Chemistry Students Research Articles

Research on the Practice of the Long-Term Digital Evaluation for Chemistry Students and Field Engineer Training Path based on Intelligent Teaching

Research on the Practice of the Long-Term Digital Evaluation for Chemistry Students and Field Engineer Training Path based on Intelligent Teaching

Effect of Using Number Line and Tale Assisted Instruction in the Learning of Redox Reaction (Electrochemistry) in Senior Secondary School

This research aimed to explore the impact of incorporating number line and tale assisted instruction on secondary school students in chemistry, specifically focusing on the topic of redox reactions. Additionally, the study investigated whether gender influenced student performance in learning environments utilizing these instructional methods. Employing a quasi-experimental design with a 3 x 2 factorial structure, the research involved 120 senior secondary school students (SSS II) drawn from three public secondary schools in Anambra State, Nigeria. Pre-test and post-test scores were analysed using Analysis of Covariance (ANCOVA). The results revealed that students exposed to either number line or combined number line and tale assisted instruction demonstrated significantly higher performance compared to those taught through conventional classroom instruction. Also, there was no notable disparity in performance between male and female students across the experimental groups. Drawing from these findings, recommendations were proposed to implement relevant tales assisted and number line methodologies into chemistry teaching practices within Nigerian secondary schools.

Quantum chemistry in public higher education institutions in the Brazilian state of Piauí: an analysis of the perceptions of undergraduate chemistry students

Quantum chemistry in public higher education institutions in the Brazilian state of Piauí: an analysis of the perceptions of undergraduate chemistry students

Development of a metacognition co-curriculum for a university course in introductory organic chemistry

Metacognition is a fundamental skill that allows advanced learners to adapt to diverse learning environments. Metacognition, however, can be domain specific and students may fail to generalize metacognitive skills across domains. Thus, students in higher education may require specific training to acquire relevant metacognitive skills in differing domains or may need cueing to engage their metacognitive skills and knowledge in new domains. The present report describes the development of a co-curricular metacognitive program for chemistry students and suggests how this program could be adopted by other chemistry courses or adapted for other domains in higher education. Several supports were introduced in this program including self-assessment of competence with learning task inventories (LTIs; i.e., detailed lists of learning tasks), self-assessments of confidence regarding in-class content questions, and performance predictions and postdictions on tests. In general, exposure to these supports resulted in overall performance and confidence gains. However, individual differences were evident with some students demonstrating greater learning gains than others. Initial Dunning-Kruger effects associated with pre-and postdictions, with low-performing students overestimating grades and high-performing students underestimating grades, decreased over exposure. A summary of the evolution of this metacognitive co-curricular program, the educational literature that steered it, and the differential impact on students is explained.

That Thing in Your Pocket: Cultivating a Geo-Sustainable Mindset in High School Chemistry Students Using GIS to Study Smartphone Components

Smartphones are ubiquitous in high schools across the US, but students rarely learn about the complex world of elements and materials beneath their shiny exteriors. Educators can bridge the gap between the abstract concept of smartphone elements and the real-world geography of their origin and impact by integrating ArcGIS geospatial software into their curriculum. A team of researchers has been working with high school teachers to infuse geospatial concepts and technologies into their teaching. One project involved a teacher using GIS to revisit his approach to teaching the periodic table: he would have his students investigate the global origins of smartphone components. This approach equipped students with essential knowledge about the materials that power their daily lives and nurtured critical thinking skills and an awareness of the environmental and ethical dimensions of technology consumption. This paper includes a description of the project and how geospatial technology was utilized, as well as a discussion on the implications and future research in this area.

