| Dual-coding theory provides a conceptual framework of the instructional use of diagrams in chemistry. This study set out to determine the potential benefits of instructional diagrams in chemistry by using one intact Introduction to Chemistry class and its corresponding laboratory sections. The levels of treatment included a control group, an experimental group which received illustrations, and an experimental group which received diagrams. All three treatment conditions received the same quizzes and examinations. In addition, student aptitudes in regards to scientific reasoning ability, spatial ability, and verbal ability were included as independent variables. Data collected consisted of quiz scores, examination scores, and total course score. Analyses of the data showed that significant differences on the dependent measures favored the control group in most instances. Main effects for verbal ability was consistent over the dependent measures and favored the high verbal ability student. In addition, scientific reasoning ability proved to be a significant main effect in many instances. Multiple regression analyses revealed that verbal ability was the best predictor of chemistry achievement. Including verbal, spatial, and scientific reasoning ability in the regression accounted for up to 32.4% of the observed variances. The results of this study indicate more research needs to be conducted to fully understand the importance of verbal ability and its relationship to cognitive restructuring in problem solving for those students who are novice problem solvers. Methods need to be developed to show students when using a diagram would be appropriate. |
