Date of Publication

2010

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry

Subject Categories

Chemistry

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Minie Rose C. Lapinid
Marissa G. Noel

Abstract/Summary

This study investigated the effects of four (4) different presentation designs on students level of understanding on the types of chemical reactions. The presentation designs incorporated text, animation and narration in its format. In the experiment, each of the four groups composed of third year high school students taking up introductory chemistry course at Daniel Maramba National High School were exposed to a specific presentation design. Students showed significant improvement in their level of understanding of chemical reactions when exposed to Design 1 (text only), Design 3 (text and animation) and Design 4 (text, narration and animation) but not when exposed to Design 2 (text and narration). Design 4 (text, narration and animation) elicited the most significant effect on the students level of understanding. Results were consistent with the information-delivery theory, which holds that multimedia learning is improved by presenting information to learners via as many routes as possible. On the other hand the findings of this study do not conform to the redundancy principle which holds the idea that instructions presenting duplicate information in different forms or with unnecessary explanatory material actually interferes with rather than facilitate learning.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG004719

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

xi, 99 leaves ; 28 cm.

Keywords

Chemical reactions; Science -- Study and teaching (Secondary)

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