Embedded Files
2017: Online Quiz via SPeCTRUM
2018: YouTube Assignment 1
2018: Jigsaw Cooperative Learning Strategy
2019: Learning Space
2017: Whatsapp
2017: My YouTube Channel
2022: YouTube Assignment 2
online quiz via spEctrum
online quiz via spEctrum
In general, the organic chemistry course has a reputation as a scary subject and students occasionally fail to comprehend the fundamental concepts taught in the lecture. One of the reasons why organic chemistry course is viewed as difficult by Z-generation is due to ineffective teaching and learning approaches.
Blended courses have been employed in chemistry subjects for pre-university students at Centre of Foundation Studies in Science, Universiti Malaya for two years. In 2017, to our knowledge, no one has systematically changed their in-class format assessment via internet/online elements. Even though some online activities are introduced to the students, yet there is no online assessment given.
For this, an online assessment via SPeCTRUM technology format was given to students. Student engagement for the organic chemistry subject is developed and evaluated by marks earned during the online assessment. Students performance data based on online assessment versus traditional format and students feedback are studied.
The effectiveness of SPeCTRUM system in teaching and learning organic chemistry among instructors and students were further analyzed with the hypothesis that if the student were given online assessment, their motivation and engagement to the subjects would increase due to better timing feedback.
Our results support the original hypothesis as students were engaged with the subject content after quiz completion. Our objective in giving online quiz was to see if motivation and engagement in organic chemistry subject increased. With this online format, students received immediate feedback about their correct and incorrect responses relative to the previous offline format. The students get feedback while they are still mindful of learning target and still time for them to act on it. These lead to an opportunity to show improvement in engagement and learning.
However, when asked whether they preferred quiz online or offline, ~80% said offline and the rest said online. When asked to explain, the one student who preferred offline quiz said,
"The internet coverage is slow and feel pressured".
"In addition, I would prefer all the questions to be displayed in one page as it takes time to turn to the next or previous page".
2017
You tubE AssignmEnt 1
You tubE AssignmEnt 1
We observed that students showed less interest in stereochemistry class when lecturers still used 2D pictures via power point to illustrate the molecules.
For these reasons, we developed some student-centered learning activities to make sure students carry on to excel in their organic chemistry learning.
In this case, a molecular model kit and video assignment were combined as a pedagogical tool to promote conceptual understanding of stereochemistry and to overcome boring lectures.
Our aim is to test whether, and to what degree teaching and learning via video assignment of stereochemistry affect students’ understanding of the molecular structure. We would like also to examine the student learning effectiveness and student ownership with this new type of assignment among pre – University students.
Here are some of the links to the YouTube assignments:
https://youtu.be/Dno-xLfl46A
https://youtu.be/lkLZDGS9vUM
https://youtu.be/VosqEZQyxcU
Jigsaw cooperative learning strategy
Jigsaw cooperative learning strategy
The main basic concepts in stereochemistry consist of understanding of configuration (spatial arrangement), diastereomerism (stereoisomers exhibiting different physical and chemical properties), enantiomerism (stereoisomers exhibiting identical physical and chemical properties but different optical properties) and the representation of stereoisomerism relationships in 2D projections.
Knowing all these concepts need students to interpret stereoisomers in terms of their spatial arrangements and incorporate them with the theoretical knowledge of stereochemistry.
This impedes them to further study the content of the topic. One of the reasons why stereochemistry is viewed as hard is due to the ineffective teaching and learning approaches.
To overcome these problems, we proposed a Jigsaw cooperative learning strategy where we hypothesized that if the students master the topics well enough, they can teach others. Thus, improve their scores in the final examinations.
Learning Space for chemistry subject
Learning Space for chemistry subject
The classroom environment is very important in keeping students engaged and successful in their learning (Hannah, 2013). For a chemistry classroom, the learning space must cater to both theory lessons and practical work. It is suggested that the learning space is larger, supported by nature lights and well equipped with science materials and other equipment. Of course, safety is obligatory. The students need to move here and there for their scientific investigations and intellectual discussion.
Comments from students about learning space:
“The seats in the class should be not too close to each other as it would disturb other groups and distract people from learning”.
“The tables should be organized properly so that the group discussions are easier to conduct.”
“Need more space and study material like small whiteboard”.
“I would prefer if the classroom is a little bit bigger so that the flow will be more smoothly. Make a round table.”
Following the students’ feedback, we designed a learning space classroom especially to cater for the need of the chemistry subject.
To promote a lively learning environment for Asian students and for them to think like a chemist, we make ten suggestions for a chemistry lab classroom in PASUM.
WHATSAPP PLATFORM
(for communication with students during Lecture)
- My YouTube Channel
My Channel: Mazdida Sulaiman
Link: https://www.youtube.com/channel/UCnAzgMpVm_KczZftA6gfefA
Created Jun 7, 2017
2022: YouTube Assignment 2
We observed that students are performing well during their physical chemistry laboratory practical sessions. The experiments are designed with the aim to illustrate the basic principles in chemistry.
For this reason, we developed some student-centered learning activities to make sure students carry on to excel in their physical chemistry course.
In this case, a video assignment is combined as a pedagogical tool to promote conceptual understanding of the physical chemistry subject.
Our aim is to test whether, and to what degree teaching and learning via video assignment affect students’ understanding of the of physical chemistry subject.
We would like also to examine the student learning effectiveness and student ownership with this new type of assignment among undergrad students.
Here are some of the links to the YouTube assignments:
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