The final exams is just ending, and hmmmmmmmmmmm!!!!!, it was a friendly match in its own class.
Well even though the exam was in a class of its own, i personally enjoyed every single bit of the course. Back to the exams, the effect it had on me was actually opening me into a field that will be completely new to the designer.
Thursday, March 20, 2008
Tuesday, March 11, 2008
An example of a good instructional design
Even as we gradually come to the end of a simple, intensive and interesting course of designing instructions, I was wondering if we could have an example of a good instruction.
I was still in thought when it suddenly dawn on me that, what i actually set out to find out 'an example of a well designed instruction' was in fact what i was reading.
Prof Moore's instructions were but a piece in its own class. What a design, he so placed it that, the entire 'fat' was covered in a short period. The lazy student was not given any chance to say 'I will not learn' --- if you doubt me, go look at the final exams sample. Learning was structured such that, it was all fun -- even though we did it under muuch pressure from our work.
You know what i personnally admire about the programme, there simply was no 'stupid' student. I vividly remember my good friend ----who was in shock at his scores in the quiz. Not in shock for failin...no..but shoked that, he too can perform like that, in a course he taught he could not follow. The magic was real, he picked up so fast that, i have to now occaissionally consult the person who relied on me at the beginning.
There are other good practices Prof used, discussions for feedback, case studies for peer-to-peer work, and the list can keep going on. Looking at the structure, I am positive all forms of instructions could be made real easy.
In case I left out some qualities -- which i am sure i did, on Prof's work, do let me know about them in your comments.
However, if you disagree with me, why not, let me know why i could be wrong.
Well, keep reading, the exams will soon be here with us.
I was still in thought when it suddenly dawn on me that, what i actually set out to find out 'an example of a well designed instruction' was in fact what i was reading.
Prof Moore's instructions were but a piece in its own class. What a design, he so placed it that, the entire 'fat' was covered in a short period. The lazy student was not given any chance to say 'I will not learn' --- if you doubt me, go look at the final exams sample. Learning was structured such that, it was all fun -- even though we did it under muuch pressure from our work.
You know what i personnally admire about the programme, there simply was no 'stupid' student. I vividly remember my good friend ----who was in shock at his scores in the quiz. Not in shock for failin...no..but shoked that, he too can perform like that, in a course he taught he could not follow. The magic was real, he picked up so fast that, i have to now occaissionally consult the person who relied on me at the beginning.
There are other good practices Prof used, discussions for feedback, case studies for peer-to-peer work, and the list can keep going on. Looking at the structure, I am positive all forms of instructions could be made real easy.
In case I left out some qualities -- which i am sure i did, on Prof's work, do let me know about them in your comments.
However, if you disagree with me, why not, let me know why i could be wrong.
Well, keep reading, the exams will soon be here with us.
Sunday, March 2, 2008
Instructional Design Theories
What are Theories and Models?
A theory
A theory provides a general explanation for observations made over time.
A theory explains and predicts behavior.
A theory can never be established beyond all doubt.
A theory may be modified.
Theories seldom have to be thrown out completely if thoroughly tested but sometimes a theory may be widely accepted for a long time and later disproved.
What is a model?
A model is a mental picture that helps us understand something we cannot see or experience directly.
Behaviorism, Cognitivism and Constructivism
The Basics
Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.
Cognitivism: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.
Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.
A theory
A theory provides a general explanation for observations made over time.
A theory explains and predicts behavior.
A theory can never be established beyond all doubt.
A theory may be modified.
Theories seldom have to be thrown out completely if thoroughly tested but sometimes a theory may be widely accepted for a long time and later disproved.
What is a model?
A model is a mental picture that helps us understand something we cannot see or experience directly.
Behaviorism, Cognitivism and Constructivism
The Basics
Behaviorism: Based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.
Cognitivism: Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind.
Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.
Thursday, February 28, 2008
Wondering where I've been.....?
Hmmmm!!
Prof. I am alive and kicking. I have tried hard not to bother you with my challenges. Well since you asked, let me just tell you.
I am still working hard in the background. My absence on blog have been due to the rather tight - if not 'tighter' - schedule i now have. my outfit now runs series of training programmes for research assistants we intend to use for a study into plant medicine. And as it were, the bulk of the job - planning etc has been on me. Coupled with this is the my normal work and the studies/reading i have to do daily. As it were, i close from work at 17:00GMT before settling in for studies for this programme. I relly therefore, much on the internet connectivity in the office for contributions to blogg and the submission of my assignments. As at now, my office has no connectivity and I am actually doing this work from a different Office at 20:24GMT.
