Staff View: EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY

EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY

The present study examined the effect of Directed Activity Related to Texts (DARTs) and gender on students’ achievement in chemistry. The present study focused on the qualitative analysis component of chemistry which has been perceived as being most difficult among students. The study involved 120...

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Main Author:	Mohamad Mahathir, Shamsulbahri
Format:	Thesis
Language:	English
Published:	Universiti Malaysia Sarawak (UNIMAS) 2021
Subjects:	H Social Sciences (General) LB1603 Secondary Education. High schools Q Science (General)
Online Access:	http://ir.unimas.my/id/eprint/36262/4/Mohamad%20Mahathir.pdf http://ir.unimas.my/id/eprint/36262/
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id	my.unimas.ir.36262
record_format	eprints
spelling	my.unimas.ir.362622023-03-20T03:40:45Z http://ir.unimas.my/id/eprint/36262/ EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY Mohamad Mahathir, Shamsulbahri H Social Sciences (General) LB1603 Secondary Education. High schools Q Science (General) The present study examined the effect of Directed Activity Related to Texts (DARTs) and gender on students’ achievement in chemistry. The present study focused on the qualitative analysis component of chemistry which has been perceived as being most difficult among students. The study involved 120 form four science stream students from two local fully residential schools. In a quasi-experiment, participants studied the qualitative analysis of the topic on salt using one of these three instructional methods: experimental, DARTs, and the combination of experimental and DARTs; and later their knowledge about salt was tested. Results of a two-way independent ANOVA performed on the post-test scores revealed a significant main effect of instructional method – the mean scores for the Combined method group was the highest, followed by the DARTs group and Experimental group. Further analysis using an independent t-test showed that the difference in mean scores between the DARTs and Experimental groups was significant. It is argued that participants’ learning in the combined method group might have been enhanced by the DARTs instructional method. However, the effect of gender and the interaction effect between the variables were not significant. The present findings provide experimental evidence regarding the role of the DARTs instructional method in enhancing qualitative analysis learning in chemistry. The present findings also provide insight to educators in designing curriculum for chemistry, in particular, to consider DARTs as an alternative instructional method for learning qualitative analysis topics. Universiti Malaysia Sarawak (UNIMAS) 2021-08-16 Thesis NonPeerReviewed text en http://ir.unimas.my/id/eprint/36262/4/Mohamad%20Mahathir.pdf Mohamad Mahathir, Shamsulbahri (2021) EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY. Masters thesis, Universiti Malaysia Sarawak.
institution	Universiti Malaysia Sarawak
building	Centre for Academic Information Services (CAIS)
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Malaysia Sarawak
content_source	UNIMAS Institutional Repository
url_provider	http://ir.unimas.my/
language	English
topic	H Social Sciences (General) LB1603 Secondary Education. High schools Q Science (General)
spellingShingle	H Social Sciences (General) LB1603 Secondary Education. High schools Q Science (General) Mohamad Mahathir, Shamsulbahri EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY
description	The present study examined the effect of Directed Activity Related to Texts (DARTs) and gender on students’ achievement in chemistry. The present study focused on the qualitative analysis component of chemistry which has been perceived as being most difficult among students. The study involved 120 form four science stream students from two local fully residential schools. In a quasi-experiment, participants studied the qualitative analysis of the topic on salt using one of these three instructional methods: experimental, DARTs, and the combination of experimental and DARTs; and later their knowledge about salt was tested. Results of a two-way independent ANOVA performed on the post-test scores revealed a significant main effect of instructional method – the mean scores for the Combined method group was the highest, followed by the DARTs group and Experimental group. Further analysis using an independent t-test showed that the difference in mean scores between the DARTs and Experimental groups was significant. It is argued that participants’ learning in the combined method group might have been enhanced by the DARTs instructional method. However, the effect of gender and the interaction effect between the variables were not significant. The present findings provide experimental evidence regarding the role of the DARTs instructional method in enhancing qualitative analysis learning in chemistry. The present findings also provide insight to educators in designing curriculum for chemistry, in particular, to consider DARTs as an alternative instructional method for learning qualitative analysis topics.
format	Thesis
author	Mohamad Mahathir, Shamsulbahri
author_facet	Mohamad Mahathir, Shamsulbahri
author_sort	Mohamad Mahathir, Shamsulbahri
title	EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY
title_short	EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY
title_full	EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY
title_fullStr	EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY
title_full_unstemmed	EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY
title_sort	examining the effect of directed activity related to texts (darts) and gender on students' achievement in qualitative analysis in chemistry
publisher	Universiti Malaysia Sarawak (UNIMAS)
publishDate	2021
url	http://ir.unimas.my/id/eprint/36262/4/Mohamad%20Mahathir.pdf http://ir.unimas.my/id/eprint/36262/
_version_	1761623538935005184
score	13.211869

EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY

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