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Project Introduction Supporting Materials (PRISM):

Transforming Students’ Perceptions Towards Learning Chemistry

Byron MC Michael Kadum1*

1 Chemistry Unit, Department of Science, Labuan Matriculation College, Labuan F.T., Malaysia

*Corresponding Author: byron@kml.matrik.edu.my

Accepted: 15 February 2022 | Published: 1 March 2022

DOI:https://doi.org/10.55057/ajress.2022.4.1.9

_________________________________________________________________________________________

Abstract: It is well known by educators that innovative pedagogical strategies will prompt students to learn better. If students’ learning is well supported by teachers, they will be able to have better perceptions on learning even towards difficult subjects like Chemistry. Project Introduction Supporting Materials (PRISM) was designed to transform students’ perceptions towards learning Chemistry. It was an action research project and grounded theory analysis was applied to investigate the effects of PRISM. It was inspired and built upon research findings in the field of educational neuroscience. At the end of the action research project, the PRISM Group students experienced a transformation in their perceptions towards learning Chemistry. A grounded theory approach was utilised to investigate the effectiveness of PRISM.

From the qualitative analysis, three (3) categories emerged – (i). positive academic emotions;

(ii). learning responsibility; and (iii). Connectedness. The approach administered the triangulation technique in order to ensure the credibility and validity of the qualitative data.

Keywords: PRISM, action research, chemistry learning perceptions, neuroeducation _________________________________________________________________________

1. Introduction

Scientific literacy is a pivotal fuel in driving forward a nation’s development. The nation’s spurred economic growth and its global competence are prominently linked to the advancement of scientific literacy. Ergo, to propel its advocacy, innovative thinking must be empowered amongst citizens. Scientific literate citizens are expected to possess the ability to explain and examine the way the natural world operates and thus contributes to the growing body of scientific knowledge (DeBoer, 2000). Indeed, embedding scientific literacy in the intricate life of citizens is achieved through science education.

In most educational systems, science education is an integral part of the total education provision within a school. Science education is regarded as a tool to develop student’s knowledge, skills, attitudes, and values that will allow them to take an informed position on scientific issues (Holbrook & Rannikmae, 2007). Consequently, the students should have developed an enquiring attitude and the ability to make reasonable choices when making everyday life decisions of a scientific or technological nature.

One of the nine (9) strategic challenges in Malaysia’s key policy; “Wawasan 2020” (Vision 2020) outlined that the nation must establish a scientific and progressive society to emerge as a fully developed nation (Economic Planning Unit, 2017). Even though the policy has

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surpassed its “expiry year”, its core remains relevant until today. Malaysia yearns for innovative and forward-looking Malaysians, who are not only consumers of technology but also contributors to the scientific and technological civilisation of the future. Therefore, if the country aims to be globally recognised as a developed nation, it must strengthen its science education system to feed the growing need for scientific literate Malaysians.

However, the scientific literacy that we are expecting from the students is still at stake, which is evident in the low achievement scores of the students in science. Since its participation in the Trend in International Mathematics and Science Study (TIMSS: 1999, 2003, 2007, 2011 &

2015) and in the Programme for International Student Assessment (PISA: 2009, 2012 & 2015) Malaysia has been performing below the global average score (Cheonga et al., 2016).

Malaysia’s human resource exhibits an alarming trend, and it is proof that a problem remains in the nation’s science education. As asserted by Ahmad Ibrahim (2015), a Fellow at the Academy of Sciences Malaysia, the problematic science education system is making science unattractive and resulting in the declining number of Malaysian students who are interested to study science subjects.

Datin Dr. Ng Soo Boon (2014), Deputy Director of Curriculum Development Division Malaysia Ministry of Education (MMoE), has asserted that science education in Malaysia is disconnected from the real world. Malaysian science students fail to build a connection between what they have learned at school with their everyday life experiences. As a result, the students develop a negative attitude towards science subjects as they are impractical and contradict their beliefs and practices of their lives. Simpson and Oliver (1990) outline that it is utterly important for a science education framework to promote a positive attitude towards science as it influences students’ lifelong interest and learning in science.

At matriculation level (post-secondary), Malaysian science stream students are required to learn Chemistry as a compulsory subject. MMoE recognises the subject as a catalyst to promote sustainable living through the development of scientifically literate citizens. Unfortunately, Chemistry is often tagged as a difficult subject since the concepts being studied are abstract in nature (Kyle, 2013). Furthermore, unlike trained chemists, students are unable to balance the three (3) levels of thought required for understanding Chemistry concepts; the macro and tangible, the sub-micro atomic and molecular, and the representational use of symbols and mathematics (Johnstone, 2000). The complexity of Chemistry leads to the development of negative perceptions towards learning Chemistry. Sadly, the problem is exacerbated when teachers fail to make Chemistry lessons highly attractive due to unimaginative pedagogical approaches.

