Using Action Research to Evaluate the Different Modes of ...temasekjc.moe.edu.sg/qql/slot/u550/Links/Research @ East Zone... · different modes of engagement into a Framework-for-Practice

EZ Research Monographs • VOL. 1 2009199

Using Action Research to Evaluate the Different Modes of Engaging College Student in Learning Chemistry

Chua Yock Lan, Tay Sen Ai, Liew Shuxian, Sim Hui Shan, Tan Minyi Shawn, Yeow Chern Ee,

Tan Kuang Shing, Low Kian Seh, Zubaidah Lokman and Lim Kah Kiat Temasek Junior College

Abstract

This paper reveals three main intentions of this research work. First, it offers a set of useful modes for engaging college student in learning Chemistry in a lecture setting with more than six hundred of students. This effort is carried out with a view to help college students to improve their comprehension, analytical and time management skills in order to obtain quality grades (A and B grades) in performance test. Second, this paper describes the application of Action Research to evaluate the effectiveness of each mode of engagement. Finally, the authors have consolidated their findings and turned the set of different modes of engagement into a Framework-for-Practice to facilitate college students’ Chemistry learning and revision.

Introduction

The GCE A Level Chemistry Examination is conducted in Singapore via three separate papers:

Paper 1: Multiple Choice ComponentPaper 2: Structured Questions ComponentPaper 3: Free Response Questions

The students are required to answer the questions in a stipulated time in each paper and to do well in it they would need to be equipped with specific exam skills as listed below:

• Paper 1 (Multiple Choice Component) – This component assesses the students’ ability to understand, recognize and recall facts. Time management is also an important skill required here to complete the paper. • Paper 2 (Structured questions) – This component assesses students’ knowledge and understanding of definition, formulae, principles and explanations. They are often used to cover a wide range of content area. Usually, short answer test can be answered in a succinct but accurate manner.• Paper 3 (Free Response Questions) - Students should answer a question or task correctly and support with good reason, example and evidence. They should have the ability to interpret, analyze and evaluate information given.

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Often a time, students tend to forget vital pieces of information at inopportune moments. It occurs when an idea is not consigned properly to long term memory. During the transfer of medium to long term memory, the idea is misfiled and thus the student could not recall the facts during examinations. In addition, students are often immensely involved in their Personal Development Programme (PDP) and have difficulty in managing their time wisely to complete their revision before exam. During exam time, some students do not know how to work out the amount of time they should spend on each section of the exam-this will lead to poor exam performance.

Studies have shown that regular assessment and setting of challenging and relevant questions in the assessment help students to focus and perform well in exams. Besides summative assessment, formative assessment informs instructional decision making by providing information about how and what students are learning. Students are encouraged to take responsibility for their own learning by engaging in self-assessment, reflection, goal-setting, and monitoring and communicating their own progress. (Putting Testing in perspective: It’s for Learning by Rick Stiggins and Stephen Chappuis, 2005)

We have identified six different modes of engaging students, namely, [1] Reinstatement of March Common Test; [2] Structured remedial Package; [3] Online Integrated questions; [4] weekly MCQ Enrichment Exercise; [5] Protected Timeslot; and [6] Post Prelim Revision Package. In this research work, we use Action Research as an evaluation tool to evaluate the effectiveness of each mode of engagement.

The objective of this Action Research project is to develop a Framework-for-practice to enhance the teaching of Chemistry in achieving the followings:

• To obtain quality grades in terms of percentage of A and B grades in H2 Chemistry • To develop a sense of life-long learning passion towards Chemistry. • To improve their comprehension, analytical and time management skills. • To explore means and ways to elevate students’ interest in learning Chemistry and motivate them to excel.

This paper is organized into the following sections

• Six different modes of engaging college students • Data Analysis and Findings. • A Frame-for-Practice in College Chemistry

Six different modes of engaging college students

An online Learning Needs Survey (refer Appendix I) was conducted in the beginning of the year to gather feedback from students regarding the difficulties they faced in various topics, the types of help they require to improve their learning and any other concerns. Based on the results of this survey, we considered and adopted some of their suggestions and came up with six different modes of engaging students as described in each sub-section. An independent Action Research Cycle is allocated to evaluate each mode of engagement.



Action research, as described by Dick (1997, 1997a, 1999a, 2000, 2000b, 2000d and 2001), Flood (1999) and Nita (1999), is a methodology that pursues action and research outcomes at the same time. It is responsive and can be used for problem solving and systematic inquiry. In addition, as explained by Swepson (1995), Dick (2000d and 2001) and Zuber-Skerritt (2001), action research is an inquiry process that seeks situation-specific knowledge. It values change that improves human condition by changing the situation and this is further underpinned by the assumption that truth is what works. It is phenomenological in nature. It can be used as a meta-methodology to derive and refine other methodologies. All these attributes serve as the foundations for justifying the use of action research in this study.

