Treffer: Exploring teacher's and students' perspective toward the use of low-cost atomic model kits in teaching and learning electronic configuration and molecular structures.

Understanding atomic structures is a fundamental aspect of chemistry education, yet students often struggle to understand these concepts abstract concepts due to limited access to hands-on instructional tools. This study investigate how low-cost atomic model kits can enhance the teaching and learning of these concepts. Specifically, it explores teachers' and students' perceptions andevaluate teachers' pedagogical practices.. An explanatory sequential research design was employed, beginning with quantitative data from Likert scale questionnaires and classroom observations involving 151 students and 20 teachers, followed by qualitative interviews for deeper insights. The quantitative results revealed high level of agreement for both teachers and students (above 90%) that the kits improved visualization and conceptual understanding. However, the study did not find statistically significant differences in teachers' perceptions based on their teaching experience or educational level (p > 0.05). Similarly, students' perceptions did not differ significantly with respect to gender (p > 0.05). Additionally, classroom observations results showed that use of atomic model kits significantly improves teachers' pedagogical practices (p < 0.001). Thematic analysis revealed that teachers valued the kits for being cost-effective and durable while students emphazize greater engagement and active participation. The study concludes that integrating low-cost atomic model kits into teacher training and curriculum design can enhance learning in resource-limited contexts.. Impact statement: Understanding molecular structures is crucial in chemistry education, yet many students struggle with abstract concepts. This study investigates the integration of low-cost atomic model kits in chemistry education, focusing on their impact on teaching and learning electronic configuration and molecular structures in resource-constrained Rwandan secondary schools. The findings demonstrate that these kits significantly enhance both teachers' pedagogical practices and students' conceptual understanding, facilitating a shift towards more student-centered, inquiry-driven instruction. Teachers reported improvements in lesson design, fostering collaborative and hands-on learning experiences that were previously limited in the absence of affordable, tactile teaching tools. Students exhibited increased engagement, deeper comprehension of abstract chemical concepts, and heightened motivation to participate in class. Moreover, the study highlights the potential of locally manufactured, cost-effective instructional materials to address the barriers posed by limited resources in developing educational contexts. These results provide compelling evidence for the scalability and effectiveness of low-cost, interactive learning tools, suggesting their broader applicability in improving science education in low-resource settings globally. The implications of this research are profound for both educational policy and practice, advocating for the integration of such tools into curricula and teacher training programs to foster more equitable and accessible science education. [ABSTRACT FROM AUTHOR]

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