Abstract
A model of computer-based instruction and assessment in teaching a chemistry experimental technique, e.g., Thin layer chromatography was constructed with (A) questions identified by content analysis (B) process-mapping to serve as a metacognitive tool, Which helps leamers organize, construct, modify, and elaborate their prototype process-concept frameworks, and (C) a classroom information system for consistent feedback and group discussion to promote student's self-generated motivation, selfconfirmation, self-reinforcement and self-correction.The effectiveness of using the model in instructing organic chemistry experiments was determined. The majority of the students did well in constructing charts, also obtained good experimental results; they were also good in the experimental skill tests and a few students did poorly in constructing their maps, also obtained poor experimental results; they did also poorly in the tests. The model of learning/assessment was thus found effective.
| Keywords: | Chemistry Experimental Unit Skill Map; Metacognition; Constructivism |
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