Mode 1: March Progress Test (MPT)

Since the removal of the MPT, we observed a dip in the preparation and motivational level of the students. Many students only started serious revision after JC2 June Common Test (JCT) and by then it was too late. They were also less exposed to the rigour and demand of the A Level syllabus and exam format. Therefore, we reinstated and implemented the MPT this year. Since the JCT did not include MCQ section due to time constraint, we decided to implement the full MCQ paper in the MPT.

Figure 1 illustrates the entire research approach. The six modes of engagements are carried using

AR1

Cycle

AR2 Cycle

AR3 Cycle

AR7 Cycle AR4

Cycle

AR5 Cycle

AR6 Cycle

Figure 1: Action Research Cycles adopted in this research study

As illustrated in Figure 2, the above statements were carried out using sub action research cycles within the respective action research cycle. The use of sub action research cycles (i.e. cycles within cycles) is supported by the works of Dick (2000 and 2001



AR1 cycle

AR1.1.2

AR1.1.3

AR1.1.4

AR1.1.1

ACTION RESEARCH CYCLE 1: Deploy and evaluate the effectiveness of Mode 1 (See Figure 2)

AR 1 = Action research cycle to deploy and evaluate the effectiveness of Mode 1.AR 1.1 = Sub action research cycle for analyzing the situation without Mode 1.AR 1.2 = Sub action research cycle for reinstate Mode 1AR 1.3 = Sub action research cycle for launching Mode 1AR 1.4 = Sub action research cycle for evaluating the effectiveness of Mode 1.

Figure 2: Action Research sub-cycles for evaluating Mode 1

AR Sub-cycle 1.1: Analysing the problem situation after Mode 1 was removed

On 20 September 2008, one of our team members suggested to explore the implication of students’ grades. We extracted and analysed the performance of student in the years from 2005 to 2007 and observed there was a decline in quality grades (A and B grades) in the 2007 GCE A Level Chemistry Examination.

AR Sub-cycle 1.2: Reinstated Mode 1.

We sought approval from the Head of Science Department as well as the College administration to reinstate the MPT. Our team members started to prepare the test paper needed for Mode 1. The test questions were set based on three criteria. Criteria One was to test students’ memory; Criteria Two for their analytical skills, Criteria Three is to test their application skill.

AR Sub-cycle 1.3: Launching Mode 1.

Mode 1 was launched in March in which our JC2 students sat for a paper lasting for one-and-half hours.

AR Sub-cycle 1.4: Evaluating Mode 1

In the March Progress Test, most students obtained scores of between 20 to 27 marks, while less than 5% of the cohort obtained a more desirable score of 28 and above.



Mode 2: Structured Remedial Package (see Figure 3)

AR2 cycle

AR2.2.1

AR2.2.2

AR 2 = Action research cycle for Mode 2AR 2.1 = Sub action research cycle for launching Mode 2.AR 2.2 = Sub action research cycle for evaluating Mode 2

Figure 3: Action Research sub-cycles for evaluating Structured Remedial Package (Mode 2)

We designed a topical remedial package which complemented with the topics of our lectures and tutorials. It consisted of MCQ, structured and essay questions which are crafted to reinforce the fundamental concepts. This was in line with the differentiated approach to cater to the learning needs and styles of our weaker students. To enhance the learning and development of greater interest within students who have difficulties in learning Organic Chemistry, we adopted an interactive approach using SynTactic Card Game. SynTactic© is a card game based on organic chemical synthesis. Players aim to complete the organic synthesis assigned to them through randomly drawn reactant and product cards in the fewest number of steps to win. Action cards containing reagents and conditions are used, and they can also play Tactic cards to affect the game play and opponents. Through this card game, we also aim to engage them and help with their retention and memory of organic facts.

AR Sub-cycle 2.1: Launching Mode 2.

Mode 2 was launched in March after MPT for those JC 2 students who did not past their MPT. The teachers would distribute the remedial question paper to the students during the remedial time slot. They were given 25 -30 minutes to solve the problems. The teacher would then discuss the questions and clarify any doubt and wrong concept faced by the students. To break the monotonous of remedial lesson routine, the teacher would allow the students to play SynTatic Card Game.


The students benefited from the small group remedial lessons and found the Card Game engaging and interesting.



AR3 cycle

AR3.3.2

AR3.3.3

AR3.3.1

Mode 3: Online Integrated Questions (see Figure 4)

AR 3 = Action research cycle for Mode 3AR 3.1 = Sub action research cycle for analyzing the problem situation.AR 3.2 = Sub action research cycle for launching Mode 3.AR 3.3 = Sub action research cycle for evaluating Mode 3.

