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Effect of the card game SynTactic on the learning of organic chemistry reactions
Author
Low, Kian Seh
Supervisor
Tan, Daniel Kim-Chwee
Abstract
The research project comprises the development of the SynTactic© card game, and quantitative and qualitative studies on the effects of playing the game on student learning of and interest in organic chemistry. The first phase describes how the first prototype of the card game was developed, a first run of an inter-class competition using the prototype, a survey on perception of the game and interview findings with student participants of the competition. SynTactic© was then trialled with a sample of remedial students and interviews with students were conducted. Teacher observations on student behaviour during the playing of SynTactic© were also recorded. The second phase involved a quasi-experimental study to examine the effect of playing SynTactic© on student achievement and perceptions of SynTactic© of two classes of students, a second run of an inter-class competition and interviews with nine participants, analysis of what participants wrote when planning the steps for their organic reactions (scrap work) during the competition, email interviews with teachers who had been involved in the use of SynTactic© at any of the three phases, and a video recording was made of the students when they played one session of the game and voiced out their cognitive processes.
In general, students and teachers find the game creative, interesting, fun and engaging. In the second phase of the research, there was no significant difference in student achievement for control and experimental groups. However, survey results indicate high levels of interest and engagement, to the extent that a majority of respondents indicated that they would even want to play SynTactic© outside of class. Most respondents perceived the game as a useful revision tool, and believed that their organic chemistry concepts had improved after playing the game. This was corroborated by student interviews as well as teacher email interviews. Students’ scrap work and vocalized thought processes during a video recording indicate proficient understanding of concepts. Hence, this study resulted in the creation and refinement of a game that would serve as a useful tool for teachers to teach organic chemistry synthesis, as it did not cause student achievement to deteriorate but certainly engaged and entertained the students in learning.
In general, students and teachers find the game creative, interesting, fun and engaging. In the second phase of the research, there was no significant difference in student achievement for control and experimental groups. However, survey results indicate high levels of interest and engagement, to the extent that a majority of respondents indicated that they would even want to play SynTactic© outside of class. Most respondents perceived the game as a useful revision tool, and believed that their organic chemistry concepts had improved after playing the game. This was corroborated by student interviews as well as teacher email interviews. Students’ scrap work and vocalized thought processes during a video recording indicate proficient understanding of concepts. Hence, this study resulted in the creation and refinement of a game that would serve as a useful tool for teachers to teach organic chemistry synthesis, as it did not cause student achievement to deteriorate but certainly engaged and entertained the students in learning.
Date Issued
2010
Call Number
QD256 Low
Date Submitted
2010