The The Effects of Using Particulate Diagrams on AIMS Students’ Conceptual Understanding of Stoichiometry

Abstract

The lack of conceptual understanding of stoichiometry among high school students is a valid
concern not only because it impedes students’ problem-solving ability in stoichiometry but
also because it is a significant predictor of performance in college Chemistry. High school
Chemistry teachers, therefore, should evaluate and update their classroom practices to best
support conceptual learning, especially in the topic of Stoichiometry. This study investigates
the effects of a visual-based pedagogical approach on the understanding of four concepts of
stoichiometry, namely the concepts of representative particles, mole ratio, limiting reagent
and theoretical yield among tenth-grade Chemistry students at AIMS, Saraburi, Thailand.
The approach involves systematic and extensive use of particulate diagrams in the instruction
of stoichiometry concepts in a real classroom setting. The study further examines the attitudes
of the students towards the method. The study employed the one- group pre-test post-test
design. A Conceptual Stoichiometry Test (CST), and an Attitude Towards the Use of Particle
Diagrams (ATPD) questionnaire were the instruments used to collect data. Data were
analyzed using the paired-sample t-test. Key results indicate that the approach had a
significant and positive effect on the students’ conceptual understanding of stoichiometry and
that the students generally had a favorable attitude towards the use of the method.