Figure 4: Action Research sub-cycles for evaluating Online Integrated Questions (Mode 3)

AR Sub-cycle 3.1: Analysing the problem situation

To further stretch and maximize the potential of the academically more abled students, challenging integrated questions were posted online weekly in Student Portal system where the students can have easy access and complete the assignment at their own free time. This approach enabled students to be independent learners and take ownership of their own learning. AR Sub-cycle 3.2: Launching Mode 3

Questions which were of similar level of difficulty to those in March Progress Test were posted online for students to attempt. Posting allowed the effectiveness of this mode to be evaluated at the end of the program. The questions which required higher-order thinking such as handling, applying and evaluating information and analytical skills of the students were carefully selected by the tutors. Answers were uploaded regularly.


For the online integrated questions, many students were not aware of its existence due to the lack of publicity. Some students did not have sufficient time to attempt the questions. They lack the initiative and require close monitoring of the tutors to motivate them to learn. Students are more proactive after the Preliminary Examinations to download and practice the integrated questions on their own.



AR4 cycle

AR4.4.2

AR4.4.3

AR4.4.1

Mode 4: Weekly MCQ Enrichment Exercise (see Figure 5)


Figure 5: Action Research sub-cycles for evaluating Weekly MCQ Enrichment Exercise (Mode 4)

AR sub-cycle 4.1: Analysing the problem situation

Based on the JC1 Promotional Exam, the students’ performance in MCQ was below expectation. Verbal feedback from students indicated poor time-management and weak foundation in their concepts as contributing factors. Therefore we decided to implement the weekly MCQ Enrichment Exercise which was topical in nature.

AR sub-cycle 4.2: Launching Mode 4

Each exercise consisted of 12 to 15 questions in which students had to complete within a stipulated time during tutorial lessons. The MCQ selected had a wide coverage of concepts and served as a good revision and consolidation of what they have learnt. To affirm the students in their efforts, prizes such as chocolates were given as an extrinsic motivation to the top-scorers and the most improved students.


To evaluate the effectiveness of our Revision programme, surveys were conducted with all the classes. Some students found the exercise useful in improving their examination time management. Through the exercise, they were able to identify their areas of weakness.



AR5 cycle

AR5.5.2

AR5.5.3

AR5.5.1

h l f d

Mode 5: Protected Timeslot (see Figure 6)


Figure 6: Action Research sub-cycles for evaluating Protected Timeslot (Mode 5)


Often a time, students have difficulty retaining and recalling the facts and have poor time management in completing the paper during examination. They do not know how to work out the amount of time they should spend on each section of the paper, leading to poor exam performance. In addition, to cater to the different learning needs and pace of the students, revision lectures during protected time slots were split into two groups.

AR Sub-cycle 5.2: Launching Mode 5

14 topical revision worksheets consisting of basic as well as thought-provoking integrated structured and essay questions were designed. The weaker group would attempt the basic questions to reinforce their fundamental concepts while the stronger group was required to solve the more challenging questions to stretch their potentials. The students were required to solve the problems within a fixed time frame and should they encounter any problem, there were tutors at hand to answer their queries. As the revision adopted was of an open-book nature, students were allowed to bring in their prepared summary sheets. In the process of preparing the summary sheets, the students were indirectly improving in the organization skills and simultaneously could see better the inter-connections between the concepts.

Furthermore, solving of specimen papers based on the new syllabus, 2006 and 2007 GCE A Level exam papers were carried out in tutorials to familiarize students with the A Level exam format and style.



AR6 cycle

AR6.6.2

AR6.6.3

AR6.6.1


In order to assess the effectiveness of the Protected Timeslot, a survey was carried out. 68.2% of the students agreed that the Protected Time-slot was beneficial.

Mode 6: Post Prelim Revision Package (See Figure 7)


Figure 7: Action Research sub-cycles for evaluating Post Prelim Revision Package (Mode 6)


Based on the analysis from the preliminary examination, we identified the difficulties and weak areas encountered by the students. To rectify the situation, we designed the post prelim revision package according to the learning needs of the students.

AR Sub-cycle 6.2: Launching Mode 6Appropriate and relevant questions from other JC preliminary examinations 2008 were selected and given out to the students. They were encouraged to prepare beforehand and the solutions to these questions were discussed during the lecture periods. On-going personal coaching and consultation were conducted concurrently for students who needed additional help in their revision.


Due to time constraint, only verbal interview was conducted on selected students. Most of the students found the package effective and useful.



Which of the Following would be useful in helping you achieve your Targets?

22%

19%

12%

26%

2%

10%

7% 2%

Revision lectures and tutorials Consultations

Extra lessons Enrichment package (MCQ tests and Integrated Qns)

Online discussion forum Words of encouragement from tutors

Fun w ay of learning Chemistry Others

Two sets of data were gathered in this study. The first set is the needs survey (refer to Appendix I) conducted at the beginning of the year. The second set is the feedback form collected from students at the end of the study.

The Online Learning Needs Survey (refer Appendix I) consisted of 3 main items.

The first item was as follows:

The results of the first item in the survey showed that 26% of the students favoured an enrichment package consisting of weekly MCQ quiz and online integrated questions. 22% favoured revision lectures and tutorials and 20% wanted consultations with their tutors.

