Using Computer-Animated Instruction to Enhance Chemistry Conceptual Understanding of Diploma Pharmacy Students

Authors

  • KHOR POH YEN Royal College of Medicine Perak Universiti Kuala Lumpur
  • CHONG LEAN KEOW Maktab Perguruan Ipoh

Keywords:

Computer-animated instruction, chemistry concept, pharmacy, visual type conceptual questions, verbal type conceptual question

Abstract

The objective of this study is to investigate the use of computer-animated instruction to improve students’ conceptual understanding in chemistry concepts. The sample consisted of 70 fi rst year Diploma Pharmacy students who were randomly selected. This study used the pre-test-post-test quasi experimental group design. The treatment group was taught using computer-animated instruction, while the control group was taught using white-board drawing instruction. A Conceptual Performance Test consisting of visual and verbal conceptual questions was used to measure students’ conceptual understanding. The t-Test was employed to analyze students’ conceptual understanding test score. The fi ndings indicated that computer-animated instruction group did not outperform signifi cantly [t(65)=1.50, p=0.15] in the visual conceptual questions compared to whiteboard drawing instruction group.

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Published

2012-11-01

Issue

JPM, Vol. 37, No. 2 (Nov 2012)

Section

Articles

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