Learning Science and Mathematics (LSM) Journal Vol.1, Issue 18, pp 16-31
Dance to Learn: A Kinesthetic Approach to Teach Reactivity of Group 1 and 7 Elements in the Periodic Table of Elements
Yiing Yiing Chong, Nelson Cyril, Khar Thoe Ng
Received first draft 31 December 2022. Received reports from first, second and third reviewers (6 June, 16 June and 10 July 2023).
Received revised draft 28 August 2023.
Accepted to publish 18 December 2023.
Abstract
Purpose- The purpose of this study is to evaluate the effectiveness of a dance-based kinesthetic approach of teaching with improvement of students' scores in explaining the changes in reactivity of Group 1 and 17 elements when going down the groups in the Periodic Table of Elements. The research also seeks to assess students' perceptions of the ease of following and the engagement level of the dance.
Methodology – This study was conducted using Design and Development Research (DDR) approach involving the design of particular lesson undergoing ‘specific project phases involving evaluation’ of ‘product & tool research’ of DDR involving ‘Engage, Explore, Explain, Elaborate, Evaluate’ (5E) lesson exemplar supported by ‘constructivist learning theory and teaching-learning research with pre- and post-test implemented’ as an instructional system design (ISD) product. Through simple hand movements, this study employs a dance-based kinesthetic approach of teaching integrating 5E instructional model. A sample of 41 students from a science stream class of a secondary school in Sandakan, Sabah, participated in this study. A pre-test was conducted based on the Trial 1 SPM exam on August 18, 2022, followed by a post-test immediately after the dance was introduced on September 21, 2022. A follow-up test was conducted two weeks later to assess the students’ ability to retain the concepts. Students were required to state five concepts about the reactivity of Group 1 elements and Group 17 elements, respectively, to obtain a full score of 5. In addition to the quantitative data collected from the pre-test, post-test, and follow-up tests, qualitative data about students’ perceptions of the ease of following and engagement level of the dance was also collected.
Findings – The findings of the study showed that the dance-based kinesthetic approach was effective in improving students' scores in stating the reactivity of Group 1 and Group 17 elements in the Periodic Table of Elements. The post-test results revealed that 95.1% of the students achieved a full score of 5 points for both Group 1 and 17 elements, compared to 7.3% during the pre-test. The mean score also increased, from 2.37 to 4.95 for both groups of elements, with an N-gain score of 0.98. This suggests that the dance-based kinesthetic approach is able to improve students’ scores significantly. The follow-up tests conducted after two weeks also showed that students were able to maintain their performance with scores of 4.95 for Group 1 elements and 4.85 for Group 17 elements.
Significance and Contribution This study highlights how a kinesthetic approach can positively impact students' learning and retention, providing a valuable contribution to the field of science education based on the 5E instructional model. This study revealed a concrete illustration of the dance-based approach that can be implemented in the classroom, and be used as an alternative tool for teachers.
Keywords: Dance-based kinesthetic approach; Group 1 and 17 elements; Ease of following; Engagement; Retention; Scores improvement.
© 2023 SEAMEO RECSAM LSM Journal
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