Effective Use Of Chemical Games: A Panacea To Difficulties In Learning Chemistry Concepts In Secondary Schools
NDUKWU, DIDACUS EMEKA1 AND OGBU, MAGNUS ONYEMAECHI2
1&2DEPARTMENT OF CHEMISTRY, FEDERAL COLLEGE OF EDUCATION (TECHNICAL) OMOKU, RIVERS STATE, NIGERIA
Abstract
Abstract nature of chemistry concepts may have contributed to difficulties in learning chemistry concepts among secondary school students. This study explores how the use of chemical games can convey understanding of chemical concepts to secondary school students. The study therefore focused on the effect of teaching chemistry concepts with the use of games on the achievement of secondary school students. A sample of 40 students was randomly selected from a population of 78 chemistry students of Federal College of Education (Technical) Omoku, Rivers State, Nigeria. The sample was grouped into ‘A’ (experimental) and ‘B’ (control). Solutions were proffered as to the levels of achievements of students taught with chemical game (group A) and those taught without chemical game (group B)Data collected from the tests administered were analyzed by the use of arithmetic mean and t- test of significant difference between two independent group means at 5% level of significance with 38 degree of freedom and critical table value of 2.021.Results revealed that group A (experimental) performed relatively higher than group B (control) and there was a significant difference between the two groups. Results were discussed while suggestions and recommendations for future research were made.
Keywords: Chemistry, Chemical game, Periodic table, Abstract.
Impact Statement
This work focused on the importance of the use of games in teaching chemistry concepts. Chemistry students exposed to chemical game showed more favourable achievements in chemistry than their counterparts who were not exposed to chemical game.
Games constitute the most favourite of children’s activities which are usually carried out under pleasurable mood, and this has a way of leaving lasting impressions in their minds.
Since it is a game, the learning environment is more relaxed, than the normal classroom situation where classroom management regulations are enforced.
The materials are available at all time and so, students can play the game at their free or space time, thereby enhancing practice outside the classroom.
The implication of this therefore is that teachers should not be too conservative in their teaching methods, rather, they should be encouraged to make effective utilization of games as complements to other teaching methods.
About The Author
Ndukwu Didacus Emeka obtained his B.Sc. in Biochemistry from University Of Benin, T.T.C from Federal College Of Education (Technical) Omoku, an M.Ed in Educational Planning and Administration, University Of Calabar, an M.Sc. in Environmental Chemistry from Federal University Of Technology Owerri and currently a Ph.D student of Environmental Chemistry at the Federal University Of Technology Owerri. His research interest focuses on use of effective methods of teaching Chemistry concepts as well as use of biomass precursors in water remediation of heavy metals.
Ogbu Magnus Onyemaechi obtained his B.Sc in Pure and Industrial Chemistry from Nnamdi Azikiwe University Awka, T.T.C in Education from Federal college of education (Technical) Omoku and M.Sc in Analytical Chemistry from Bangor University UK. Currently has been offered admission at University of Leeds UK for his PhD with area of research on Identification and characterisation of novel antibiotics.
References
Ababio, O.Y., (2,000). New School Chemistry for Secondary Schools. Africana- Fep. Publishers Limited
Ab Jalil, H. Nasharudin, N.A, Marlisa, E., Nazan, A. I., Ismail, I. A. Ma’rof, A.M, (2020). Systematic Review of Enjoyment element in Health-Related Game-Based Learning. International Journal of Emerging Technologies in Learning 15:40
Chen, C.H, Liu, J.H, Shou, W.C. (2018). How competition in a Game Based Science Learning Environment Influences Students Learning Achievement, Flow Experience and Learning Behavioural Patterns. Journal of Educational Technology and Society 21, 164-176
Edomwonyi-Otu, A. (2011). The Challenge of Effective Teaching of Chemistry. A case study. Leonardo Electronic Journal of Practices and Technologies 10 (8) 1-8.
Elina, J., Kirsi, A., (2022). Teachers’ Experience of using Game-Based Learning Methods in Project Management Higher Education. Project Leadership and Society (3.100041).
Fu, F., Su, R., Yu, S. (2009) Eliame Flow: A Scale to Measure Learner’s Enjoyment of E-Learning Games, Computers and Education, 52 (1), 101-112.
Habibah, A.J., Nurul, A.N., Erzam, M., Amad, IN, Ismi, A.I., Aini, M.M., Nur, A.F., Zeinab, Z., (2020). Systemic Review of Enjoyment Element in Health – Related Game- Based Learning. International Journal of Emerging Technologies in Learning. 15:21.
Jan, L.P., Bruce, D.H., Charles K.K., (2015). Foundation of Game-Based Learning. Educational Psychologist. 50(4), 258-283.
Jagust, T., Boticki, I., So, H.J., (2018). Examining competitive, Collaborative and Adaptive Gamification in Young Learners’ Math Learning. Computers and Education 125 444-457.
Lawrence, C.E. (2011). The Challenge of Effective Teaching of Chemistry. A Case Study Leonard Electronic, Journal of Practices and Technologies 10(18)1-8.
Nadolny L., Valai, A., Cherrez. N.J., Elrick, D., Lovett, A., Nowatzke, M. (2020). Examining the Characteristics of Game-Based Learning. A content Analysis and Design Frame work. Computers and Education 156. 103936.
Odayer, B. (2023). Game-Based Learning and Adaptive Learning Strategies Press Books.
Oke, T., (2016). Dealing with Difficult Chemistry Concepts. Educational Books.
Plass, J.L., Homer, B.D., Kinzer, C.K. (2015). Foundations of Game-Based Learning. Education Psychology, 50.258-283.
Seaborn, K., Fels, D.I. (2015). Gamification in Theory and Action, A Survey. International Journal of Human-Computer Studies 74, 14-31.
Taber, K.S. (2019). The Nature of the Chemical Concept, Constructing Chemical Knowledge in Teaching and Learning. Cambridge Royal Society of Chemistry.
Uche, V.O., Ebele, C.O. (2021). Effect of Role Play Method on Secondary School Students. Interest in Chemistry in Aguata Education Zone of Anambra State. South East Research and Sustainable Development 4 (1),
Victor, S.Z., Adeyele, I.O., Tinovimbanashe, M. (2017). Gaming in Education: Using Games as a Support Tool to Teach History. Journal of Education and Practice 8 (15) 55-64.
Venera C. Ioana, B., (2014). Teaching the Relevance of Game-Based Learning to Pre-School and Primary Teachers. Procedia-Social and Behavioral Sciences 142:640-646.