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CHAPTER-II
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REVIEW OF RELATED
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LITERATURE
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CHAPTER-II
REVIEW OF RELATED LITERATURE

2.0.0 INTRODUCTION
Chapter-I deals with the introduction of the present study along with the concept
and its elements. It also deals with the different instructional strategies of CAM.
In the chapter - I, need and justification, objectives, hypotheses and the
delimitations of the study are presented. In this chapter, some of the relevant
-.( researches related to instructional strategies are presented.

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2.1.0 STUDIESRELATED TO CONCEPT ATTAINMENTMODEL (CAM)
Aziz (1990) compared the relative effectiveness of inductive thinking model,

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concept attainment model and traditional models of teaching in developing
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concepts in chemistry at secondary stage. The result of the analysis showed that
the performance of the students taught through different models was superior to
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the performance of the students taught through traditional approach.

Jamini (1991) investigated the relative effectiveness of Advanced organizer
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model (AOM) and Concept attainment model (CAM) on conceptual learning

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efficiency and retention of chemistry concepts in relation to divergent thinking

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which indicated that although both AOM and CAM were effective in fostering
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concept learning, AOM was comparatively more beneficial in concept learning to

pupil with high divergent thinking while CAM was more beneficial to pupils with
low divergent thinking.

Remadevi (1998) achievers on scientific attitude scale taught through IPM were
found to have significantly higher achievement has applied information
processing models in teaching chemistry at the secondary and higher secondary
levels with respect to (a) Knowledge level of cognitive achievement; (b)
Comprehension level of cognitive achievement; (c) High Intelligence categories;
(d) Low Intelligence Categories; (e) Categories of high achievers on scientific
attitude scale; and (f) Categories of low achievers secondary and higher secondary
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on scientific attitude scale. The major findings of the study were: (1) The pupils
taught through Information processing modele IPM) were found to have
significantly higher achievement than those taught through Conventional
method(CM) with respect to knowledge level of cognitive achievement,
comprehension level of cognitive achievement and application level of cognitive
achievement at .01 level. (2) The pupils belong to high intelligence categories
taught through IPM were found to have significantly higher achievement than
those taught through CM. (3) The pupils belong to low intelligence categories
taught through IPM were found to have significantly higher achievement than
those taught through CM. (4) The pupils belonging to the categories of high
achievers on scientific attitude scale taught through IPM were found to have

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significantly higher achievement than those taught through CM. (5) The pupils

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belonging to the categories of low than those taught through CM.
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Sreelekha and Nayar (2004) conducted a study to compare the achievement
level between traditional method and concept attainment model with respect to
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knowledge objectives, understanding objectives and application objectives. The
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major finding was CAM was effective in improving the overall level of
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achievement in chemistry.
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Luckpoteea and Narod (2012) studied the Use of the Concept Attainment
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Model in teaching the "Periodic Table" at 'O'-Level Through an Action

Research. The study was based on the use of the concept attainment model
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(CAM) in the teaching of the topic "Periodic Table" at the '0' -level, in an attempt
to investigate its impact on students' understanding and on students' motivation
and interest during the lessons. The research was carried out in a girls' State
Secondary School in a village located in the northern region of Mauritius. The
sample consisted of 44 girls of age 14-15 years, who were preparing to sit for the
'0' -level Cambridge International Examinations in November 2009. The study
was carried out through an action research involving three cycles. Data were
collected through observation checklists, achievement tests, students'
questionnaire and a group interview. Results from the study revealed that use of
...•.. CAM has motivated the students, and increased their level of participation during
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the lessons. The· findings also show that use of the model had enhanced
conceptual understanding and helped to improve students' performance in the
topic "Periodic Table". It was also found that students were better able to identify
the attributes of the concepts when varied resources and strategies were used to
present the exemplars and non exemplars. Thus it was recommended that for
successful implementation of the CAM in classroom teaching, educators should
continuouslyvary the ways of presenting the exemplars and non-exemplars.

2.2.0 STUDIES RELATED TO INTEGRATION OF TECHNOLOGY

(MULTIMEDIA) FOR BETTER CHEMISTRY TEACHING

Aloraini (2012) studied the impact of using multimedia on students' academic

achievement in the College of Education at King Saud University. This study's

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effort was to answer the following questions:

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-What was the impact of using multimedia on students' academic achievement in
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the "computer & its use in education" curriculum?
-Was there any statistically-significant differences between the average marks of
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the experimental group & that of the control group in the pre & post
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measurements of students' academic achievement in the school of Education?

