Analysis of Students’ Error in Learning of Mole Concept among Selected Senior Secondary School Chemistry Students in Zaria, Nigeria

Abstract

The purpose of the study was to determine the students’ error in learning mole concept A total of 120 Senior Secondary 2 chemistry students randomly selected from two private schools in Zaria with a mean age of 17 constituted the sample size for the study. The Chemistry achievement tests (CAT) and Mole concept diagnostic test (MDT) were used as the instruments for the study . Diagnostic interview and semi-structured questionnaire were also used to identify at which level students’ errors occur in solving problems and the perception of students towards mole concept was that success can be achieved in problem solving with a good grasp of the subject and an above average mathematical ability. The type of error analyzed were based on the modified Newman Error Hierarchy Model that includes reading type error, comprehension, transformation, process skill, and encoding error. Data was analyzed using mean, percentage, frequency, Duncan’s (MultipleRange) and Wilcoxon test at P< 0.05. The study found out among others that the error most students make involving transformation and process skill in solving problems in mole concept was significant (P<0.05) .There was no error found in reading. The number of students who made encoding error and carelessness was small. The students’ error in solving problems in mole concept was due to their weaknesses in stoichiometry and basic arithmetical operations. The need for an appropriate and friendly pedagogical approach in the learning of mole concept was proposed and recommendations were made based on findings.