The Effect Of Using Models On Students?�? Learning Of Chemical Bonding:The Case Of Grade 11 Students Of Preparatory Schools In West Wollega Zone, Oromia Regional State.

Abstract

The main purpose/objective/ of this study was to disprove uses of appropriate models have no effect on grade 11 students’ learning of chemical bonding, after they were taught by using models on this selected chemical concept in eleventh grade. The data were obtained from 30 sample students participated on instructions based on using models (EG) and also 30 sample students participated in instructions based on traditional method(without using models)(CG). Chemical bonding pre-test was administered before the study in order to identify students’ conception on chemical bonding concepts. Experimental group sample students scored on average below 50.8% of academic achievement and control group sample students scored on average below 50.3% of academic achievement on given test before the treatment. Chemical bonding post-test was administered after treatment was given for the experimental group by using models and for the control group sample students simply by traditional method of teaching. In the comparison of the post-test of the two groups, the experimental group students were scored on average above 86.7% of academic achievement, where as the control group students scored on average 66.8% of academic achievement on a given topic. Most experimental group students were very appreciated to learn about chemical bonding by using models prepared from simple materials found in their environment and in how they can prepare models easily. The result of the study showed that learning based on using models about chemical bonding was better than learning this topic without using models. Table 4.18 describes that there was significant difference between the two groups (t=5.14 at p<0.05). This confirms that the two groups were different in their academic achievement on chemical bonding after the treatment. Standing on this evidence alternate hypothesis was accepted and null hypothesis was rejected. Therefore, the researcher concluded that models have great effect on students’ learning of chemical bonding. Based on the results obtained and conclusion made the researcher recommended that curriculum developers, authors and teachers should lay emphasis on the providing and using models with teaching chemical models.