Abstract
Abstract The major intention of this work was to evaluate the effect of using context-based close packing supported with 3D-virtual model on the concept of crystals structure on students’ achievement and attitude. Accordingly, the study was conducted for two consecutive years and a total of 61 third-year undergraduate chemistry students have been participated. The nature of this study was quasi-experiment design and the sampled students were divided into intervention (24) and comparison (37) groups. The intervention group was treated with context-based close packing supported with the three dimensional virtual model (3D-virtual model), while the comparison group, covered the topic with the usual teaching-learning approach. The topic covered during the study period was crystals structure. At the end of the study, an identical post-test was given for both groups for comparative purposes. The result indicates that a significant difference was observed between the two groups (at p < 0.05). The intervention group students were more benefited than the comparison group. Besides, the response of intervention group students to the questionnaires and semi structured interviews indicates that the approach was effective in enhancing students’ understanding of crystals structure concepts, and students have a positive attitude towards the approach.
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