A Case Study on Using Uncritical Inference Test to Promote Malaysian College Students' Deeper Thinking in Organic Chemistry

Kan, Su-Yin,Cha, Jeongho,Chia, Poh Wai Korean Chemical Society 2015 대한화학회지 Vol.59 No.2

In Malaysia, the students' poor performance in mathematics and sciences needs immediate attention and remedies. In order to tackle this problem, an active learning environment that encourages students' question-asking capability must be molded. Transformation from traditional teacher-based approach to active-learning classroom is the key to develop question-asking capability. The classroom activity that the authors used in this study is based on the uncritical inference test to promote students' deeper thinking which encouraged students to verify facts that was previously learnt in classroom through group discussion activity. Three sets of uncritical inference test were developed and applied to Malaysian college course of basic organic chemistry. Students' answers to the impact of using uncritical inference test with a group discussion on learning and communication skills were positive.

“Spot the differences” Game: An Interactive Method That Engage Students in Organic Chemistry Learning

차정호,Su-Yin Kan,Poh Wai Chia 대한화학회 2018 대한화학회지 Vol.62 No.2

For the first time, the spot the differences (STD) game was employed in the teaching of basic organic chemistry course. Three sets of paired pictures associated with selected topics in organic chemistry were presented to the students and they were required to spot the differences between the two pictures. Based on the students’ pre and post self-assessment, the STD game resulted in several positive learning outcomes as indicated in the students’ reflective writing, including knowledge recall, deeper understanding of a subject, enhanced analytical skill, motivation and fun-filled learning, learning from peers and self-empowerment in learning. The STD game is a desirable teaching and learning tool, as learning in an entertaining and interactive way is highly sought after in today’s classroom, especially to novice students. In the future, the STD game can be modified and implemented to cater the needs of different courses and topics.

The Interactive Anonymous “Must-have” Quiz: A Simple Method to Enhance Students Concept Learning in Organic Chemistry Course

차정호,Su-Yin Kan,Poh Wai Chia 대한화학회 2016 대한화학회지 Vol.60 No.6

Effective mastering and learning of basic organic chemical concepts is pivotal to ensure students continue to excel to the higher levels of organic chemistry learning. Concept learning is crucial for first-year organic chemistry students so that they can comprehend and understand a concept better and able to make connection to problems. In the present paper, the authors have implemented the Interactive Anonymous Quiz (IAQ) with “must-have” features in the organic chemistry course as a teaching tool to instill students’ interest and enhance conceptual understanding in organic chemistry. The effectiveness of this activity was examined and evaluated through students’ reflective writing. Students showed positive learning outcome on the implemented activity as reflected by the reflective writings. In addition, this activity could be employed as an activity to check on students’ concept understanding, to instill students’ interest in organic chemistry course and to improve on students’ weakest topic in organic chemistry in the future classes.

Incorporation of Brainteaser Game in Basic Organic Chemistry Course to Enhance Students’ Attitude and Academic Achievement

차정호,Su-Yin Kan,Nurul Huda Abdul Wahab,Ahmad Nazif Aziz,Poh Wai Chia 대한화학회 2017 대한화학회지 Vol.61 No.4

Game shows are capable of grabbing students’ attention in a lecture, and at the same time offers much delight to students to learn in a more interesting and entertaining way. A mind game was developed and incorporated into the teaching of basic organic chemistry course at the Universiti Malaysia Terengganu. The modified brainteaser game is comprised of a set of problems associated with vocabulary or concepts in basic organic chemistry, whereby students were required to solve within a stipulated time frame. Students’ attitude changes were then evaluated with the administration of Attitude toward the Subject of Chemistry Inventory Version 2 (ASCIv2) questionnaire. The result of this study revealed that the intervention group experienced a significant change in attitude towards the course as compared to the control group. The intervention group also experienced a positive learning environment, resulting in an increased academic performance and interest.

"Spot the differences" Game: An Interactive Method That Engage Students in Organic Chemistry Learning

Cha, Jeongho,Kan, Su-Yin,Chia, Poh Wai Korean Chemical Society 2018 대한화학회지 Vol.62 No.2

For the first time, the spot the differences (STD) game was employed in the teaching of basic organic chemistry course. Three sets of paired pictures associated with selected topics in organic chemistry were presented to the students and they were required to spot the differences between the two pictures. Based on the students' pre and post self-assessment, the STD game resulted in several positive learning outcomes as indicated in the students' reflective writing, including knowledge recall, deeper understanding of a subject, enhanced analytical skill, motivation and fun-filled learning, learning from peers and self-empowerment in learning. The STD game is a desirable teaching and learning tool, as learning in an entertaining and interactive way is highly sought after in today's classroom, especially to novice students. In the future, the STD game can be modified and implemented to cater the needs of different courses and topics.