To me, this is not an exuse for not beign regular to blog, but as it were, this unfortunately has been my draw-back for this few days. I am terribly sorry for the unfortunate turn of events. I hope to make up for the loss, Prof.
Prof. I am alive and kicking. I have tried hard not to bother you with my challenges. Well since you asked, let me just tell you.
I am still working hard in the background. My absence on blog have been due to the rather tight - if not 'tighter' - schedule i now have. my outfit now runs series of training programmes for research assistants we intend to use for a study into plant medicine. And as it were, the bulk of the job - planning etc has been on me. Coupled with this is the my normal work and the studies/reading i have to do daily. As it were, i close from work at 17:00GMT before settling in for studies for this programme. I relly therefore, much on the internet connectivity in the office for contributions to blogg and the submission of my assignments. As at now, my office has no connectivity and I am actually doing this work from a different Office at 20:24GMT.
To me, this is not an exuse for not beign regular to blog, but as it were, this unfortunately has been my draw-back for this few days. I am terribly sorry for the unfortunate turn of events. I hope to make up for the loss, Prof.
Thursday, February 7, 2008
Instruction design and assessment
Hello my dear friends....
How is life? all is cool at my end here.
We were just looking at the posibility of writing workable objectives around which our instruction could be based. But how do we know we are on course. The current phase - phase 4 i believe provides the answer to this.
This phase looks at placing checks that informs us and learners on their progress with the instruction. This usually comes in the form of assessment.
In all, the designer could use any, or a combination of any of the following kinds of assessment:
formative assessmenst
confirmative assessment
and summative assessment
Formative Assessment
This kind of assessment is given during the instructional process. Its purpose is to provide the instructor and learners information they could use to adjust teaching and leaning, while they are happening. It informs teachers and students about students understanding at a point when timely adjustments can be made to ensure that, students achieve, targeted standards-based learning goals within a set time frame. Formative assessment can easily be taught of as "practice".
Summative Assement
This is given periodically to determine at a particular point in time what students know and do not know. It often comes in the form of end of section/topic test, end of term test, end of year test or any other standard tests taken at the end of studies.
Confirmaive Assessment
It is used to determine the degree to which instructional obejectives are being achieved. The difference between this and the summative assessment are that, in the case of the former, it measures how much has been achieved after the training, whilst the later meausres how much is being achieved.
Comparing this to the formative, formative often looks at the process and possible adjustments that can be made and not neccessarily on the achievement levels.
Now how do we assess?
Formative assessment can be conducted regulaly prior to the completion of instruction in the forms of obeservatrion, online transcript analysis, quizzes, achievemnet tests, surveys, interviews, checklists, peer appraisal, student self-assessment.
Sorry, got to be running off for an assignment, hope to meet you soon here again.
How is life? all is cool at my end here.
We were just looking at the posibility of writing workable objectives around which our instruction could be based. But how do we know we are on course. The current phase - phase 4 i believe provides the answer to this.
This phase looks at placing checks that informs us and learners on their progress with the instruction. This usually comes in the form of assessment.
In all, the designer could use any, or a combination of any of the following kinds of assessment:
formative assessmenst
confirmative assessment
and summative assessment
Formative Assessment
This kind of assessment is given during the instructional process. Its purpose is to provide the instructor and learners information they could use to adjust teaching and leaning, while they are happening. It informs teachers and students about students understanding at a point when timely adjustments can be made to ensure that, students achieve, targeted standards-based learning goals within a set time frame. Formative assessment can easily be taught of as "practice".
Summative Assement
This is given periodically to determine at a particular point in time what students know and do not know. It often comes in the form of end of section/topic test, end of term test, end of year test or any other standard tests taken at the end of studies.
Confirmaive Assessment
It is used to determine the degree to which instructional obejectives are being achieved. The difference between this and the summative assessment are that, in the case of the former, it measures how much has been achieved after the training, whilst the later meausres how much is being achieved.
Comparing this to the formative, formative often looks at the process and possible adjustments that can be made and not neccessarily on the achievement levels.
Now how do we assess?
