Enhancing Cognitive Development in Learning Chemical Symbol and Periodicity through Instructional Game

Autor/inn/en	Aliyu, Hassan; Raman, Yasheni; Talib, Corrienna Abdul
Titel	Enhancing Cognitive Development in Learning Chemical Symbol and Periodicity through Instructional Game
Quelle	2 (2021) 3, S.285-295 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aliyu, Hassan) ORCID (Talib, Corrienna Abdul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2723-746X
Schlagwörter	Cognitive Development; Chemistry; Science Instruction; Comparative Analysis; Teaching Methods; Reliability; Correlation; Multimedia Instruction; Visual Aids; Scientific Concepts; Concept Formation; Instructional Effectiveness; Science Tests; Test Items; Knowledge Level; Educational Games; Educational Technology; Secondary School Students + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reliabilität; Korrelation; Multimediales Lernen; Anschauungsmaterial; Concept learning; Begriffsbildung; Unterrichtserfolg; Test content; Testaufgabe; Wissensbasis; Educational game; Lernspiel; Unterrichtsmedien; Sekundarschüler
Abstract	A digital instructional game with embedded multimedia was believed not limited to allowing the learner to visualize chemistry concepts while playing but enable them to collect relevant information that connects the understanding of the other. The subject was described as a core science area with multiple macroscopic, submicroscopic, and symbolic representations. Thus, the study intended to investigate the effectiveness of the instructional game in enhancing students' cognitive development in learning chemical symbols and periodicity of elements. An instructional tool called Symperiod Board Game) The study was designed and developed, containing 20 test items distributed in three different levels in order of complexity from simple to complex. The between-group experimental research design was adopted for this study in which 20 Form IV students distributed into four groups was selected. The alpha value 0.830 of the Pearson correlation coefficient determines the strength of the instrument's reliability, hence used for data collection. The data obtained were analyzed using descriptive statistics, and the results indicated that the cognitive development of the respondents' increases as students play the instructional game from level 1 to 3. Thus, the study reveals that a learner cannot understand a concept if he/she does not first remember it; similarly, he/she cannot apply knowledge and concepts if he/she does not understand them. It is imperative to conclude that the poor performance of students in chemistry can be associated with the quality of instruction provided by the teacher during classroom instructions. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01