This study is an inquisition to the outcome of Problem Game Learning using the Five Cores (PGL5C) of learning approach on Pre-service Teacher’s understanding in Atomic Orbital Hybridization at St. Joseph College of Education, Bechem in the Tano District of the Brong Ahafo Region in Ghana. The concepts were explained using either Conventional Activity-Based Learning (ABL) or the PGL5C. The objective was to find out whether the PGL5C approach could enhance students’ academic achievement better than the ABL approach that is mostly used as activity method of learning by some teachers. A design involving two cohorts assigned as Group A and B with a total population of 117 was used for the study. Group ‘A’ was the quasi-experimental group upon which the PGL5C approach was applied in teaching Atomic Orbital Hybridization whereas group ‘B’ was used as the control group that was taught using the Conventional ABL approach. Data gathered from both pre-interventional and post interventional test were analyzed using Microsoft Office Excel, 2010 version. The pre-interventional test revealed that both groups lacked conceptual understanding of the subject matter even though they had been taught before by their teachers. The outcome of the analysis conducted on the post-interventional scores of the two cohorts (Experimental and Control groups) revealed that the experimental group achieved higher conceptual understanding than the control group. Hence, the PGL5C is a good teaching and learning approach for facilitating lessons in science, particularly in Chemistry.
PGL5C, Competition, Collaboration, Communication, Critical thinking, Creativity, Activity-Based Learning, learning Outcome, Evaluation Score, Total Number of Evaluation Scores and Winning Score
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