Formative assessment can be conducted regulaly prior to the completion of instruction in the forms of obeservatrion, online transcript analysis, quizzes, achievemnet tests, surveys, interviews, checklists, peer appraisal, student self-assessment.
Sorry, got to be running off for an assignment, hope to meet you soon here again.
Wednesday, February 6, 2008
Learning Objectives cont....
Yeah, where were we?
Thank God I've gotten access again.
So what verbs can we use for the various levels of objective?
- Knoweldge (deals basically with recalling of infomation)
verbs: arrange, define, duplicate, label, list, match, memorize arrange, name, order, recognize, relate, recall, repeat, reproduce state etc
- Comprehension (interpret information in one's own words)
verbs: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, ....
- Application (use knowledge in a new situation)
verbs: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write......
- Analysis (break down knowledge into parts and show relationships among parts)
verb: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test......
- Synthesis (Bring together parts of knowledge to form a whole and build relationships for new situations)
verbs: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write....
- Evaluation (Make judgement on basis of given criteria)
verbs: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate......
what this means is this, when stating your objectives, these verbs should be used to ensure that, what you intend to do comes out more clearly. In addition to this, choose from all the levels so that, you don't end up training students in only one aspects of the domain.
It was difficult doing, but i so a great improvement in the objectives set and my desire for the project. Why don't you try it.
See more on the Blooms Taxonomy ....another link here
Ref:
Learning Objectives
Hello, you were expecting me last week.
Hmmmm, work load o. However this was compounded with a lot of internet interruptions from my end here. Well I am grateful to God that I could make it today.
Did you also have my experience some?
..... I finished setting my supposed project goals only to realise that, I was almost writing for the sake of writing.
Well, after we were asked to consider classifying our objectives into the main learning domains, i actually found myself wanting. I therefore have to re-phrase all of them to allow me do so.
From the experience, i decided to share a little of what i learnt in that segment of the course.
Basically, I noticed that, all forms of training do one of three things.... It imparts on the learners cognitive, psychomotor or affective domains. It is therefor very important that, when desining instructions, your design to a large extent affect this areas.
How will you know...?
The instructional objectives set will let you know. Here the Blooms taxonomy which i used come to mind. He developed what i call a checklist on what goes into the cognitive domain. To him, cognitive abilities can be classified under simple recall of information and intellectual activities. He identified six levels under which these can be grouped in the order of sophistication:
Hmmmm, work load o. However this was compounded with a lot of internet interruptions from my end here. Well I am grateful to God that I could make it today.
Did you also have my experience some?
..... I finished setting my supposed project goals only to realise that, I was almost writing for the sake of writing.
Well, after we were asked to consider classifying our objectives into the main learning domains, i actually found myself wanting. I therefore have to re-phrase all of them to allow me do so.
From the experience, i decided to share a little of what i learnt in that segment of the course.
Basically, I noticed that, all forms of training do one of three things.... It imparts on the learners cognitive, psychomotor or affective domains. It is therefor very important that, when desining instructions, your design to a large extent affect this areas.
How will you know...?
The instructional objectives set will let you know. Here the Blooms taxonomy which i used come to mind. He developed what i call a checklist on what goes into the cognitive domain. To him, cognitive abilities can be classified under simple recall of information and intellectual activities. He identified six levels under which these can be grouped in the order of sophistication:
- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation
Well, i have started experience problem with the network again. I hope to come back later today or in the early parts of tomorrow with some action verbs we can use when developing objectives around the cognitive domain
Learning Objectives
Hello, you were expecting me last week.
Hmmmm, work load o. However this was compounded with a lot of internet interruptions from my end here. Well I am grateful to God that I could make it today.
Did you also have my experience some?
..... I finished setting my supposed project goals only to realise that, I was almost writing for the sake of writing.
Well, after we were asked to consider classifying our objectives into the main learning domains, i actually found myself wanting. I therefore have to re-phrase all of them to allow me do so.
From the experience, i decided to share a little of what i learnt in that segment of the course.
Basically, I noticed that, all forms of training do one of three things.... It imparts on the learners cognitive, psychomotor or affective domains. It is therefor very important that, when desining instructions, your design to a large extent affect this areas.
How will you know...?
