The relation between the use of molecular models, the development of spatial orientation ability and cognitive attainment in organic chemistry at Egyptian secondary schools

Salem, Mahmoud El-Mahdy

Abstract

This study was designed to determine the role of the use of molecular models in teaching organic chemistry in secondary schools in Egypt as well as whether exposure to molecular models and pre-recorded video tapes could improve ability in spatial orientation and achievement of cognitive abilities in the organic Chemistry course. The effects of some factors such as intelligence and gender on the development of spatial orientation were also investigated. An additional purpose of the study was to determine whether there are any retention effects of learning spatial orientation after period of time and the effect intelligence and gender on that retention effect.
Eight classes in the scientific section in the second year of secondary school were selected randomly from four schools (two for girls and two for boys) in the Nile Delta, Egypt. Four classes formed the experimental group where the researcher presented a Lecture followed by demonstrations with molecular models, and repetition of the demonstrations by the students with individual sets of molecular models While watching video tapes. The other four classes were considered as the control group and received similar lectures without manipulating the models. A comparison was made between the two groups and between the pre-and posttests results. Tests of spatial orientation, cognitive ability and intelligence were administered at the start of the course and then tests of spatial orientation and cognitive ability administered at the completion and after a period of time of the course, (i.e. two months time).
The results indicated that by the termination of the study, there were significant differences in spatial orientation and cognitive ability (in the performance at the pre-and post tests) between the students who manipulated the molecular models. There were also significant differences in spatial orientation between the experimental and control at their performances in the post test. Results indicated that there were significant differences between the groups in spatial orientation related to I.Q., gender and cognitive abilities in organic chemistry. Finally the results showed that the acquiring of spatial orientation is not effected by the interval of time, (i.e. two months after post performance)
In conclusion, for this sample, demonstrations with molecular models and manipulation of them were effective in increasing achievement of spatial orientation and cognitive abilities in the course of organic chemistry .over those who received neither manipulation nor watching video tapes. This suggests appreciable benefits from using molecular models in helping students gain a better understanding of organic chemistry concepts and improves spatial orientation over a long time.

Citation

Salem, M. E. (1988). The relation between the use of molecular models, the development of spatial orientation ability and cognitive attainment in organic chemistry at Egyptian secondary schools. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4408257

• Thesis Type: Thesis
• Deposit Date: Oct 6, 2023
• Publicly Available Date: Oct 6, 2023
• Keywords: Education
• Public URL: https://hull-repository.worktribe.com/output/4408257
• Additional Information: Department of Educational Studies; University of Hull; ; uk.bl.ethos.255414
• Award Date: Jan 1, 1988