Strengthening the Conceptual Understanding of Molecular Structures among First-Year Geodetic Engineering Students through an Interactive Workshop

Abstract

This study examined how the interactive workshop enhanced students\' conceptual understanding of the molecular structure, highlighting the importance of tangible learning in terms of strengthening students\' grasp of complex concepts. It delves into the knowledge of the students regarding molecular structure before and after the integration of the interactive workshop, along with their perception of the workshop. To comply with the objectives, the study employed a quasi-experimental research design where a non-randomized intact group was assigned into control and experimental group, with a sample of 36 first year Geodetic Engineering of Batangas State University. Data collection was carried out through pre- and post-tests, along with surveys administered during and after the interactive workshop.The findings revealed identical pretest scores for both groups, but there are slight but notable differences between the post-test results of control group and the experimental group. Students reported positive learning experience highlighting enjoyment and participation, learning effectiveness, and overall satisfaction with the integration of 3D molecular model to the interactive workshop.

Introduction

The text presents a study on using interactive workshops with 3D molecular models to enhance the understanding of molecular structures among first-year Geodetic Engineering students. Chemistry, often seen as abstract and challenging, benefits from visualization, hands-on learning, and active engagement, which can help students internalize complex concepts like molecular geometry. While digital visualizations (animations, AR, simulations) have been shown to improve comprehension, research on physical 3D models in engineering education is limited. This study addresses that gap by implementing an interactive, hands-on approach aligned with SDG 4 (Quality Education).

Objectives:

1. Design a workshop using 3D molecular models for teaching molecular structures.

2. Assess students’ conceptual understanding before and after the workshop.

3. Evaluate students’ experiences regarding enjoyment, participation, learning effectiveness, and overall satisfaction.

Methodology:

• Design: Quasi-experimental, with pre-test and post-test comparisons.

• Participants: 36 first-year Geodetic Engineering students, divided into control (traditional lecture) and experimental (interactive workshop) groups.

• Intervention: Experimental group participated in a hands-on workshop using clay and sticks to model molecular structures, supported by discussions and handouts. Control group received lectures and handouts only.

• Instruments: Pre-test and post-test quizzes adapted from ChemQuiz.net; survey questionnaires for evaluating workshop experience.

Results:

• Both groups improved from pre-test to post-test, but the experimental group achieved higher scores (mean post-test: 38/40) compared to the control group (33.67/40).

• Paired t-tests confirmed statistically significant improvement in the experimental group, demonstrating the effectiveness of 3D model workshops in enhancing conceptual understanding.

• Student feedback indicated high enjoyment, active participation, and learning effectiveness (composite mean 3.45/4, “Agree”), with statements about engagement, discussion, and interactive activities receiving the highest ratings. Even though some stress remained, students felt more confident and capable of understanding molecular geometry.

Conclusion

The following conclusion are drawn based from the findings and results of the current study. 1) This research successfully conducted the interactive workshop to enhance students\' conceptual understanding of molecular structures. 2) The students\' conceptual understanding of molecular geometry significantly improved after participating to the interactive workshop. 3) Students agreed that they enjoy and that they actively participated in the interactive workshopn, strongly agreeing that it was effective in terms of learning molecular structure and expressing satisfaction with its integration into the session.

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Copyright

Copyright © 2025 Ma. Ashly Fate S. Castillo, Ken Cedric M. Ambay, Samantha Nichole S. De Chavez, Princess Rawyah E. Dumayre, Christian Gerwin V. Eduardo, Abegail M. Palmes, John Keesler R. Pilar, Neishel Clize T. Quilala. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.