The instructional objectives set will let you know. Here the Blooms taxonomy which i used come to mind. He developed what i call a checklist on what goes into the cognitive domain. To him, cognitive abilities can be classified under simple recall of information and intellectual activities. He identified six levels under which these can be grouped in the order of sophistication:
Hmmmm, work load o. However this was compounded with a lot of internet interruptions from my end here. Well I am grateful to God that I could make it today.
Did you also have my experience some?
..... I finished setting my supposed project goals only to realise that, I was almost writing for the sake of writing.
Well, after we were asked to consider classifying our objectives into the main learning domains, i actually found myself wanting. I therefore have to re-phrase all of them to allow me do so.
From the experience, i decided to share a little of what i learnt in that segment of the course.
Basically, I noticed that, all forms of training do one of three things.... It imparts on the learners cognitive, psychomotor or affective domains. It is therefor very important that, when desining instructions, your design to a large extent affect this areas.
How will you know...?
The instructional objectives set will let you know. Here the Blooms taxonomy which i used come to mind. He developed what i call a checklist on what goes into the cognitive domain. To him, cognitive abilities can be classified under simple recall of information and intellectual activities. He identified six levels under which these can be grouped in the order of sophistication:
- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation
Well, i have started experience problem with the network again. I hope to come back later today or in the early parts of tomorrow with some action verbs we can use when developing objectives around the cognitive domain
Learning Objectives
Hello, you were expecting me last week.
Hmmmm, work load o. However this was compounded with a lot of internet interruptions from my end here. Well I am grateful to God that I could make it today.
Did you also have my experience some?
..... I finished setting my supposed project goals only to realise that, I was almost writing for the sake of writing.
Well, after we were asked to consider classifying our objectives into the main learning domains, i actually found myself wanting. I therefore have to re-phrase all of them to allow me do so.
From the experience, i decided to share a little of what i learnt in that segment of the course.
Basically, I noticed that, all forms of training do one of three things.... It imparts on the learners cognitive, psychomotor or affective domains. It is therefor very important that, when desining instructions, your design to a large extent affect this areas.
How will you know...?
The instructional objectives set will let you know. Here the Blooms taxonomy which i used come to mind. He developed what i call a checklist on what goes into the cognitive domain. To him, cognitive abilities can be classified under simple recall of information and intellectual activities. He identified six levels under which these can be grouped in the order of sophistication:
Hmmmm, work load o. However this was compounded with a lot of internet interruptions from my end here. Well I am grateful to God that I could make it today.
Did you also have my experience some?
..... I finished setting my supposed project goals only to realise that, I was almost writing for the sake of writing.
Well, after we were asked to consider classifying our objectives into the main learning domains, i actually found myself wanting. I therefore have to re-phrase all of them to allow me do so.
From the experience, i decided to share a little of what i learnt in that segment of the course.
Basically, I noticed that, all forms of training do one of three things.... It imparts on the learners cognitive, psychomotor or affective domains. It is therefor very important that, when desining instructions, your design to a large extent affect this areas.
How will you know...?
The instructional objectives set will let you know. Here the Blooms taxonomy which i used come to mind. He developed what i call a checklist on what goes into the cognitive domain. To him, cognitive abilities can be classified under simple recall of information and intellectual activities. He identified six levels under which these can be grouped in the order of sophistication:
- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation
Well, i have started experience problem with the network again. I hope to come back later today or in the early parts of tomorrow with some action verbs we can use when developing objectives around the cognitive domain
Hello, you were expecting me last week.
Hmmmm, work load o. However this was compounded with a lot of internet interruptions from my end here. Well I am grateful to God that I could make it today.
Did you also have my experience some?
..... I finished setting my supposed project goals only to realise that, I was almost writing for the sake of writing.
Well, after we were asked to consider classifying our objectives into the main learning domains, i actually found myself wanting. I therefore have to re-phrase all of them to allow me do so.
From the experience, i decided to share a little of what i learnt in that segment of the course.
Basically, I noticed that, all forms of training do one of three things.... It imparts on the learners cognitive, psychomotor or affective domains. It is therefor very important that, when desining instructions, your design to a large extent affect this areas.
How will you know...?
The instructional objectives set will let you know. Here the Blooms taxonomy which i used come to mind. He developed what i call a checklist on what goes into the cognitive domain. To him, cognitive abilities can be classified under simple recall of information and intellectual activities. He identified six levels under which these can be grouped in the order of sophistication:
Hmmmm, work load o. However this was compounded with a lot of internet interruptions from my end here. Well I am grateful to God that I could make it today.
