Facilitating conceptual change in students' comprehension of electrochemistry concepts through collaborative teaching strategy

Abstract

This paper reports on a study to determine the effectiveness of collaborative teaching on physical sciences students' comprehension of electrochemistry in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The design of the teaching strategy draws upon theoretical insights into perspectives of social constructivism and empirical studies to improve upon the teaching of the main topic, specifically galvanic cells, electrolytic cells and electrode potentials. In addition, the effect of collaboration as a teaching strategy on students’ perception of their chemistry classroom environment was also investigated. A sample of 90 grade 12 physical sciences students from four intact public schools was conveniently selected to participate in the study. Students were given electrochemistry concept test (ECT) as well as chemistry classroom environment questionnaire (CCEQ) as pre-test and post-test. One-way analysis of covariance (ANCOVA) conducted showed that students taught using collaboration had significantly better acquisition of scientific conceptions related to electrochemistry than students taught using lecture method. Pearson Product-Moment Correlation also revealed that there was a significant positive relationship between achievement and students’ perception of their chemistry classroom environment. However, ANCOVA and ANOVA results indicated that there was no significant contribution of students’ perception of their chemistry classroom environment to their comprehension of electrochemistry concepts. This study provides statistical evidence on the importance of meaningful learning combined with social process to improve students’ understanding of electrochemistry.