2. Reflection on Past Teaching and Learning (T&L)

As a Chemistry teacher, I believe that the subject’s inherent toughness should be perceived as a blessing in disguise. Hence, I also believe that the best way to tackle this issue is by understanding the mechanism of human learning and putting it into practice. When thinking about learning, the human brain will come to mind. Neuroscientists have found that the human brain establishes new neuronal linkages if individuals undertake a complex enough task and are given long enough to learn it (Siuda-Krzywicka et. al., 2016). Thus, with this notion, it is exciting to extrapolate that the complex three (3) levels of thought for understanding Chemistry concepts can be utilised as tools to train my students to become better scientific thinkers.

However, to achieve that I had to overcome the main challenge that was to get my students to have an interest in Chemistry. Most of my former students admitted placing a greater

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preference, i.e., allocated more time to revise other subjects such as Computer Science and Mathematics. According to them those two (2) subjects were more straightforward than Chemistry. They claimed that in Chemistry, it seemed easy to follow what had been taught in lectures and tutorials but when they tried to solve problems, they’d often turn clueless. I had students say things like:

“…I have learned this before! But why can’t I solve this problem?”

“…I thought I did everything correctly. But why my score is low?”

“…kenapa bah ni sir? Macam saya blur ni.”

(…what’s wrong with me sir? Why am I clueless?)

“…kan bagus kalau Chem macam Science Comp! Tiada questions belit-belit”

(…I wish Chemistry was like Computer Science! No tricky questions.)

Academic emotions are linked to students’ perceptions towards learning and thus affecting their scholastic achievement. In an academic setting, students may experience emotions such as enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, and boredom which inform their motivation, learning strategies, cognitive resources, and self-regulation quality (Pekrun et al., 2000). I was convinced that by donning favourable learning perceptions, my students should be able to exhibit more positive academic progress in Chemistry. To achieve that, I had to get my students to experience favourable academic emotions while engaging in Chemistry activities.

Despite their effort to be attentive, I noticed that most of my students faced difficulty sustaining alertness during my lessons. Based on my observation, most of my students would drift to boredom 15 to 20 minutes after I started a lesson. Therefore, this phenomenon encouraged me to rethink my pedagogical approaches and to plan for an improvement strategy. Furthermore, for a systematic implementation, it was done as an action research endeavour. This was due to my desire for a comprehensive investigation on the effectiveness of the revamped pedagogical approach for further improvement.

Stenhouse (1981) stressed that it is important for teachers to research their practice. By doing research, teachers will be able to devise more effective pedagogical strategies because they understand their practice. Action research is a platform for teachers to reflect upon the classroom problems that they are facing, collect and analyse data, and thus implement changes based on the pieces of evidence they have obtained. McNiff (2013) stated that action research is an investigative approach that enables teachers to become more aware of their practice.

Kember and Gow (1992) pointed out the involvement of teachers in the cycle(s) of action research. A typical action research cycle is comprised of planning, acting, observing, and reflecting. If a classroom problem is not solved after the completion of Cycle 1, the teacher ought to revise the plan and proceed with Cycle 2 until the problem is solved (Kemmis &

McTaggart, 1988).

3. Research Focus

This action research was undertaken to improve my students’ perceptions towards learning Chemistry through the implementation of PRISM. Therefore, I designed “Project Introduction

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Supporting Materials (PRISM)” as an innovative approach to solving the issue of my students’

low learning interest in Chemistry due to negative perceptions.

Proponents of educational neuroscience urge educators to conduct T&L with the brain in mind.

The human brain is constantly craving for stimuli that induce dopamine production in the nucleus accumbens. Neuroscience reveals that the optimisation of learning is achieved by responding to the dopaminergic need of the human brain (Wise, 2004; Wlodkowski, 2011;

Morita, Morishima et al., 2013). Therefore, it is suggested by educational neuroscientists that classroom activities must incorporate fun learning and novelty values to ensure the brain of the students is constantly flooded with dopamine.