Did you also have my experience some?
..... I finished setting my supposed project goals only to realise that, I was almost writing for the sake of writing.
Well, after we were asked to consider classifying our objectives into the main learning domains, i actually found myself wanting. I therefore have to re-phrase all of them to allow me do so.
From the experience, i decided to share a little of what i learnt in that segment of the course.
Basically, I noticed that, all forms of training do one of three things.... It imparts on the learners cognitive, psychomotor or affective domains. It is therefor very important that, when desining instructions, your design to a large extent affect this areas.
How will you know...?
The instructional objectives set will let you know. Here the Blooms taxonomy which i used come to mind. He developed what i call a checklist on what goes into the cognitive domain. To him, cognitive abilities can be classified under simple recall of information and intellectual activities. He identified six levels under which these can be grouped in the order of sophistication:
- knowledge
- comprehension
- application
- analysis
- synthesis
- evaluation
Well, i have started experience problem with the network again. I hope to come back later today or in the early parts of tomorrow with some action verbs we can use when developing objectives around the cognitive domain
Tuesday, January 29, 2008
Old technology is still good technology for some.............?
Hmmmm........
Well before we kick start, sorry I delayed in getting back to the forum, How is everybody and the design course work? Men, it is in a class of its own. Wow, man is always working.
Well forget it, lets get back to the substantial issue,
Yes, the question was...... Old technology is still good technology for some.............?
It reminded me of my lecturer in heat and electricity as forms of energy. You won't believe it, but he insisted that, even though we had electronic calculators on us, all our computations be done manually. Well, that's by the way.
But what challenge does a case like this provides us. Is it possible to still make progress with technology, or simply to remain stack in the past with boses who still prefer the old 'techs'?. My asnswer to the later is a definite no, we will not remain in the past but make progress into the present and move into the future still 'current'.
What comes to mind is deligence in planning our instructions. Morrison et all; in their book Designing effective instruction noted that, to meet the needs of the client, one need to do serious leaner and context analysis. By doing this, the designer will know about the audience that might influence the design of material as well as the characteristic of the learners.
Regarding the learners, the designer must consider the general characteristics (gender, age, work, experience, education and ethnicity), specific charateristic (pre-requisite skills, attitudes, what they might want to gain from the course as in benefits) and learning styles of the learner(does he learn as an individual or in a group etc).
These if done correctly with a good survey of available material and equipment, planning, designing and delivery of instruction should definitely be tilted to a 90+ per cent success.
But what happen to my old director, we leave his tools intact for him and daily try to pursue him to use the new tecnologies as I currently do with him.
Well see you soon, I promise to be more regular this time. Cheeriooo.......
Sunday, January 20, 2008
Is it worth spending Billions on instructional design
This was the obvious question I asked myself when I considered what comes to play in designing instructions. The very first instructional design was in the 1960s at an estimated cost of $350,000. This huge investment needed in any form and kind of good instructional designs has not changed even in our days. The cost of audio and video recorders, printers and other printing materials, the enormous energy and time that one needs to put into any form of design and many others are still high, and I shudder anytime I have to think about it.
The fact also remain that, the returns on the many huge investments made on instructional designs have come in multiples of the initial capital. The $350,000 investment made on the first ever documented instructional design resulted in a savings of $37 million over a five-year period between 1968 and 1973 (Morrison et al, 2007). The same authors observed that, we need to do instructional design because; it comes with a lot of financial benefits. Aside this, problems with skills and knowledge deficiency could be improved, leading to improved returns in any form of investment in training.
In Ghana, it is no secret that, problems with instruction are everywhere. Schools, hospitals, businesses, the government and even law enforcing agencies are daily battling with how to get people do the most desired things. The use of instructional design I believe can help us out of this challenges. Why this believe, even though the returns of instructional design are not so immediate, savings from them I have realized after reading the first few chapters in the book on “Designing Effective Instruction” by Morrison et al, is very high. I am more convinced that, it is high time investment into instructional design is made here in Ghana.
For a start, I will want to take advantage of the depth of information in this book to start designing instructions for some aspect of chemistry practical. As a science educationist and a onetime science student, I do know of the difficulties involved in practical work.
Do visit my site regularly for an update on my progress. Feel free to let me know of how you see my work.
