0.69; Mcomp = 3.91; SDcomp = 0.96; t = 23.103, p < 0.001). The results from the analysis indicated that students from the treatment group showed significantly greater levels of achievement than the students from the comparison group. Furthermore, the percentage of alternative conceptions among students in the treatment group was lower than those of the comparison group students.
Highlights
Almost all science topics including the study of transition metals involve the incidence of alternative conceptions among students
The study was guided by the main research question (RQ): What is the effect of ICT-based instruction on reducing the incidence of alternative conceptions about the chemistry of transition metals among Form 6 students?
The transition metals conceptual test was administered to the students from the comparison group and treatment group after the treatment had been carried out
Summary
Almost all science topics including the study of transition metals involve the incidence of alternative conceptions among students. The study of transition metals is covered in inorganic chemistry in Form 6 (18 to 19 years old) in the Malaysian education system. This study focuses on alternative conceptions held by students about transition metals. ICT-based education is about incorporating technology across the curriculum by transferring knowledge, facts and information using ICT tools such as computers, lap tops, projectors, hand-held devices and more (Anderson, 2008). It was envisaged that the alternative conceptions about transition metals that are held by students could be reduced using ICT-based instruction. Transition metals were first introduced to students in the Periodic Table topic in the first school term. Students would learn about transition metals in detail in inorganic chemistry, in the second term. The transition metals topic in Form 6 covers physical properties and chemical properties of the first row of transition metals such as their nomenclature, the formation of different colours in transition metal compounds, the ability to form different oxidation states, formation and bonding of complex ions, transition metals as good catalysts and their uses
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