Stepping stones to success: A qualitative investigation of the effectiveness of adaptive stepped supporting tools for problem-solving in organic chemistry to design an intelligent tutoring system

ABSTRACT Supporting students in complex problem-solving tasks is intricate due to the variety of difficulties students face. Although adaptive support has proven effective in addressing various difficulties in different disciplines, its application and exploration in science education, particularly through intelligent tutoring systems (ITSs), is limited. This study aimed to investigate the effectiveness of adaptive support in fostering students’ problem-solving processes in organic chemistry, focusing on deriving insights for designing an ITS. Adaptive support, in the form of adaptive stepped supporting tools (ASSTs), was developed and implemented in problem-centred interviews with 19 undergraduate chemistry students. The analysis indicated that ASSTs generally supported students’ problem-solving processes effectively. Additionally, certain factors were identified that influenced the effective processing of ASSTs. The results suggest that an effective ITS should feature highly flexible support pathways, a prior knowledge assessment, the explicit communication of identified difficulties, a drop-out option, and discipline-specific task formats. However, the results also raise questions about the assumed extent of prior knowledge in adaptive support and the point at which the amount of required support becomes impractical.

Data Science Meets Mineral Analysis: An Innovative Laser-Induced Breakdown Spectroscopy Experiment for Undergraduate Chemistry Students

Data Science Meets Mineral Analysis: An Innovative Laser-Induced Breakdown Spectroscopy Experiment for Undergraduate Chemistry Students

Effects of Concept Attainment Strategy on Academic Achievement and Interest of Secondary School Students in Chemistry in North East, Nigeria

This study examined the Effects of Concept Attainment Strategy on the Academic Achievement and Interest of Chemistry Secondary School Students in northeast, Nigeria. Four (4) Research objectives, Research questions and Hypotheses were used to guide the study. The design used for this study was a pre-test, post-test quasi-experimental control group design. The target population of the study constitutes SS2 chemistry secondary school students in the six northeastern states. A total of one hundred and thirty-eight (138) students were selected by stratified simple random sampling to form the sample of the study. The instruments used for data collection in this study were the Chemistry Achievement Test (CAT) and Students’ Interest towards Chemistry Questionnaire (SITCQ) with reliability coefficient of 0.8 and 0.7. The major findings of the study are concept attainment strategy has positive effect on both the academic achievement and the interest of secondary school students. The study also proves that the strategy develops positive academic achievement in students and improves knowledge. Based on the findings of the study, it was recommended that the use of the strategy should be emphasized through conferences/workshops by professional bodies.

Problem-solving skills of high school students in chemistry

People are continuously confronted with difficulties, which are situations that they do not understand yet strive to solve anyway. Researchers employed root cause analysis (RCA) in this study to analyze students’ problem-solving in chemistry and the students’ flaws and challenges in answering the subject. This research included 89 pupils from the secondary school’s science-mathematics department. Students determined strategies to calculate pH and the color of the blended solution after each indicator was dropped. This study’s qualitative method incorporates focus groups and content analysis. The majority of students properly identified the difficulty, and more than half correctly understood the problem. 100% of the pupils fared well in all processes since they were able to recognize and write all of the data. Using the RCA problem-solving technique, they were successful in identifying all of the data as potential causation aspects and the root causes of the problem. However, 37% of the pupils were unable to complete the problem. Investigating problem-solving flaws, it was determined that the students' defects in this problem-solving were application, analysis, practice, remembering, and time. Furthermore, researchers want to investigate the implementation of addressing the flaws in students’ problem-solving to better prepare them for efficient problem-solving.

Grit as a Predictor of Chemistry Achievement among Secondary School Students in Kenya

This research was carried out to examine grit as a predictor of chemistry achievement among secondary school students in Kenya. The study was anchored on grit theory developed by Duckworth. The researcher used a correlational research design to establish the relationship between study variables. The target population for the study was 3,320 form three chemistry students in 27 public secondary schools in Etago Sub-County in the year 2023. In this study a sample size of 446 participants were selected from the population using simple random sampling, stratified and purposive sampling. A pilot study involving 30 students from one of the schools within the Sub-County was conducted to refine the reliability and validity of the research instruments. Data were collected using questionnaires and chemistry pro forma forms and then analyzed using the Statistical Package for Social Science (SPSS version 25). The results indicated a significant positive correlation between grit and chemistry achievement, r (433) = .65, p< .05. The study found no statistically significant gender differences in grit in relation to chemistry achievement t (433) = -.39, p = .70. Grit significantly predicted chemistry achievement, F (2,433) = 133.96, p < .05 and its moderation with gender accounted for 5% variance in chemistry achievement. Study recommends that chemistry teachers should enhance effective teaching aids to boost the interest and perseverance (grit) of students during chemistry learning for better achievement in the subject.