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An experiment of two equivalent groups was designed, one of the groups 1S

experimental & the other was control; each of them consists of 20 female
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students. The lecture was given to the first group using a computer presentation
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program which uses multimedia treated as an experimental group, while the

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second group was given the same lecture using the traditional method which uses
the dialog & discussion technique treated as a control group. Both groups were
subjected to pre & post tests in the subject tackled by the lecture. The analysis
result of the pre test showed no statistically-significant differences, which in tum
proves the equivalence of the two groups. Meanwhile, the analysis result of the
post test showed that there are statistically-significant differences between the
experimental group and the control group at a significance level of 0.05 in the
favor of the experimental group.
Su (2011) studied leT-integrated environmental learning strategy for enhancing
student performance. The purpose of the study was to design information
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communication technology (lCT) courses related to experimental chemistry for

junior college freshmen (aged from 16 to 18), entitled "lCT -integrated
environmental learning", and to assess the learning performance of these students
after completing the courses. The study adopted a quasi-experimentalapproach to
evaluate the learning of two groups of students after completing a nine-week
semester syllabus. Aided by ANCOVA data, the researchers probed the processes
of the students" chemistry learning, its effectiveness and their attitudes. The result
analyses verified that their lCT-integrated environmental learning has a more
significant effect on the students" learning performance. The results obtained
from this lCT-integrated environmental. learning when compared with other
chemical experimental results showed the same positive and scientific perspective

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for academic research.

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Oskay and Dincol (2011) studied the effects of internet-assisted chemistry
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applications on prospective chemistry teachers' cognitive structures in the topics
of bonding and hybridization. The sample of the study consisted of36 prospective
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chemistry teachers attending Hacettepe University, Faculty of Education, the
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Department of Chemistry Education in 2010-2011 academic year and taking

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Basic Chemistry I lesson. In the study, students were separated into experimental
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and control groups according to their pre-cognitive structures. Students were

requested to answer two open ended questions. Answers by each student were
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gathered and evaluated by flow map method. "Bonding and hybridization" topics
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were taught to control group with traditional teaching method and to experimental
group besides traditional method internet-assisted applications were conducted.
The same open-ended questions were given to both groups and their cognitive
structures were examined once more. The differences between control and
experimental groups' cognitive structures were examined. A significant difference
was identified in favour of experimental group (p<0,05). The mean score of the
Experimental group was X= 19.94, and the mean score of the Control group was
X=13.88. In addition, subsequent to internet assisted chemistry applications
differences in terms of concepts and descriptions in prospective chemistry
teachers' in experimental and control group cognitive structure have been
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determined. When post flow maps of prospective chemistry teachers m

. experimental group, on whom internet assisted chemistry applications were made,
are formed, it was determined that there are more statements about hybridization,
hybridization types, molecule geometry and bond angles compared to control
group.

Morais and Paiva (2007) studied the application of simulations in

teaching-learning process in Science. A simulation called "Fusion and
Boiling Points" was presented, which aimed to provide pupils with the
learning situations that would enable them to learn the concepts of
Physics and Chemistry in Level 7, in a more meaningful way. A
qualitative study was carried out, based on the observation of the pupils

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during the interviews. The didactic use of this simulation is additional to

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the practical and experimental component and never replaces it.
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Findings:After using the simulation, all the pupils acknowledged the advantage of
having the roteiro de exploradioi title of the Simulation) to hand, said that: they
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knew what the aim of the task is; it explains the main functionalities of the digital
resource being used and favours commitment in the search for the correct
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answers; it prevents distraction towards less relevant aspects of the activity; it

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hinders indiscriminate and compulsive clicks; it enables one to reach a

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conclusion; they learn in a more meaningful way and make the most of the time
allowed.
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The aspects considered by pupils to be positive in the study of Chemistry using

digital resources were: it was less difficult to learn; they understood the content
more fully (since the resources can be seen and used again) and the use of images
and audio helped them in their understanding and led them to be more attentive.
Furthermore, the pupils felt that the teachers should use digital resources more
frequently in their teaching practice. According to the pupi!s, the reasons why this
does not happen are due to: a lack of ideas or possibility of using them; the
teachers view the "blackboard and chalk" as more efficient means and are what
teachers are more accustomed to using.
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Su (2007) studied ICT-based Chemistry Approach with Constructivist

Instructions. The study aimed at evaluating students' learning effects and attitudes
of chemistry with integrated information communication technologies (ICT). The
classroom samples in this study included 89 engineering students who took
chemistry courses during the academic year. The results indicated that: (a)
students acquired a better understanding of targeted chemistry concepts during
integrated multimedia representations, (b) students' average performance on the
pretests and posttests through our chemistry course indicated a10-point grade
growth, and (c) all variants under constructivist instructions, such as F-ratio, p-
values, and Cohen's effect sizes of attitudes toward chemistry and learning
chemistry were detected in terms of students' gender, major, computer-based

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multimedia, and disposition toward computerization. A factual and systematic

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assessment was made in this study to incorporate computer-based multimedia
teachings utilizing constructivist design principles to facilitate students' chemistry
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understanding and learning attitude.
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Yakmaci-Guzel and Adadan (2013) studied the use of multiple representations
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in developing pre-service chemistry teachers' understanding of the structure of