Other suggestions given by students included forming study groups and topical diagnostic assessments.

For item 2, we asked the students to identify the areas of difficulties that hinder their learning of Chemistry. Most of the students indicated that they have poor time management during examinations, lacked discipline and consistency in daily revision and were unable to apply concepts in problem solving.

For item 3, we explored the set of difficult topics encountered by college students.

Data Analysis and Findings



Topics that Students have Difficulty In

1%3%3%

8%12%

15%

18%

5%21%

5% 9%

Mole Concept Gas Laws Atomic Structure Chemical Bonding

Organic Chemical Kinetics Periodic Table Chemical Equilibrium

Ionic Equilibrium Thermochemistry Others

To tackle specific areas of weaknesses, we asked students to identify the topics they have difficulties in learning. The results showed that students tended to have difficulties in Organic Chemistry, Ionic Equilibrium and Gas Laws.

Students we interviewed gave feedback that Organic Chemistry is too wide a scope and the facts they have to learn are too overwhelming. For Ionic Equilibrium, they find the topic too abstract and they cannot comprehend and visualize the ionic reactions at molecular level. Hence, they have difficulties in calculations. The topic on Gas Laws was conducted as an E-Learning module in Year One. Students were unable to adjust to the new mode of learning. They lacked discipline and did not have the correct mindset towards independent learning.

Findings from feedback form

a. Enrichment MCQ

To evaluate the effectiveness of our Revision programme, surveys were conducted with all the classes. Item 1 of the survey assesses the effectiveness of the Enrichment MCQ. 93% of the students agreed that the enrichment MCQ is effective and the following chart shows the reasons for its effectiveness.



Reasons for Effectiveness of Enrichment MCQ

0

50

100

150

200

250

300

1

reasons

num

ber o

f stu

dent

s

Helps me to understand the questions.Helps me to understand the concepts after each practiceHelps me to apply concepts.Improvement in calculationsBetter time management during the ExaminationsAble to perform better under exam stressMotivates me in learning.

Reasons for Effectiveness of Protected Time-slots

0

10

20

30

40

50

60

70

1

Reasons

Num

ber o

f stu

dent

s

Personal coaching from tutorsAble to clarify any doubts and misconceptions on the spot.More productive w ay of spending time on revision.Able to answ ers questions w ithin time constraint.More conducive environment for revision.Feel more motivated w hen I learn in a large group setting.

Students were exposed to different types of MCQ and had to complete the questions within time constraints. Some students found the exercise useful in improving their examination time management. Through the exercise, they were able to identify their areas of weakness. They enjoyed also the extrinsic motivation given to them when they show improvement in their results.

b. Protected Time-slot

Item 2 of the survey assesses the effectiveness of the Protected Time-slot. 68.2% of the students agreed that the Protected Time-slot was beneficial. The reasons given are shown in the following chart.



A significant percentage of students (about 31.8%) did not find that the Protected Time-slot useful. The main reasons cited were as follows

• Poor time slot given to the Protected Time

The Chemistry Protected Time was from 4.20 pm to 5.10 pm on Wednesdays. Majority of the students ended their lessons at 2.30 pm (if there were no Contact Time Activities). They had to wait for nearly two hours for the commencement of the Protected Time. Many students could not stay focus as they were too exhausted.

• Some students preferred to revise at their own pace

Students preferred to revise at their own pace as they found it diffi cult to synchronise their revision programme with ours. They also found themselves ill-prepared for the topics and felt that they could be more productive revising on their own.

• Large student to teacher ratio and pace of lecture was too fast

Due to manpower constraint, we had a limited number of tutors to help the students. Thus students found that they have no chance to ask fundamental concepts during the Protected Time slot. In addition, despite the differentiated approach, the pace of discussion was too fast for the weaker students and they also needed longer time to complete the assignment.

c. Online Integrated Questions

For the online integrated questions, many students were not aware of its existence due to the lack of publicity. Some students did not have sufficient time to attempt the questions. They lack the initiative and require close monitoring of the tutors to motivate them to learn. Students are more proactive after the Preliminary Examinations to download and practice the integrated questions on their own.



0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

Scoring < 20 Scoring 20 x 27 Scoring of > 27

Perc

enta

ge o

f stu

dent

s

MPT

Prelim

% Pass in Various Topics

0

10

20

30

40

50

60

70

80

90

Chem E Ionic E N Cpd Org Thermo Kin Elect Bond TM

Topics

% P

ass

From the analysis of the enrichment MCQ results, we are able to identify the difficult topics faced by students. Most students have difficulties solving questions on Ionic Equilibrium. To address this problem, we have allocated extra post-prelim revision lectures to help students in this topic by selecting and discussing a wide variety of relevant and appropriate questions.