Ref:
Morrison et al (2007), Designing Effective Instruction, John Wiley & Sons, Inc., USA
The fact also remain that, the returns on the many huge investments made on instructional designs have come in multiples of the initial capital. The $350,000 investment made on the first ever documented instructional design resulted in a savings of $37 million over a five-year period between 1968 and 1973 (Morrison et al, 2007). The same authors observed that, we need to do instructional design because; it comes with a lot of financial benefits. Aside this, problems with skills and knowledge deficiency could be improved, leading to improved returns in any form of investment in training.
In Ghana, it is no secret that, problems with instruction are everywhere. Schools, hospitals, businesses, the government and even law enforcing agencies are daily battling with how to get people do the most desired things. The use of instructional design I believe can help us out of this challenges. Why this believe, even though the returns of instructional design are not so immediate, savings from them I have realized after reading the first few chapters in the book on “Designing Effective Instruction” by Morrison et al, is very high. I am more convinced that, it is high time investment into instructional design is made here in Ghana.
For a start, I will want to take advantage of the depth of information in this book to start designing instructions for some aspect of chemistry practical. As a science educationist and a onetime science student, I do know of the difficulties involved in practical work.
Do visit my site regularly for an update on my progress. Feel free to let me know of how you see my work.
Ref:
Morrison et al (2007), Designing Effective Instruction, John Wiley & Sons, Inc., USA
Friday, January 18, 2008
Project Intent Statement
Project: Preparing for Chemistry Practical Examination
Background
Who:
The project is intended for Senior High School teachers preparing students to take Volumetric and Quanlitative tests in Chemistry at the end of their study at that level.
What:
Selected Senior high Schools in Ghana offer elective chemistry for students pursuing science. These are examined at the end of their studies at that level by the West African Examinations Council (WAEC), in Volumetric and Qualitative Analysis, and their performance determines which programme they are offered at the tertiary institutions they and in extension the professions they can later choose in life.
Why:
The performance of students over the years in their final examination has been appalling. According to the Chief Examiners reports of WAEC (1997,1998,2000, 2001 – 2006), even though student showed very good understanding of question on volumetric and qualitative analysis and usually presented their results in the required formats, they still have numerous problems with their practical work. These reports observed that, students over the years in answering questions on volumetric analysis, they usually:
· Wrote wrong units for their titre values. Such wrong units included units in cm-3 and grams.
· Some altered their titre values several times showing lack of confidence in themselves or even making examiners suspect that they received help.
· Other candidates did not know what consistent titres are and hence averaged all three or four titres.
Then for qualitative analysis, candidates
· Have difficulty to distinguish between chalky and gelatinous precipitates
· They have problems describing the activities tested which showed that they were not exposed to those activities in the classroom.
On the hind side, students daily complain about the lack of practical activities in their schools, whiles teachers complain of loaded school syllabus, lack of relevant teaching and learning materials, and in a few cases lack of relevant knowledge in some of the practical related skills they are expected to assist students to acquire.
Most worrying however is that, beyond the poor student’s performance in the WAEC Examinations, employers of science products from the Senior High Schools now have a lot of reservations about student’s practical abilities. This instruction is therefore designed to help teachers at the Senior High School level access easy and straight to the point instructions that can be used to help their student’s master practical skills in chemistry.
Project statement:
Use a combination of media (Video, audio, posters etc), computers and the internet to train and help students acquire relevant skills in volumetric and qualitative analysis in chemistry.
Problem Identification
Science, and Chemistry major student for that matter, at the Senior High School level in Ghana performs quite poorly in their WAEC exams. The few who are able to do well are not able to apply the knowledge acquired after school for lack of understanding and the relevant skills that should go with the concepts learnt.
A critical look at the problem reveals that, a few teachers who train these students in chemistry in some cases are themselves ‘deficient’ in the subject area. The many others who may be ok with the subject knowledge content do not in most cases have the laboratory and or materials to teach with. This situation has and is creating a generation of ‘illiterate chemistry graduates’ for Ghana – a situation that need to be tackle now.
Target Audience
Teachers of Chemistry at the Senior High School level in Ghana. These form an important bridge; that links the upcoming chemists to industry in this country.
