Influence of Using Ball-And-Stick Models in Teaching Nomenclature to SS 3 Chemistry Students in Sabon Gari Local Government Area of Kaduna State

Education Quarterly Reviews

ISSN 2621-5799

Published: 21 July 2018

Influence of Using Ball-And-Stick Models in Teaching Nomenclature to SS 3 Chemistry Students in Sabon Gari Local Government Area of Kaduna State

Ibrahim M.S, Abubakar M.A, Adamu M, Ogabi R.O

Sa’adatu Rimi College of Education Kumbotso (1), Federal College of Education (2, 3), Ahmadu Bello University (4)

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10.31014/aior.1993.01.01.4

Abstract

This research work investigates the influence of the use of Ball-and-Stick Models in teaching nomenclature to SS 3 chemistry students in Sabon Gari Local Government Area of Kaduna State. In this study, a Quasi-experimental research design was used with a nomenclature achievement test (NAT) as data collection instrument with two hundred and eighty five (285) respondents from six selected secondary schools with a total population of one thousand and ninety six (1096) students from Sabon Gari Local Government Area of Kaduna state chosen as sample using Sample Size Calculator with 5% confidence interval which is a public service of Creative Research Systems survey software. The analytical tools used for data analysis was the statistical package for social sciences (SPSS, Version 22). The result obtained shows that there is a significant difference between the performance of students taught naming organic compounds using ball-and-stick and that those taught with the chart, There is a significant difference in the performance of students taught naming organic compounds using ball-and-stick in respect to gender since the P value is of the alpha level of significance ≤0.05. The significant improvement in students' understanding can be attributed to their increased exposure to virtual and physical models and the active learning these students were engaged in. It is recommended that the government should inculcate incorporating a combination of virtual and physical models in chemistry teaching/learning as a means to foster meaningful learning and spatial understanding of molecular structure.

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