Mole Concept Research Articles

Introducing High School Students to the Avogadro Number and the Mole Concept Using Discovery with Calculations Based on Physical Properties of Elements, Crystal Structures, and 28Si Spheres

An instructional approach is presented for teaching the mole concept to high school introductory-level chemistry classes. Extensions to the strategy are presented for more advanced classes. The strength of the approach is based upon discovery. Students discover the Avogadro number and the mole concept. The discovery is based upon calculations that are similar to that used by the International Avogadro Coordination (IAC) in determining the Avogadro constant. Students in advanced classes use data from the IAC to calculate the most precise and accurate values for the Avogadro constant.

Effect of Multiple Intelligences Instructional Strategy on Achievement and Retention in Mole Concept Among Chemistry Students in Abuja, Nigeria

This study examined the Effect of Multiple Intelligences Instructional Strategy (MIIS) on Achievement and Retention in Mole Concept among Chemistry Students in Abuja, Nigeria. Quasi experimental, pre-test, post-test, and post post-test control group design was adopted for this study. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The population of the study was senior secondary school chemistry students in Abuja, Nigeria. The sample for the study was two co-educational schools. One served as the experimental group and the other served as the control group. Mole Concept Achievement Test (MCAT) (KR-21 = 0.70) was used for data collection. Descriptive statistics of mean and standard deviation was used to answer the research question, while null hypotheses were tested using ANCOVA at 0.05 level of significance. The result of the study reveals that, there was significant difference between the mean achievement scores of students taught the mole concept using multiple intelligences instructional strategy (MIIS) and those taught using lecture method. There was a significant difference between the mean retention scores of chemistry students taught the mole concept using MIIS and conventional method. Based on the findings of this study, the following recommendations have been made; there is a need for curriculum developers to develop appropriate curriculum that will make provision for the teacher to adopt various activities that will appeal to each students’ learning style or intelligence to enable them learn effectively

Teachers’ Understanding of the Link between the Atomic Theory and the Mole Concept

The mole concept is one of the fundamental concepts in chemistry. However, a number of studies carried out in various countries have shown that teachers and learners face many difficulties in teaching and learning the concept. One of the underlying sources of teaching and learning difficulties of the mole concept identified in literature is the gap in understanding the link between atomic theory and the mole concept. Therefore, the focus of this study was to assess teachers’ conceptual understanding of the link between the atomic theory and the mole concept in selected secondary schools in Kitwe District in the Copperbelt Province of Zambia. The study was conducted in six secondary schools with a study sample of 30 chemistry teachers. Data were collected using the following multiple data collection strategies: questionnaire, lesson observations and focus group interviews. The study found that teachers understood how the atomic theory links to the mole concept in terms of the number (N) of atoms or formula units. They understood that a mole is equal to atoms or formula units. However, their conceptual understanding of the link between relative atomic/formula mass and molar mass as the second linking idea between atomic theory and the mole concept was inadequate, because they did not fully understand relative atomic/formula unit mass and molar mass. The study recommended that professional development initiatives need to be organised with a focus on the updated definition of the mole and the key role of the unified atomic mass unit as the mass scale for microscopic entities in the understanding of the link between relative atomic/formula mass and molar mass. This is key for the conceptual understanding of the mole concept.

Using Constructivist Approach to Enhance Understanding of Mole Concept among Second Year Students in Chemistry at Adobewura Senior High School in Ashanti Region, Ghana

The aim of the research was to use constructivist approach to enhance performance of second year elective science students of Adobewura in mole concept. In order to achieve this, the researcher employed the following research questions; What methods do teachers use to teach mole concept and to what extent can constructivist approach be used to help students understand mole concept. Action research was used since action research is a way of assessing result while operating. Purposive sampling was used to select 30 students for the study. Data were collected through tests (pre-intervention and post-intervention tests). The scores of the pre and post intervention tests were compared and result analyzed. The analyzed results indicated that students’ performance had improved remarkably after the implementation of all the intervention. For instance, when the researcher implemented the demonstration techniques, 23 students scored marks within 41-90 representing 76.67% while 23.33% scored between 41-30. No student scored marks less than 30 marks. Based on the findings of the study, it can be concluded that there are a lot of performance enhancements in using constructivist approach in teaching and learning mole concept at Adobewura SHS since it improves conceptual understanding and also there is a positive effect on students’ attitudes of mole concept. The researcher recommends that the use of constructivist approach in teaching and learning chemistry at the Senior High School should be encouraged by Curriculum developers and education implementers for students should have a hands-on experience with mole concept in learning chemistry.
 
 Keywords: Constructivist, Mole Concept, Demonstration, Purposive sampling, Intervention

Appraisal of Effect of Problem-Based Learning Strategy on Chemistry Students’ Academic Achievement in Senior Secondary Two in Mole Concept in Ahoada West Local Government Area, Rivers State

