Teaching with innovation: Enhancing concept understanding through the use of micro science equipment in a hybrid online course

Modern day teaching and the increasing spate of technology demands that a multi-faceted approach to teaching is adopted by teaching universities. Some of the innovations could be in the areas of introduction or harnessing of technology. This study reports on the views and experiences of teacher-trainees who participated in a summative evaluation of a hybrid online course fused with the use of micro science equipment for practical activities in their undergraduate training. The Micro Science Equipment (MSE) was distributed to 78 hybrid online chemistry teacher-trainees to use in performing MSE activities that accompanied theirs curriculum materials at their convenience. The design and implementation of the hybrid e-learning approach was based on Salmon’s e-moderation as well as Gagne’s nine events of learning. The study was a design-based research which used triangulation procedures involving achievement tests, questionnaires and semi-structured interviews. Qualitative methods were used to assess the effectiveness of the intervention. Eight major misconceptions in periodic chemistry were identified. The results of the study indicated a massive improvement in students’ responses to concept-based questions. It also informed that supporting online chemistry learning with appropriate accompanying resources enhance conceptual understanding.