Based on the results collected, March Common Test was reinstated in 2009 for the JC2 students. Because of the popularity of the fun-filled SynTactic Card Game, this game was introduced to the current Year II students and turned it into competition in order to promote the interest of organic chemistry in students. The Protected Timeslot was found to be beneficial to the students and will continue to be implemented with some modification. Post Prelims Revision Package will be designed and conducted at different venues to cater to the different learning needs and pace of the students.

The above graph showed that the percentage of students getting high scores in the Preliminary Examination compared to the March Progress Test has increased. This indicated a significant improvement in the performance in the MCQ paper, after subjecting the students to rigorous and regular MCQ assessment. The frequent revision and testing which was an integral part of our teaching programme has enabled students to enhance their memory, learning and application skills, thereby improving their performance in examinations.

Data Analysis of Enrichment MCQ Results



Action Research Cycle 7: Generalization of six modes into a Framework-for-Practice

This research study reveals our team’s collective motivation in engaging our students to learn Chemistry via the six modes – “If Chemistry is to remain merely a tool for a student, he or she will never be its master until he or she has understood why it is so formed and is practiced in its manipulations”.

The integration of six different modes of engagements in this research study has established a framework-for-practice for engaging students at a macro-level, that is, in a lecture setting with more than six hundred of students. In each mode, the students are exposed to questions with selected examination styles for that mode. The students are “locked” physically to perform one only task – to practice their skills of manipulating chemistry concepts by attempting as many Chemistry questions as they can within the allocated timeslot of that session. During the session, they are permitted to either seek help from staff-in-charge or discuss among friends and peers for any encountered difficulty.

There are two underlying explanations for the success of our framework-for-practice. The first one is very simple. In fact, it can be reduced to nothing but commonsense. Consider a student’s attempt in answering a single Chemistry question counts as an event. This is tantamount to saying that: “events that are expected to occur more frequently, will occur more frequently. For very large practices, more frequently equates with always (confirmed passes in our context).

Alternatively, we may look at this first explanation as an application of Second Law of Thermodynamics (taught in Physical Chemistry) to the real-life social context of our research study. We shall use the notion of Second Law of Thermodynamic presented in the work of Ben-Naim (2007) for the first explanation. We will start with a dull game to stimulate the manner a student score for a particular attempted question. We choose a number, say “4” between 1 and 6. We throw the die to simulate a student’s attempt to a question. The first time the result 4 appears, we assume the student answer correctly for that question. This game does not require any intellectual effort. There is no preferred outcome; each outcome has the same likelihood of appearing. If we play the game many times, it is likely that on the average, we end up even, no gaining or losing. Because we have accepted the fact that probability of each outcome is 1/6 and we also believe that no one can beat the laws of probability.

A slightly more complicated game is to play with two dice. There are altogether 36 possible outcomes. Clearly, there are all equally likely outcomes. This argument requires the rule that probability of two independent events is a product of the probabilities of each event. As in the case of one die, playing this game is dull and uninteresting, and certainly does not require any mental effort. A slightly more demanding game is to choose the “sum” of the outcomes of the two dice, regardless of the specific numbers or the specific colours of the dice. There are eleven possible outcomes, namely, “2,3,4,5,6,7,8,9,10,11,12”. Clearly, the outcomes are not elementary events, that is, they are not equally probable. As we can see in Table 1, each event consists of sum (or union) of elementary events. The elementary events of this game are the same as in the previous game, that is, each specific outcome has the probability of 1/36. The “multiplicity” is simply the number of specific events comprising the Dice Event. In our context, the “specificity” refers the answering skill for a specific pattern or style of an examination question.



Dice Events

2 3 4 5 6 7 8 9 10 11 12

Multiplicity 1 2 3 4 5 6 5 4 3 2 1 Probability 1/36 2/36 3/36 4/36 5/36 6/36 5/36 4/36 3/36 2/36 1/36

Figure 8: Probabilities of 4,5,6, Dice as a function of sum described in the work of Ben-Niam (2007).

Figure 9: Probabilities of 4,5,6, Dice as a function of reduced sum described in the work of Ben-Niam (2007).

Table 1 Multiplicity and Probabilities of compound events described in the work of Ben-Niam (2007)

Similarly, in a four dice game, we throw four dice simultaneously and look at the sum of the four outcomes on the faces of the four dice, regardless of the identity (or the colour), or specific number of the specific die; only the sum matters. In this case, we have 1296 possible specific outcomes.

Figure 8 shows the probabilities, tat is, the number of specific outcomes divided by the total number of specific outcomes, as a function of the sum. For four dice game, the range of possible sums is from the minimum 4 to the maximum 24. For five dice game, the range is from 5 to 30. For six dice game, the range is from 6 to 36.



