Project Introduction Supporting Materials (PRISM): Transforming Students’ Perceptions Towards Learning Chemistry

Abstract

It is well known by educators that innovative pedagogical strategies will prompt students to learn better. If students’ learning is well supported by teachers, they will be able to have better perceptions on learning even towards difficult subjects like Chemistry. Project Introduction Supporting Materials (PRISM) was designed to transform students’ perceptions towards learning Chemistry. It was an action research project and grounded theory analysis was applied to investigate the effects of PRISM. It was inspired and built upon research findings in the field of educational neuroscience. At the end of the action research project, the PRISM Group students experienced a transformation in their perceptions towards learning Chemistry. A grounded theory approach was utilised to investigate the effectiveness of PRISM. From the qualitative analysis, three (3) categories emerged – (i). positive academic emotions; (ii). learning responsibility; and (iii). Connectedness. The approach administered the triangulation technique in order to ensure the credibility and validity of the qualitative data.