Effect of Guided Discovery Instructional Strategy on the Academic Achievement and Retention among Chemistry Students on Nce 1 in Volumetric Analysis in Federal College of Education (Fce) Obudu

The study investigated the effect of the Guided Discovery Instructional Strategy on academic Achievement and Retention among Chemistry Students of NCE year 1 in volumetric analysis in F.C.E Obudu. Quasi-experimental Pretest-Posttest was the design used. The population of the study was made up of both male and female students totaling five hundred and twenty (520). The instrument used was a designed test questions on Chemistry Volumetric Analysis Test (CVAT). The test items were validated by experts in test and measurement Department in the Faculty of Education UNICAL and Chemistry Department, F.C.E Obudu. A reliability coefficient of 0.65 using Cronbach Alpha was used. Four research questions were raised and answered using mean and standard deviation statistical method. The results showed that, in the identical circumstances and settings, students instructed via the guided discovery method performed better than those taught using the traditional lecture style. The study also showed that when educating both sexes utilizing the Guided Discovery technique, there is no discernible difference in the academic performance of males and females. The study also shows that there was an important distinction in retention ability between the conventional lecture approach and the guided discovery method for all students. Result of the study showed that guided Discovery method is preferable in teaching Sciences (Chemistry) than lecture method in volumetric analysis. Recommendations were made showing clearly that the Guided Discovery method should be applied by science teachers in Nigeria because, it is effective in achievement and retention by students and also that, it does not create disparity in gender level of achievement and retention, thus it should be enshrined in the Science curriculum of studies in Tertiary Institutions in Nigeria.

Perception of Chemistry Teachers and Students of Class XI MIPA SMAN 1 And SMAN 2 Labuapi to The Work Sheet Students Contained In Ethnosains on Coloid Stainless Materials

Penelitian ini bertujuan untuk mendeskripsikan persepsi guru dan siswa kelas XI MIPA terhadap LKPD bermuatan etnosains pada materi pokok koloid. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif. Populasi penelitian adalah guru kimia dan siswa kelas XI MIPA di SMAN 1 dan SMAN 2 Labuapi tahun ajaran 2022/2023, sedangkan sampel dalam penelitian ini sebanyak 4 guru kimia dan 91 siswa. Metode pengambilan sampel diperoleh menggunakan teknik sampling jenuh. Data persepsi guru yang ditinjau dari 4 aspek yaitu teknis, isi, konstruk dan etnosains sedangkan data persepsi yang ditinjau dari 2 faktor yaitu faktor internal dan faktor eksternal. Pengambilan data persepsi guru dan siswa terhadap LKPD bermuatan etnosains dikumpulkan menggunakan angket tertutup dengan skala likert. Teknik analisis statistik deskriptif yang digunakan melalui berupa persentase penjumlahan skor setiap item pertanyaan. Hasil penelitian menunjukan bahwa persepsi guru pada semua aspek berada pada kriteria sangat baik dengan rata-rata untuk aspek teknis, isi, konstruk, etnosains 91%, 83%, 87%, dan 86% sedangkan persepsi siswa semua faktor berada pada kriteria baik dengan rata-rata pada faktor internal 82%, 82%, 81% sedangkan faktor eksternal 83% dan 84%. Berdasarkan hasil tersebut disimpulkan bahwa LKPD bermuatan etnosains yang mengintegrasikan minyak jeleng pada materi pokok koloid layak digunakan dalam proses pembelajaran.