In figure 9, we plot the same data as in Figure 8, but this time, we plot the probabilities as a function of the reduced” sum. The reduced sum is simply the sum divided by the maximum sum. Thus, the different ranges in Figure 8 are all “compressed” into the same range – from 0 to 1. This compression changes the area under the curves. In Figure 8, the area under each curve is one, whereas in Figure 9, it is reduced by a factor of N. Note the spread of the probabilities in Figure 8 is larger as N (number dice used) increases. In contrast, the spread in Figure 9 is diminished with N. The larger the N, the sharper is the curve. This means that if we are interested in absolute deviations from maximum (at N/2), we should look at Figure 8. However, if we are only interested in the relative deviations from the maximum (at 1/2), we should look at the curves in Figure 9. When N becomes very large, the curve in Figure 9 becomes extremely sharp, that is, the relative deviations from the maximum becomes negligibly small. Observe how the shape of the distribution turns out. This resembles the bell shape, also known as the Normal distribution or the Gaussian distribution. This is an important shape of a probability distribution in the theory of probability and statistics, but it is of no concern to us here in this research study. Also, note that as the number of dice increase, the curve in Figure 9 becomes narrow, and the maximum probability becomes lower. The lowering of the maxima is the same as in Figure 8, but the “spread” of the curve is different. What concern us in this research study is the two important features associated with the “narrowing” effect in Figure 9 – initially a preference to move towards the equilibrium line (the center vertical line of the narrowing region), and once reaching the equilibrium line, to stay there or around there – are the seed of the Second Law of Thermodynamic in Physical Chemistry. Figuratively, it can be described as a kind of ghostly “force” that attracts any specific configuration towards the equilibrium line. Once there, any deviation from the equilibrium line is “pulled” back to that line. To put it differently, we can think of the equilibrium line as an attractor (or the competency of student in answering chemistry examination question), always pulling the “sum” towards it. For this reason, large deviations from the equilibrium line have very little chance of occurrence – student’s answering skill with high chance of passing examination in our context. Therefore, the Framework-for-practice is said to create an optimum conditions for a student to attain his or her equilibrium line, that is, his or her competency in performing well during Chemistry Examination.

The second explanation lies in linguistic consideration in students’ acquisition of Organic Chemistry. The Framework-for-practice provides the environment where a student can discuss among peers using understandable language. It has to do with what Gardella (2009) called private speech, when students talk among themselves as they go about their activities during the allocated timeslot. This self-talk or overt speech does not seem to an adult such as a lecturer or tutor. However, it is this type of communication with all initial learners, including ourselves, when we learn something new, that is, we use known language in approaching unknown ideas and concepts. Therefore, the learning or Organic Chemistry begins with realities and language that are familiar to students and allow them to internalize the concepts. As pointed out by Gardella (2009), the initial manner of communication is the oral social level language of the student, a language of understanding that the student brings into the classroom or lecture theatre. It is this language that allows the students to develop realizations and understandings of Organic Chemistry. In fact, this language adopted by peer students is natural and familiar than the language adopted by the lecturer. By encouraging students to discuss among themselves during the allocated timeslot, the weaker students can get over their learning gaps from mature students.



In summary, apart from boosting individual’s confidence in sitting for the Advance Level Chemistry Examination, the Framework-for-practice has demonstrated in this research study to be able to motivate students into thorough appreciation and application of chemistry contents, leading their understandings to go beyond a nodding acquaintance with its notions and notation.

Conclusion

We have designed and implemented a very comprehensive and structured Revision Programme to facilitate the students’ learning and revision. Generally, students found our programme effective and it has benefited them in preparing for the GCE A Level Examinations. They have gained momentum in revision. With greater exposure to the different types of questions, they also have greater confidence in problem-solving.

The reintroduction of the March Progress Test has gained positive feedback from the students. It kick-started the students’ preparation for June Common Test and subsequently the revision for the GCE A Levels. The substantial amount of material we prepared for the teaching programme is a rich resource bank for future use for the department.

However, students found it challenging to cope with the various topics concurrently. The programme will be more effective if the revision topics and the enrichment programme are well-synchronsied. Protected time is a new College initiative and it could not be incorporated seamlessly into our revision programme as it was already in progress at the time when the initiative was introduced. If the protected time were to be an on-going programme, better time tabling and planning could be done. The programme can then be more effectively implemented to reap greater benefits.

The positive results obtained by the Enrichment MCQ programme bore testimony to the effectiveness of frequent revision and testing in enhancing the students’ learning and application skills. As such, this kind of formative assessment can be incorporated in teaching and learning programme of other subjects.

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Acknowledgements

We are indebted to colleagues and students for the ideas expressed in this paper. We are very much indebted to colleagues in the Centre of Research for East Zone, of Temasek Junior College, with special mention of Mr. Varella Alan for providing the stimulating opportunity for inducing and completing this research work. Last but not least, Dr Tay Boon Hou for his invaluable encouragement, guidance and advice.



Number of completed surveys: 120 What is your O level chemistry grade?

A1 A2 B3 B4 C5 C6 D7 E8 F9 Skipped 0 68 13 2 0 1 0 0 1 66

What is your Promotional Exam grade?