Identified Need/ Benefit
Students at the Senior High School level need appropriate practical skills to enable them pass their examinations on volumetric and qualitative analysis in chemistry. The lack of equipped laboratories, adequate and well trained teachers of chemistry, and the overloaded school syllabi and calendar means, many students will come out of school inadequately prepared with these skills. By using different media, computers and the Internet in instruction, teachers should be better equipped to train their students faster, easier, and with the right kind of skills, knowledge and concepts.
With the introduction of the new educational reforms, computers are to play a central role in instruction. This design hopefully will come up with a chemistry software, the very first in the Ghanaian context, for chemistry teachers to use in their lessons
Bye-InThis instruction could be used beyond the intended purpose by teachers and other educationists for in-service training. Students could also be able to use this instruction on their own for the purposes of revision. Then schools that lack qualified chemistry teachers can use the video, posters, audio recordings and sometimes Webqu
Background
Who:
The project is intended for Senior High School teachers preparing students to take Volumetric and Quanlitative tests in Chemistry at the end of their study at that level.
What:
Selected Senior high Schools in Ghana offer elective chemistry for students pursuing science. These are examined at the end of their studies at that level by the West African Examinations Council (WAEC), in Volumetric and Qualitative Analysis, and their performance determines which programme they are offered at the tertiary institutions they and in extension the professions they can later choose in life.
Why:
The performance of students over the years in their final examination has been appalling. According to the Chief Examiners reports of WAEC (1997,1998,2000, 2001 – 2006), even though student showed very good understanding of question on volumetric and qualitative analysis and usually presented their results in the required formats, they still have numerous problems with their practical work. These reports observed that, students over the years in answering questions on volumetric analysis, they usually:
· Wrote wrong units for their titre values. Such wrong units included units in cm-3 and grams.
· Some altered their titre values several times showing lack of confidence in themselves or even making examiners suspect that they received help.
· Other candidates did not know what consistent titres are and hence averaged all three or four titres.
Then for qualitative analysis, candidates
· Have difficulty to distinguish between chalky and gelatinous precipitates
· They have problems describing the activities tested which showed that they were not exposed to those activities in the classroom.
On the hind side, students daily complain about the lack of practical activities in their schools, whiles teachers complain of loaded school syllabus, lack of relevant teaching and learning materials, and in a few cases lack of relevant knowledge in some of the practical related skills they are expected to assist students to acquire.
Most worrying however is that, beyond the poor student’s performance in the WAEC Examinations, employers of science products from the Senior High Schools now have a lot of reservations about student’s practical abilities. This instruction is therefore designed to help teachers at the Senior High School level access easy and straight to the point instructions that can be used to help their student’s master practical skills in chemistry.
Project statement:
Use a combination of media (Video, audio, posters etc), computers and the internet to train and help students acquire relevant skills in volumetric and qualitative analysis in chemistry.
Problem Identification
Science, and Chemistry major student for that matter, at the Senior High School level in Ghana performs quite poorly in their WAEC exams. The few who are able to do well are not able to apply the knowledge acquired after school for lack of understanding and the relevant skills that should go with the concepts learnt.
A critical look at the problem reveals that, a few teachers who train these students in chemistry in some cases are themselves ‘deficient’ in the subject area. The many others who may be ok with the subject knowledge content do not in most cases have the laboratory and or materials to teach with. This situation has and is creating a generation of ‘illiterate chemistry graduates’ for Ghana – a situation that need to be tackle now.
Target Audience
Teachers of Chemistry at the Senior High School level in Ghana. These form an important bridge; that links the upcoming chemists to industry in this country.
Identified Need/ Benefit
Students at the Senior High School level need appropriate practical skills to enable them pass their examinations on volumetric and qualitative analysis in chemistry. The lack of equipped laboratories, adequate and well trained teachers of chemistry, and the overloaded school syllabi and calendar means, many students will come out of school inadequately prepared with these skills. By using different media, computers and the Internet in instruction, teachers should be better equipped to train their students faster, easier, and with the right kind of skills, knowledge and concepts.
With the introduction of the new educational reforms, computers are to play a central role in instruction. This design hopefully will come up with a chemistry software, the very first in the Ghanaian context, for chemistry teachers to use in their lessons
Bye-InThis instruction could be used beyond the intended purpose by teachers and other educationists for in-service training. Students could also be able to use this instruction on their own for the purposes of revision. Then schools that lack qualified chemistry teachers can use the video, posters, audio recordings and sometimes Webqu
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