The Pattern of Career Aspirations among Chemistry Students in Federal University of Technology, Minna, Niger State

The Pattern of Career Aspirations among Chemistry Students in Federal University of Technology, Minna, Niger State

Chemistry Students’ Artificial Intelligence Literacy through their Critical Reflections of Chatbot Responses

Chemistry Students’ Artificial Intelligence Literacy through their Critical Reflections of Chatbot Responses

A Counterstory to Deficit Narratives of “Underperformance” of Demographically Minoritized Students in General Chemistry

A Counterstory to Deficit Narratives of “Underperformance” of Demographically Minoritized Students in General Chemistry

Effect of Wait Time on Academic Performance of Secondary School Students in Chemistry in Niger State, Nigeria

Effect of Wait Time on Academic Performance of Secondary School Students in Chemistry in Niger State, Nigeria

Exploring Decision-Making Competence in Sugar-Substitute Choices: A Cross-Disciplinary Investigation among Chemistry and Sports and Health Students

Exploring Decision-Making Competence in Sugar-Substitute Choices: A Cross-Disciplinary Investigation among Chemistry and Sports and Health Students

EMMAs: Implementation and Assessment of a Suite of Cross-Disciplinary, Case-Based High School Activities to Explore Three-Dimensional Molecular Structure, Noncovalent Interactions, and Molecular Dynamics.

Students frequently develop misconceptions about noncovalent interactions that make it challenging for them to appropriately interpret aspects of molecular structure and interactions critical to myriad applications. We hypothesized that computational molecular modeling and visualization could provide a valuable approach to help address these core misconceptions when students are first exposed to these concepts in secondary school chemistry courses. Here, we present a series of activities exploring biomolecular drug-target interactions using molecular visualization software and an introduction to molecular dynamics methods that were implemented in secondary school classrooms. A pre- and postsurvey approach that incorporated Likert response type, written free response, and drawing-based items demonstrated that students gained an enhanced conceptualization of intermolecular interactions, particularly related to aspects of shape complementarity, after completing the activities. Students also expressed increased comfort with and facility in utilizing different three-dimensional representations of molecules in their postsurvey responses. The activities led to an increased appreciation of interdisciplinary connections of chemistry with mathematics and physics. Overall, the modular activities presented provide a relatively time-efficient and accessible manner to help promote an understanding of a traditionally challenging topic for beginning chemistry students while introducing them to contemporary research tools.

Analysis of undergraduate chemistry students’ responses to substitution reaction mechanisms: a road to mastery

Abstract This study analyzed third-year undergraduate Chemistry major students’ drawings and written explanations of substitution reactions. Seventy (70) students were purposively selected for this study. The main data collection instrument was a diagnostic test and students’ responses were analyzed using deductive coding. The study aimed to unearth students’ conceptual understanding and difficulties on substitution reactions to provide significant insights into improving teaching strategies and learning outcomes. The findings revealed that: 1. Students were more familiar with SN2 reaction mechanisms and could answer questions on SN2 reaction mechanisms better than SN1 reaction mechanisms; 2. Students’ use of ‘chemical vocabulary’ did not translate into an understanding of electron movement and causal mechanistic explanation; 3. About 97 % of the students who gave a correct/partially correct description provided a description of what was happening in the reaction without any further explanation of why the reaction occurred; 4. Students had a slightly better understanding of drawing the correct mechanisms than providing accurate explanations. This study recommends that, in teaching organic reaction mechanisms, instructors should emphasize on electron-pushing formalisms and explain how and why reactions occur to encourage mechanistic thinking in students. Also, students should be given ample practice in organic reaction mechanisms to improve mastery.

Development of SAC Media Integrated with Project Based Learning Model on Reaction Rate Material

This research aims to determine the analysis of the feasibility level and response of students to SAC (Smart Apps Creator) media integrated with project based learning on reaction rate material. The research method used is Research and Development with a 4D development model approach (define, design, development and disseminate). Research data collection is carried out by interviews and questionnaires or questionnaires that are distributed to teachers and students. This research was conducted at SMAS PAB 8 Saentis. The population and samples in this study are chemistry lecturers, teachers and students of grade XI 2 for the 2023/2024 academic year taken by purposive sampling of 30 people. Based on validity, it shows that the SAC learning media developed was declared valid by validators with the criteria of "Very Feasible" with an average validation score of 89.86%, then based on the results of student responses, it was obtained that the SAC learning media developed as a whole received an average percentage result of 83.81% with the criteria of "Strongly Agree". Therefore, SAC learning media integrated with the project-based learning model on the reaction rate material is suitable for use as a learning medium.