The framework of PRISM was designed based on findings in the neuroscience field. Ergo, PRISM activities were incorporated with novelty values and fun. Apart from that, PRISM also attempted to bridge Chemistry with students’ everyday life experiences so that learning Chemistry would be deemed as relevant and important. I’d like to think that my work on PRISM was a personal response as a Chemistry teacher to the science education issues in Malaysia; low interest and learning motivation in science due to the lack of innovative pedagogical strategies.

4. Research Objectives

General Objective:

This action research aims to improve students’ perceptions towards learning Chemistry and thus increase their learning motivation in the subject.

Specific Objectives:

• To transform my students’ Chemistry learning experiences from monotonous to vivacious through the implementation of PRISM.

• To increase my students’ participation in Chemistry learning processes through the implementation of PRISM.

Figure 1: Paradigm of the Conceptual Framework of the Action Research Project

5. Target Group

The participants of this action research project were students from a local pre-university institution aged eighteen (18) and nineteen (19) years old. They enrolled in the One Year Programme in which they had to complete two (2) semesters upon graduating. The participants

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were MMoE Matriculation Programme Module 2 students who were required to take four (4) science subjects, i.e., Chemistry, Mathematics, Physics and Computer Science.

For this action research project, I purposely chose the tutorial group that exhibited the lowest interest in Chemistry (I taught 3 tutorial groups when this research was conducted). I referred to the tutorial group as the “PRISM Group” and there were eleven (11) students in it.

6. Research Implementation

I adopted the action research model as outlined by Kemmis & McTaggart (1988) that was consisted of four (4) phases, i.e., plan, action, observe and reflect. I planned to achieve my research objectives in Cycle 1. This was due to the PRISM Group having to be exposed to PRISM throughout the semester before data were collected in the final week of T&L. Thus, the employment of Cycle 2 was unfeasible. Nevertheless, I keep in mind the need for subsequent cycles for PRISM’s improvement purposes.

The PRISM Group’s written feedback was qualitatively analysed. Being iterative, action research is an emergent methodology that is like grounded theory. The grounded theory approach can offer a rigorous analysis technique for an action research project (Dick, 2007).

Ergo, I adopted the grounded theory coding technique (open → axial → selective) to find emerging patterns. Moreover, I adopted the workflow of grounded theory methodology as proposed by Khandkar (2009). I studied the patterns and hence developed an understanding of how the students’ perceptions towards learning Chemistry were transformed by PRISM.

7. Before PRISM… Planning a Change

I analysed the reflections that I wrote for my past T&L sessions and there were a few concerns that emerged. The concern that caught my attention was my students’ lack of genuine interest in the Chemistry subject. I became more worried upon realising the fact that this phenomenon was ubiquitous, and its persistence was inevitable.

In the effort to look for a solution, I ventured across various fields of knowledge that included education, educational psychology, neuroscience, and educational neuroscience. At last, the inspiration for an innovative solution came primarily from my reading of Dr. John Medina’s book entitled “Brain Rules” (Medina, 2011). The book helped me to solidify my understanding of why the human brain doesn’t pay attention to boring things and learns easily when more senses are stimulated. As a result, PRISM was materialised.

8. PRISM in Action

There were twenty (20) weeks of T&L prior to examinations when PRISM was conducted. In each week, we had two (2) tutorial sessions and each session lasted for one (1) hour. PRISM was conducted in every tutorial session throughout the T&L weeks. The long exposure to PRISM activities was essential to this action research as I wanted to garner data that would truly reflect the effects of the intervention. My intention to do so was in accordance with research findings in neuroscience.

The plasticity of the human brain is one of the most influential findings of the 20th century.

This scientific evidence is telling us that the human brain is continuously developing and changing throughout its lifespan. The changes in the human brain’s neuronal structures are driven by experiences. With rehearsal (repetition or long exposure), these changes become

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permanent. Therefore, the long exposure to PRISM (experience) would result in a more solid change in the brain of my PRISM Group students. PRISM as an action research project operated according to these stages:

Prior to Week 1 of Semester 2:

I collected Semester 1 Chemistry mock examination marks of my students from their previous teacher. The reason I did this was that I wanted to get a glimpse of their academic ability.

Week 1:

• 1st Session of Tutorial:

I did an observation on my tutorial groups to assess their level of interest and motivation to learn Chemistry. To verify my observation, I asked my students to honestly tell me about their perceptions towards learning Chemistry. I recorded the findings in my Daily Lesson Plan (DLP).

• 2nd Session of Tutorial:

I gave a briefing about PRISM to the tutorial group that was chosen as the PRISM Group. After the briefing, an activity of PRISM was employed so that they would get a clear picture of the pedagogical strategy. I observed the way my students responded to the activity and recorded it in my DLP.