A B C D E S U Skipped 0 32 22 32 19 10 5 31

What is your target for JCT?

A B C D E S U Skipped 1 35 44 11 7 0 0 53

What is your target for Prelims?

A B C D E S U Skipped 2 47 15 0 0 0 0 87

What is your target for A levels?

A B C D E S U Skipped 3 4 0 0 0 0 0 144

Appendix I

Chemistry Learning Needs Survey

What must you do to help yourself achieve your target? Be specific.

Practice questions from tutorials and Ten Year Series to develop better time management and to understand the concepts instead of memorising blindly. Try out the tougher integrated Chemistry questions. (X55)

Be more consistent in revision. Start revision earlier and review mistakes made in tutorials and tests.(X25)Approach teachers for consultation. (X15)Study harder. (X8)Prepare summary notes and mind maps. (X6)Read the lecture notes thoroughly. Avoid referring to notes while doing questions. (X5) Be prepared for tutorials and do tutorial questions on time. (X4)Be more attentive during lectures and more proactive in tutorials. (X3)Identify weaker topics and revise them fi rst.(X3)Memorise facts and key defi nitions of the important Chemistry terms. (X3)Be determined and self disciplined. Set goals for myself. (X2) Have a timetable for a more structured revision plan. (X2)Have more timed-exercises to improve my time management during exam.Practise interdependence by studying with friends so that we can help each other.



) No. of students Revision lectures and tutorials 98 Consultations 87 Extra lessons 52 Enrichment package (MCQ tests and Integrated Questions for practice) 118 Online discussion forum 8 Words of encouragement from tutors 43 Fun way of learning Chemistry (e.g. Organic card game) 33 Others answer keys to know the answering technique more practice questions Solving more complicated problems that require through understanding. detention. make me stay back in school to study. more chem worksheets available from zap shop with solutions as TYS is not enough provide questions that comes with solutions for more efficient self study Giving us more timed practices. More practice questions (with answers) to do at our own pace More lecture tests practise jct papers Study Group Regular short topic-by-topic enrichment tests; especially for organic, as in taking each part seperately. ( one on halogenoalkanes, one on alcohols etc.) more questions to do and etch concept deeper into memory topical diagnostic assessments (like those in the remedial package are quite useful because they are different from usual tests in which too many topics are tested at one go.)

10

Rank the following 8 areas that hinder your learning of chemistry. E.g. 1 is the greatest hindrance, 8 is the least hindrance. 1 2 3 4 5 6 7 8 Difficulty in understanding the questions. 2 6 21 26 17 22 21 11 Difficulty in understanding the concepts. 6 12 15 16 26 19 20 10 Difficulty in applying concepts. 28 18 19 21 18 12 3 3 Weakness in calculations. 2 10 12 14 18 22 17 27 Poor time management during the Examination.

34 14 21 7 15 10 13 8

Examination stress. 6 15 14 19 6 21 16 25 Lack drive and motivation in learning. 12 23 7 9 13 9 15 31 Lack discipline and consistency in daily revision.

33 25 13 10 7 9 17 7

Which of the following would be useful in helping you achieve your target? (You may select more than one)



Select 3 Topics that you have difficulty in. Topic No. of

students Mole Concept 11

Atomic Structure 4 Chemical Bonding 28

Gas Laws 53 Organic 76

Chemical Kinetics 33 Periodic Table 20

Chemical Equilibrium 19 Ionic Equilibrium 66 Thermochemistry 45

Others Redox.(X2) I can't form equations well. I feel that it is not the understanding part that is hard. It is the necessity to remember all the facts that is hard. It all comes down to memorizing definitions and the reactions (for organic chem). I feel that those parts that need us to memorize the facts required a lot of effort from me. Memorizing doesn't work for me, but if I only understand, it waste a lot of time for me during exams. nitrogen-containing organic compounds Electrochemistry (X4) Transition metals

10

How can we (your tutors) help you in this area?Give us extra practices on different types of questions. (X48)Be available for consultations with students. (X6)More revision lectures, revision tutorials and remedial lessons. (X12)Inform us earlier on what topic the lecturer is going to revise so that we can recap the topic before going for lectures so as to maximise time.Compile a list of important areas to take note on. Provide summaries and organic mind map. (x10)Do the questions together and guide us to approach the questions. (X9)Upload questions with answers for practice, but don’t make it compulsory so that no stress is added upon the students. (X5)Regular short topical quiz to gauge student performance.(X3)Suggest ways which may make the topics easier to understand or memorise, like using mnemonics or a catch phrase. Try to impart to us methods of exam-smart studying. (X3)Give timed practices. Give us more MCQ questions during tutorial so as to understand and grasp the topic fully. Also we can learn to manage our time well by practising MCQ. Integrated questions would be ideal as they test a few concepts each time. (X3)Spot frequently misunderstood concepts and clear our doubts about them, especially gas laws/chemical kinetics calculations and thermochemistry enery cycle/level diagrams. (X2)Motivate and encourage us. (X1) Give more encouragement to the weaker students as the fact that there is going to be some disparity between lecture theatres for revision lectures is rather demoralising.(X1) Answers to tutorial questions & supplementary questions can be uploaded more promptly onto matrix. Because sometimes we are unable to copy fi nish the answers in class, or teachers say that the answers will be available in matrix. However, the answers are not uploaded even after long periods of time.