College Students’ Reflection on the Uncritical Inference Test Activity in Organic Chemistry Course

Cha, Jeongho,Kan, Su-Yin,Chia, Poh Wai Korean Chemical Society 2016 대한화학회지 Vol.60 No.2

Effective teaching and learning is a continuous process of monitoring and re-organization of teaching method, so to benefit both students and educators. Reflective journal writing is an effective method for students to reflect on their learning experience about a new concept or subject taught and at the same time enables educators to improve on their academic skills. In the present paper, we have examined and evaluated the effectiveness of the Uncritical Inference Test (UIT) that was conducted in our basic organic chemistry course through a systematic network built based on students’ reflective writing. From the data analysis, the UIT has benefited students in three dimensions, namely cognitive, affective and group learning domains. Moreover, the UIT activity instilled an active learning environment in organic chemistry classroom and deeper learning among chemistry students as shown in the collected data. In future, this activity could be adapted as a teaching method to enhance students’ critical thinking skills and question-asking capability in other teaching courses.

The Interactive Anonymous "Must-have" Quiz: A Simple Method to Enhance Students Concept Learning in Organic Chemistry Course

Cha, Jeongho,Kan, Su-Yin,Chia, Poh Wai Korean Chemical Society 2016 대한화학회지 Vol.60 No.6

Effective mastering and learning of basic organic chemical concepts is pivotal to ensure students continue to excel to the higher levels of organic chemistry learning. Concept learning is crucial for first-year organic chemistry students so that they can comprehend and understand a concept better and able to make connection to problems. In the present paper, the authors have implemented the Interactive Anonymous Quiz (IAQ) with "must-have" features in the organic chemistry course as a teaching tool to instill students' interest and enhance conceptual understanding in organic chemistry. The effectiveness of this activity was examined and evaluated through students' reflective writing. Students showed positive learning outcome on the implemented activity as reflected by the reflective writings. In addition, this activity could be employed as an activity to check on students' concept understanding, to instill students' interest in organic chemistry course and to improve on students' weakest topic in organic chemistry in the future classes.

Incorporation of Brainteaser Game in Basic Organic Chemistry Course to Enhance Students' Attitude and Academic Achievement

Cha, Jeongho,Kan, Su-Yin,Wahab, Nurul Huda Abdul,Aziz, Ahmad Nazif,Chia, Poh Wai Korean Chemical Society 2017 대한화학회지 Vol.61 No.4

Game shows are capable of grabbing students' attention in a lecture, and at the same time offers much delight to students to learn in a more interesting and entertaining way. A mind game was developed and incorporated into the teaching of basic organic chemistry course at the Universiti Malaysia Terengganu. The modified brainteaser game is comprised of a set of problems associated with vocabulary or concepts in basic organic chemistry, whereby students were required to solve within a stipulated time frame. Students' attitude changes were then evaluated with the administration of Attitude toward the Subject of Chemistry Inventory Version 2 (ASCIv2) questionnaire. The result of this study revealed that the intervention group experienced a significant change in attitude towards the course as compared to the control group. The intervention group also experienced a positive learning environment, resulting in an increased academic performance and interest.

Cyanation of Anilines to Aryl Nitriles Using tert-Butyl Isocyanide: A Simple and Copper-free Procedure

Poh Wai Chia,Fu Siong Julius Yong,Habsah Mohamad,Su-Yin Kan 대한화학회 2019 Bulletin of the Korean Chemical Society Vol.40 No.10

In this manuscript, a simple and copper-free procedure for the synthesis of aryl nitrile derivatives from anilines is described. Under the improved protocol, the anilines were reacted with tert-butyl isocyanide under a mild reaction condition without the use of solvents and copper catalyst to synthesize benzonitriles. This copper-free Sandmeyer-type reaction could tolerate a range of anilines bearing different functional groups and also can be conducted even without the exclusion of air. In addition, this method has afforded the aryl nitriles in moderate to good yields (52?81%). The obtained results in this study reveal that the tert-butyl isocyanide as a potential cyanide source for the cyanation reaction.