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matter. The purpose of this study was to examine the changes in 19 pre-service
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chemistry teachers' understandings of the structure of matter, including the

aspects of the physical states of matter, the physical composition of matter, and
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the chemical composition of matter, before, immediately after, and months after
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they received a specific instruction. The one-group pre, post, and delayed posttest
design was used, and participants' understandings before, .immediately after, and
months after the instruction were assessed using the "three part particulate
drawing" classification question constructed by Sanger (2000). Collected data
were analyzed according to both the number of scientifically appropriate
classifications, and the types and nature of scientifically inappropriate
classifications made by pre-service teachers. The results of these two analyses
were quite parallel to each other and showed that this specific instruction
promoted the development of participants' scientific understandings of the
structure of matter. It should be noticed that while the effect of the instruction
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appeared extremely positive based on the results of the statistical analyses which
solely compared the number of scientifically appropriate classifications, it was
reflected more accurately after the participants' scientifically inappropriate
classifications of the structure of matter were analyzed more thoroughly. It was
also found that although some scientifically inappropriate classifications were
changed to scientifically appropriate ones following the instruction, some of them
reverted back to their initial status months after the instruction.

Kozma and Russell (1997) studied the expert and novice responses to different
representations of chemical phenomena by multimedia. In two experiments, it was
examined how professional chemists (i.e., experts) and undergraduate chemistry
students (i.e., novices) respond to a variety of chemistry representations (video

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segments, graphs, animations, and equations). In the first experiment, we
provided subjects with a range of representations and asked them to group them

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together in any way that made sense to them. Both experts and novices created
chemically meaningful groupings. Novices formed smaller groupings and more
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often used same-media representations. Experts used representations in multiple
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media to form larger groups. The reasons experts gave for their groupings were
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judged to be conceptual, while those of novices were judged to be based on

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surface features. In the second experiment, subjects were asked to transform a

range of representations into specified alternative representations (e.g., given an
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equation and asked to draw a graph).

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Experts were better than novices ill providing equivalent representations,

particularly verbal descriptions for any given representation. The role that surface
features of representations play in the understanding of chemistry were discussed
and emphasis on the importance of developing representational competence in
chemistry students. The implications drawn for the role that multiple
representations-particularly linguistic ones-should play 111 chemistry
curriculum, instruction, and assessment.
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2.3.0 STUDIES RELATED TO GENDER AS A VARIABLE

Many science education studies have focused on alternative variables that affect
students' understanding of science concepts. Moreover, variables external to the
classroom such as gender are analyzed to determine their impact on attitudes
(Rani, 2000) and on science achievement. In the literature there are contradictory
results about gender issue in attitude researches. Dahindsa and Chung (2003)
found no significant sex difference in attitudes toward and achievement in science
in coeducational schools. However, Barmby et al. (2008) showed that attitudes
toward science declined as students progressed through secondary school and this
decline was more pronounced for female students. There are also contradictory
results about the relationship between gender and understanding chemistry. Some

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of the researchers concluded that gender difference was affective in understanding

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chemistry (Chambers & Andre, 1997). However, on the contrary to these
findings, some other researchers showed gender difference was not effective
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(Azizoglu, 2004).
Suneetha et al. (2001) studied age and gender differences as factors affecting
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academic achievement and revealed that gender was the more important variable
than intelligence quotient in deciding high academic performance, girls were
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among top ranking students; girls were better in interaction and concentration
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while boys were better than girls in language, reasoning and drilling dimension.
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Hatice BeIge Can (2012) studied the effect of interaction between gender and
grade level in students' attitudes toward school chemistry. The purpose of the
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study was to investigate the effect of interaction between gender and grade level
on secondary school students' attitudes toward chemistry as a school subject. The
sample is composed of 197 students across Grades 9 to 11. The Attitude Scale
Toward Chemistry, developed by Geban & Ertepinar (1994), was used to collect
data. Principal Component Analysis revealed two dimensions of the scale which
were labelled as "enjoyment of chemistry" and "importance of chemistry". The
Cronbach Alpha reliability coefficient of the whole scale was computed as .93.
Two-way MANOVA results indicated that the interaction effect between gender
and grade level on students' attitudes toward school chemistry in terms of both
enjoyment and importance dimensions was statistically significant.
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Demireloglu and Norman (1999) studied the effects of some variables on

chemistry achievements and chemistry related attitudes of high school students. In
this research the effects of gender, on chemistry attitudes cumulative secondary
school grades and chemistry achievement, effect of father's education on
chemistry achievement, and effect of school type on chemistry achievement and
chemistry attitude were investigated. The sample of this study consisted of 205
science students from Ayranci Super Lycee and Ayranci Curriculum Laboratory
School located in the metropolitan region of Ankara. A questionnaire consisting
of Chemistry Attitude Scale and questions about students' family, cumulative
school grades, chemistry scores was completed by 103 Ayranci Super Lycee and
102 Ayranci Curriculum Laboratory School students. Results of this research