Week 2 – Week 19:

In my DLPs, I would divide a lesson into three (3) segments, i.e., Introduction → Entrée → Plenary. PRISM activities were administered in the ‘Introduction’ segment of my lessons.

PRISM would last for five (5) to ten (10) minutes depending on the complexity of the activities.

The fun PRISM activities were fabricated to promote collaborative work amongst my students in the PRISM Group.

Prior to conducting a PRISM activity, I prepared a written instruction for the activity and gave it to the PRISM Group. The purpose was to make sure the PRISM activity ran smoothly. The PRISM activity followed a three (3) step process as shown in Figure 2.

Figure 2: The 3-Step Process of PRISM Activity

Figure 3: Sample of PRISM Activities

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Week 20:

In our final week of T&L, My PRISM Group and I spent the second tutorial session reflecting upon the PRISM project. I asked them to answer open-ended questions with the intention;

firstly, to obtain their perceptions towards learning Chemistry before and after PRISM;

secondly, to get their opinions on how to improve PRISM as a tool to enhance Chemistry T&L.

I took the liberty to explain to the PRISM Group about the significance of this project and I thanked them for their participation.

9. During PRISM… Observing the Process and Consequence of Change

In the first week of PRISM activities, only a few of the PRISM Group students showed excitement over the activities. Perhaps, at this early implementation of PRISM, some of them were feeling unsure about PRISM. Another possibility for the “lack of interest” was due to those students were trying to make sense of the relationship between the PRISM activities with their Chemistry learning experiences. Nevertheless, none of the PRISM Group students was observed to be off-task during the PRISM activities.

As the T&L weeks progressed, the PRISM Group was exposed to more PRISM activities.

Eventually, the students who were initially appeared to be “indifferent” showed a genuine interest. I observed it was since they required some time for acclimatisation as in their previous Chemistry learning such activities were minimal to none. To investigate the students’ learning experiences during PRISM, I asked them an open-ended question; “Describe what you’ve felt every time we’d have PRISM activities?”. Upon analysing the students’ responses by using a grounded theory approach, the pattern of ‘PRISM Learning Experience’ has emerged through the conceptualisation of three (3) categories. Pseudonyms are used in describing students’

responses and their responses are recorded verbatim.

CATEGORY 1: Positive Academic Emotions

The PRISM Group reported having experienced various academic emotions that nurture a deeper sense of learning in Chemistry. They experienced a greater level of learning excitement whereby the feelings of being happy, excited, and enjoying were identified. This echoes the finding by Bonwell and Eison (1991) on the relationship between active learning instructional strategies and learning excitement. It is exciting to extrapolate that on the physiological level, the students were continuously experiencing a surge of dopamine in their brains every time they engaged in a PRISM activity. Willis (2007) has outlined that dopamine induces the release of another brain chemical that is acetylcholine. The production of this organic chemical promotes attention. Indeed, the PRISM Group did respond to experience a greater learning motivation and they would pay more attention in my lessons.

Ali responded that:

“PRISM helped me to feel more happy in Chemistry classes. Many activities that are fun and interesting.”

Bella agreed by saying:

“…before PRISM Chemistry was fun but when teacher started PRISM I never knew susu (milk) can be used for simple experiment.”

From my observation of the classes, it was evident that the students who were exposed to PRISM showcased a much more positive array of academic emotions. They were more attentive, and I could see that they were more eager to partake in the sessions.

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CATEGORY 2: Learning Responsibility

Prior to the implementation of PRISM, I learned that the PRISM Group did not have the will to overcome their personal learning issues. However, after they had gone through the PRISM activities the situation changed. They realised that shyness in learning was unnecessary, and they needed to overcome it. Thus, the long exposure to PRISM served as the impetus for the students’ willingness to overcome shyness in the classroom. The PRISM Group also reported that the project inspired them to become more resourceful in learning. It gave them different ideas on how to make the learning of Chemistry a more vibrant process. Apart from that, the students also became more active in the learning process. They showcased a greater learning responsibility by giving constructive criticism on the PRISM activities and suggested ways to improve.

Bella shared that:

“I never knew Chemistry can be fun with simple tools. I tried some of the activity with my friends in dorm… like the thermo activity using Maggie Mee and Milo. They loved it!”

Borhan added that:

“If we take more responsibility in learning and be more sensitive… Chemistry can be relevant and more interesting.”

From the observations that I had done on the way the PRISM students, they became more open to sharing ideas on how to make PRISM to become more interesting. Some of them gave suggestions on how to make the PRISM Activities more engaging.

