MISCONCEPTIONS ON BASIC STOICHIOMETRY AMONG THE SELECTED ELEVENTH-GRADE STUDENTS IN THE URBAN REGIONS OF THE GAMBIA

The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in The Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory lea...

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Bibliographic Details
Published inJournal of Baltic science education Vol. 22; no. 2; pp. 254 - 268
Main Authors Jammeh, Abdou L. J, Keregeya, Claude, Ladage, Savita
Format Journal Article
LanguageEnglish
Published Šiauliai Scientia Socialis, Ltd 01.01.2023
Scientia Socialis, UAB
Scientia Socialis Ltd
Subjects
Education
Educational objectives
Lesson Plans
Secondary Education
Stoichiometry
Students
Gambia
basic stoichiometry
students’ misconceptions
chemical reactions
pH values interpretation
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Summary:The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in The Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory learning outcomes. However, what could lead to unsatisfactory learning outcomes in chemistry if basic stoichiometry is considered challenging? This has led the present study to develop a survey research method to assess students' misconceptions on basic stoichiometry. Through a systematic random sampling technique, 285-grade eleventh students were selected. The topics covered in the study included interpreting the pH of common substances, balancing basic stoichiometric equations, and inferences of experimental results. Students’ responses to misconception survey questions were reviewed and analysed. The results indicated that students could be taught some basic principles of stoichiometry. Students who were challenged to correct inferences from experimental results need to develop their knowledge better. Accordingly, the study concluded that chemistry education can indicate the success of introducing basic stoichiometry, including referencing to the lower grades, rather than secondary grades. Nevertheless, what this study could recommend was to examine the possible source and cause of such misconceptions concerning basic stoichiometry reactions and balancing.
ISSN:1648-3898
2538-7138
DOI:10.33225/jbse/23.22.254