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indicated that there is a significant gender difference of students' cumulative

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secondary school grades whereas there is no significant effect of gender on
chemistry achievement and chemistry attitudes. On the other hand, school type
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has a significant effect on chemistry achievement and there is no effect of fathers'
education on chemistry achievement.
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2.4.0 STUDIES RELATED TO EFFECT OF LEARNING STYLE ON

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ACIDEVEMENT
Yilmaz-soylu and Allli.oyunlu(2002)studied the effect of learning styles on
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achievement in different learning environments. The purpose of this study was to

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investigate the effect of learning styles on students' achievement in different

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learning environments which were designed according to principles of Generative

Theory of Multimedia Learning. Research was conducted in the framework of
single group repeated measures experimental design model and three different
learning environments (text based, narration based and computer mediated
(narration + music + text + static picture) were planned and study group studied in
these environments at different times. The two instruments were used to collect
data for this study. The pre-posttest designed to identify students' achievement
score and Kolb's Learning Style Inventory to measure students' learning style. As
a result, it has been clarified that the type of the learning style was not
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significantly effective on students' achievement ill different learning

environments.
Vaishnav (2013) studied the relation and effect of learning style and academic
achievement of secondary school students. This study presented an analysis of
learning styles prevalent among secondary school students. It was conducted on
three learning styles-visual, auditory and kinesthetic 01 AK). It also tried to find
out relation and effect of different learning styles on academic achievements of
students. A sample of 200 students of class 9th, 10th and 11 th standard of
Maharashtra state was selected for the study. Findings of the study revealed that,
kinesthetic learning style was found to be more prevalent than visual and auditory
learning styles among secondary school students. There exist positive high

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correlation between kinesthetic learning style and academic achievement. The

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main effects of the three variables - visual, auditory and kinesthetic are significant
on academic achievement. Bh
Mary Lynne Wilson (2011) studied relations between matched styles and
academic achievement.The purpose of the study was to identify the extent to
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which learning styles influence the educational process as well as the outcome of
students, particularly elementary-age students, in terms of academic achievement.
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This study examined the potential relationship between the degree of match (as
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determined by comparing learning style preferences of students with instructional

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strategies of teachers) and the academic achievement of fourth grade students as

shown by Palmetto Assessment of State Standards scores in four academic
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content areas, namely English language arts, mathematics, science, and social
studies. The researcher collected data from a sample of approximately 200
students from three schools in different northwestern South Carolina districts. A
quantitative approach utilizing a correlational design was used to analyze the data
and produced Pearson r values for each content area respectively. These results
demonstrate a lack of significant correlation between variables.

Uzuntiryaki (2007) studied learning styles and high school students' chemistry
achievement. The aim of the present study was to investigate the effect of
students' learning styles on their chemistry achievement and whether matching
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between teaching and learning styles also effects students' chemistry

achievement.265 tenth grade students enrolled in a chemistry course and seven
chemistry teachers participated in the study. Grasha- Riechmann Student Learning
Style Scale was used to determine students' learning styles. In order to assess
teacher's teaching styles, Teaching Styles Inventory was used. Results showed
that there was a statistically significant difference among students with different
learning styles with respect to chemistry achievement. But there was no
statistically significant effect of matching between students' learning styles and
teacher's teaching styles on students' chemistry achievement.

2.5.0 SU1.V.llVlARY OF REVIEW OF RELATED LITERATURE

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The review of related literature shows that concept attainment model (CAM) and
teaching through multimedia effect achievement in chemistry. These are effective

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for introduction of concept, creation of interest and motivation in chemistry.
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From the above studies it is not easy to conclude whether gender influences the
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achievement in chemistry or not. The studies done by Suneetha et al. (2001) ,
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Hatice Belge Can (2012) ,Barmby et al. (2008) and Chambers & Andre( 1997)
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found that gender produced a significant differential effect on academic

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achievement as well as achievement in chemistry.

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But the studies of Dahindsa and Chung (2003), Azizoglu (2004), Demircloglu and
Norman (1999) indicate that academic achievement and achievement in chemistry
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is independent of gender.

Similarly, mixed results were found in studies related to learning styles on

academic achievement and achievement in chemistry. The studies done by
Yilmaz-soylu and Aldwyunlu(2002) and Mary Lynne Wilson (2011), show that
the type of the learning style was not significantly effective on students'
achievement. However, the studies of Vaishnav(2013) and Uzuntiryaki (2007)
show that there was a statistically significant difference among students with
different learning styles with respect to academic achievement and achievement in
chemistry.