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:	2021
Subjects:	H Social Sciences (General) Q Science (General)
Online Access:	http://ir.unimas.my/id/eprint/36262/4/Mohamad%20Mahathir.pdf
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id	my-unimas-ir.36262
record_format	uketd_dc
spelling	my-unimas-ir.362622023-03-20T03:40:45Z EXAMINING THE EFFECT OF DIRECTED ACTIVITY RELATED TO TEXTS (DARTs) AND GENDER ON STUDENTS' ACHIEVEMENT IN QUALITATIVE ANALYSIS IN CHEMISTRY 2021-08-16 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 Thesis http://ir.unimas.my/id/eprint/36262/ http://ir.unimas.my/id/eprint/36262/4/Mohamad%20Mahathir.pdf text en validuser masters Universiti Malaysia Sarawak Faculty of Cognitive Sciences and Human Development
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English
topic	H Social Sciences (General) H Social Sciences (General) Q Science (General)
spellingShingle	H Social Sciences (General) H Social Sciences (General) 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
qualification_level	Master's degree
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
granting_institution	Universiti Malaysia Sarawak
granting_department	Faculty of Cognitive Sciences and Human Development
publishDate	2021
url	http://ir.unimas.my/id/eprint/36262/4/Mohamad%20Mahathir.pdf
_version_	1783728470646325248

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

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