Abstract
A needs assessment was carried out as preliminary step for the development of Interactive Multimedia Module with Pedagogical Agent (IMMPA) in the learning of Electrochemistry. Seven Chemistry teachers as well as 223 students from three secondary schools were involved in this needs assessment survey to investigate the felt needs and normative needs in the learning of Electrochemistry. Results showed that both teachers and students rated the Electrochemistry chapter as the second most difficult chapter from the eight chapters in the Malaysian Chemistry syllabus. Students demonstrated high confidence in answering the Electrochemistry test despite obtaining poor results in the achievement test. IMMPA named EC Lab was recommended in order to help the students visualize the abstract concepts in the learning of Electrochemistry via the application of animations and simulations.
Highlights
Chemistry is the science of matter concerned with the composition of substances, structure, properties and interactions between them
Felt needs: Table 5 shows the results for Feedback on Electrochemistry Questionnaire
Students faced difficulties in understanding the abstract chemical processes in Salts, Electrochemistry and Acids and Bases especially on microscopic and symbolic levels
Summary
Chemistry is the science of matter concerned with the composition of substances, structure, properties and interactions between them. Chemistry should be taught in three representation levels, macroscopic, microscopic and symbolic (Johnstone, 1993). The chemical process can be observed and sensed by our sensory motors. The arrangement and movement of particles and the interactions among them can be explained in the microscopic level. All the chemical processes involved can be represented by symbols, numbers, formulae and equations symbolically. In Malaysia, the Science subject was introduced by the colonialist in the early 1970s (Lewin, 1975) in secondary schools. Formal science education was started in primary schools for year five students. Science for primary school curriculum consisted of five main themes:.
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