Provide full solutions after tutorial of a chapter. It is because if we were to copy answer from the board or OHP, we will not have the time to listen fully and understand what the teacher say during lesson. Besides that, tutors can also help by setting up more time for students to ask them questions For Gas Laws, it would be great if there were proper lecture notes. For me e-learning was not very effective.My tutor has been doing an excellent job. i hope to have more lessons on organic chem as i am poor in it Help to link up chapters whenever possible -if 2 topics consists of different concepts yet very similar, explain why so.I’m not sure how others can help me. The thing is that I frequently don’t have enough time to sleep, let alone revise, and when I do have time, I can’t concentrate well. Point out to us personally why we are always unable to answer the questions properly and fully, or any ways to improve our answer so that it meet the requirements of the question better. Introduce different types of questions instead of the usual examination questions. e.g. questions that require conceptual knowledge or higher order application skills. Thanks. -A slightly different approach to teaching, perhaps present the topic in a pictorial form: concept maps, graphs, tables, etc. to see how everything is linked? -Fun way of learning chemistry? (card game!!) -interesting questions that require only knowledge on that topic, but not necessary within syllabus? -make lectures more interesting with more pictures, diagrams, charts, etc. Questions of different diffi culty levels (for calculations in gas law and thermochem) such as basic and harder questions so that the basics with simple steps can be mastered before proceeding on to harder ones. An organic chem summary with reactions linking different functional groups together.



Compilation of Feedback for 2008 Chemistry Revision Programme

Class: CG________ Date: ____/___/2008

1. The enrichment MCQ in terms 2 and 3 is effective. (i)

Strongly agree Agree Disagree Strongly Disagree

No of students 137 226 17 10

(ii) In what way is the enrichment MCQ effective? (Indicate the total number of students who agree with each of the following reason. You may choose more one option.)

113 Helps me to understand the questions. 224 Helps me to understand the concepts after each practice 248 Helps me to apply concepts. 111 Improvement in calculations 223 Better time management during the Examinations 62 Able to perform better under exam stress 46 Motivates me in learning. Others (pls specify): more practice, know mistakes, incentive: chocolates

(iii) State your reason(s) if you choose disagree/strongly disagree in Qn 1(i).

Improvement not significant on prelim MCQ results Different standard in questions Too difficult Wasting tutorial time, should give as homework Should have full paper Too much workload Not enough time to go through the paper

2. The protected time is effective. (i)

Strongly agree Agree Disagree Strongly Disagree

No of students 59 222 113 18 (ii) In what way is the protected slot revision effective? (Indicate the total number of students

who agree with each of the following reason. You may choose more one option.)

35 Personal coaching from tutors 66 Able to clarify any doubts and misconceptions on the spot. 56 More productive way of spending time on revision. 46 Able to answers questions within time constraint. 45 More conducive environment for revision. 33 Feel more motivated when I learn in a large group setting. Others (pls specify): exposure to other questions, revise concept to refresh

memory, extra practice, motivated by teachers, answer sheet is of good standard,

Appendix II



State your reason(s) if you choose disagree/strongly disagree in Qn 2(i).

Timing too late Too tired Time consuming Group too large No chance to ask fundamental concept Too much to go through Did not attend Did not prepare Prefer to learn on their own pace

3. The online integrated questions are useful in improving my essay skills.

(i) Strongly agree Agree Disagree Strongly Disagree

No of students 23 43 80 18

(ii) In what way are the online integrated questions useful? (Indicate the total number of

students who agree with each of the following reason. You may choose more one option.) 32 Help me to familiarize with the Paper 3 format. 29 Helps me to solve problems within the stipulated time (better time manage). 38 Helps me to apply concepts. 26 Improvement in calculations. 18 Better time management during the Examinations. 16 Able to perform better under exam stress. Others (pls specify): exposure to variety of questions, more practice

(iii) State your reason(s) if you choose disagree/strongly disagree in Qn 3(i).

Did not try Did not know about this package, lack publicity No time No answer

4. Can you suggest other ways to enhance the revision programme and improve your chemistry

grades? More summary and concise notes for each chapter Pop quiz, fun games Improve writing skill On-line question and answer Drill foundation concept: chem. Bonding, shapes and bond angles More challenging tutorial questions More detailed lecture notes More remedial, personal consultation More homework More practice on integrated questions Focused on structure questions Longer lecture and tutorial time slots Focused on answering techniques Longer study break


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