The The Effects of Using Particulate Diagrams on AIMS Students’ Conceptual Understanding of Stoichiometry
AbstractThe lack of conceptual understanding of stoichiometry among high school students is a validconcern not only because it impedes students’ problem-solving ability in stoichiometry butalso because it is a significant predictor of performance in college Chemistry. High schoolChemistry teachers, therefore, should evaluate and update their classroom practices to bestsupport conceptual learning, especially in the topic of Stoichiometry. This study investigatesthe effects of a visual-based pedagogical approach on the understanding of four concepts ofstoichiometry, namely the concepts of representative particles, mole ratio, limiting reagentand theoretical yield among tenth-grade Chemistry students at AIMS, Saraburi, Thailand.The approach involves systematic and extensive use of particulate diagrams in the instructionof stoichiometry concepts in a real classroom setting. The study further examines the attitudesof the students towards the method. The study employed the one- group pre-test post-testdesign. A Conceptual Stoichiometry Test (CST), and an Attitude Towards the Use of ParticleDiagrams (ATPD) questionnaire were the instruments used to collect data. Data wereanalyzed using the paired-sample t-test. Key results indicate that the approach had asignificant and positive effect on the students’ conceptual understanding of stoichiometry andthat the students generally had a favorable attitude towards the use of the method.
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