CATEGORY 3: Connectedness

As discussed earlier in this paper, experts are lamenting on the issue of ‘disconnection in learning’ amongst science students. PRISM successfully forged the sense of being connected and the effect is prominent in two (2) areas. Firstly, the PRISM Group indicated that PRISM created a sense of being connected to the Chemistry learning process. Learning experiences before their involvement in this project were deemed as stale because they felt like being an outsider to one’s very own learning. By being connected to the learning process, the students could foster learning ownership. Therefore, the PRISM Group became more willing to learn.

Secondly, PRISM created a Chemistry learning experience that was connected to the PRISM Group’s everyday experiences. Thus, creating a learning atmosphere that was more vibrant and interesting as it reflected real-life situations, i.e., the purpose of learning was no longer merely for passing examinations.

Ali stated that:

“Akhirnya (finally)… I do think that Chemistry and other Sciences are connected to my life.

Before this I only think for passing PSPSM (examinations).”

Stella concurred:

“Thanks sir! First time bah… I can see Chemistry in real life… especially the milk and food colourings activities and also the Milo activity.”

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Figure 4: The Theme of PRISM Learning Experience

10. The Transformation of Learning Chemistry Perceptions

The PRISM Learning Experience acted as the catalyst in transforming the PRISM Group’s perceptions towards learning Chemistry. I asked the students to describe their perceptions towards Chemistry T&L prior to my lessons in an open-ended questionnaire. Indeed, their responses led to the same pattern as their predecessors, i.e., negative perceptions towards learning Chemistry. Furthermore, the grounded theory technique analysis has revealed that the negative perceptions were due to the complexity of Chemistry concepts. The PRISM Group was facing the difficulty to juggling the three (3) levels of thoughts in Chemistry as discussed by Johnstone (2000). That being so, they were unenthusiastic about Chemistry.

What’s more, the analysis has disclosed two (2) contributing factors that exacerbated the problem. Firstly, the PRISM Group students had a propensity to be overly dependent on teachers to spoon-feed them. At the pre-university level, teachers are expecting students to be more self-reliant but oftentimes most of the students are incapable to meet such expectations.

Thus, this shortcoming had caused the PRISM Group to find no way out from the complexity of Chemistry concepts. They became lost and eventually developed negative perceptions towards the subject. Secondly, the PRISM Group students had difficulty in learning Chemistry due to personal learning issues. The students seemed to acknowledge the existence of such issues, but they were not being proactive in taking actions to alleviate them. This was arguably due to their tendency to be overly dependent on teachers to help them in overcoming the issues.

Consequently, Chemistry was viewed as too difficult, and it led to the development of negative perceptions.

The students’ negative perceptions were transformed through the administration of PRISM. As mentioned earlier, during PRISM the students were experiencing what I would call the ‘PRISM Learning Experience’. At the end of PRISM, the students showcased a greater interest in Chemistry. They reported having had developed positive perceptions towards the subject.

These are some excerpts of the PRISM Group’s written responses verbatim:

“…with all the “Miley Cyrus, role-playing, drawing activities, all of these things tend to make us understand much more easier on what we are going to learn.”

“…we can relate it to our everyday life, so it easier to remember.”

“…Chemistry is fun and interesting to be learned. It make me think more creatively to solve problem.”

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Figure 5: The Transformation Process of Students’ Perceptions Towards Learning Chemistry

11. Conclusion: Reflecting on PRISM and the Way Forward

Based on the qualitative analysis of the data, I concluded that PRISM has transformed my students’ perceptions towards learning Chemistry. Therefore, I have managed to achieve the action research’s objectives in a single cycle. It is exciting to discover that a short session that is innovative and creative has the power to prolong students’ learning interest until the end of the lesson. In accordance with the students’ feedback, I will improve the PRISM activities by including more student-centred materials, computer-based games, and colourful materials.

Therefore, its effectiveness will be investigated in the subsequent action research cycle for PRISM. Furthermore, through this action research project, I have gained a better understanding of learning, i.e., it is not merely an abstract concept, but it is a neurological process. I have now progressively broken away from the “trap” of the teacher-centred versus student-centred dichotomy and replaced it with the understanding of T&L should be brain-centred instead. In a nutshell, the PRISM project has had allowed me to utilise my own learning to improve my students’ perceptions towards learning Chemistry.

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DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601. https://doi.org/10.1002/1098-2736(200008)37:6<582::AID- TEA5>3.0.CO;2-L

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