Enhancing conceptual understanding through individual micro chemistry experimentation and motivation in a Ghanaian senior high school

This study investigated the use of individual learning approach through micro chemistry experimentation in a senior high school (secondary) school to increase students’ motivation and understanding of some chemistry concepts. Two groups of second year chemistry students in a Winneba senior high school, designated as experimental and control groups, participated. The experimental group (N=32) worked individually while the control group (N=34) worked in groups of four as pertains in most secondary schools. The research design was a pre-test-post- test equivalent intact class design. Concept tests, a practical class questionnaire and a motivation questionnaire were used in gathering data for the study. Findings indicated that the micro chemistry approach had the potential to enhance the understanding of chemistry concepts during instruction, especially, if students worked individually to build their own concepts. There was no significant difference in motivation among the students in both groups.