The study determined the effect of problem-based learning strategy on chemistry students’ academic achievement in SSII in Ahoada West local government area of Rivers State, Nigeria. Two research questions and two hypotheses were used for the study. A quasi experimental, pre-test and post-test design was employed for the study. A total of 80 SSII Chemistry students out of 312 from ten senior secondary schools in Ahoada West LGA were selected through stratified random sampling technique as the sample for this study. One instrument was utilized for this study; namely, Chemistry Achievement Test (CAT) developed by the researchers and was validated by three experts, two from Chemistry education unit and one from research method unit. All from the department of science education, University of Nigeria, Nsukka and was used for data collection. The reliability coefficient of the instrument was established using 20 SSII Chemistry students from a different secondary school that is not part of the study, but the students do possess the same status. Cronbach’s alpha reliability estimate was used to determine the internal consistency of the items which was found to be 0.81. The data collected were analyzed using mean, standard deviation and ANCOVA. The study showed that students in the experimental group achieved significantly higher mean scores than students in the control group. P=0.000<0.05. There was no significant difference in mean achievement of male and female students who were exposed to PBL strategy, P=0.072>0.05. Based on these findings, the researchers recommended among others that Chemistry teachers should be encouraged to utilized PBL strategy as a means of instructions since it enhanced achievement of students in Chemistry. Keywords: Problem-Based Learning, Academic Achievement, Senior Secondary School II Students, Gender, Chemistry DOI: 10.7176/CMR/12-6-05 Publication date: August 31 st 2020

Pengaruh Model Pembelajaran Anchored Instruction terhadap Hasil Belajar Siswa

This research is an experimental study using the Anchored Instruction learning model. This study aims to determine the effect of the Anchored Instruction learning model on student learning outcomes on the mole concept subject. This research was conducted in class X SMA Negeri 2 Siau Timur with a sample of 40 people. The research design used was a pre-test and randomized two group design. The experimental class uses the Anchored Instruction learning model and the control class uses the conventional learning model. Analysis of the hypothesis test using t-test with a significant level α = 0.05. The test results obtained indicate that the results of tcount> ttable or 2.112> 2.024, thus H0 is rejected and H1 is accepted, this shows that there is a significant difference between the average value of the initial test (posttest) of the experimental group and the control group. So it can be concluded that there is a difference between student learning outcomes using the Anchored Instruction learning model and student learning outcomes using conventional learning models on mole concept subject.

The Effect of Process Oriented Guided Inquiry Learning (POGIL) Model on Student Learning Outcomes in Acid Bases Titration Material in SMA Negeri 1 Kakas, Minahasa Regency

This study aims to determine the effect of POGIL learning models on student learning outcomes on acid-base titration subject. This research was conducted in class XI MIPA 2 and XI MIPA 3 in SMA Negeri 1 Kakas. The method used is an experimental method with a post-test only control design research design. The research sample consisted of 30 students, who were randomly drawn. The experimental class uses the POGIL method, the control class uses conventional learning. Student learning outcomes data obtained from post-test scores. Analysis of research data shows that there are differences in the average value of student learning outcomes of the experimental class taught by using the POGIL method and the average value of the learning outcomes of control class students who are taught by using conventional learning on mole concept material. Data analysis using t-test at a significant level α = 0.05. Statistical analysis of student learning outcomes obtained tcount > ttable or 3,078 > 2,048. So it can be concluded that there is a positive influence between student learning outcomes using the POGIL method and student learning outcomes using conventional learning on acid-base titration subject.

Problem Solving Skills of Grade 9 Students in Science and their Science Academic Performance (A Proposed Differentiated Materials)

The study determined the problem-solving skills and the academic performance in science of grade 9 students as basis for the preparation of differentiated materials on the science subject. Focusing on specific topics like electronic structure of matter, chemical bonding, carbon compound and mole concept, it involved the participation of 52 grade 9 students. The findings showed that the level of problem-solving skills of the Grade 9 students was generally described as above average, their academic performance in Science was found to be at the same above average level. The data led to the rejection of the hypothesis explaining a moderate relationship between the level of problem-solving skills and the academic performance of the students in the subject. A number of instructional materials were developed to address the weakness of the students in problem solving. Further studies on the problem-solving skills of the students are strongly recommended.

Learning Mole Concept with PALS: An Intervention for Working Students in a Night School

A quasi-experimental study was done in order to investigate the effectiveness of Peer-Assisted Learning Strategy (PALS) as an intervention in learning Mole Concept for the ninth grade-working students in a night school in Cebu City, Philippines. Study findings revealed that students exposed to conventional lecture method (CLM) (N=15) had Below Average performance in the pre/posttests, and those exposed to PALS (N=15) had Below Average performance in the pretest and Average performance in the posttest. Both groups had significant mean improvement before and after exposure to CLM (t=5.07, p=.000) and PALS (t=10.37, p=.000), indicating that both lectures and peer tutoring are essential in teaching-learning process. The study also found out that those exposed to PALS (t=4.24, p=.000) had significantly greater improvement than those exposed to CLM. Moreover, sex, age, civil status and number of people in the house were not associated with their performance in Chemistry, implying that these profiles do not affect the tutor-tutee relationship. The study concluded that PALS manifested a more enhanced performance among the working students in Chemistry.

Designing and Using an Atomic Model Kit with H, C, N, and O Model Atoms Having a Mass Ratio of 1:12:14:16 to Teach the Concept of Mole and Associated Stoichiometric Relationships

High school students find reaction stoichiometry and the concept of the mole hard to comprehend. Teachers are well aware of the importance of teaching the mole concept and also the difficulty assoc...

Penerapan Metode POGIL Pada Materi Konsep Mol Di Kelas X IPA SMA Negeri 2 Langowan

The purpose of this study was to determine the application of the POGIL method to the learning outcomes of Grade X Science students on the mole concept material.This research was implemented in class X IPA 1 and X IPA 2 SMA Negeri 2 Langowan school year 2018/2019. The method used is experimental method with post – test only control design research. In this study applied different methods on 2 classes namely POGIL class and lecture class with the number of students of each class of 23 students. Student learning Data is derived from the post-test value. Data analysis uses test-T with a significant level of α = 0.05. Analysis of student learning statistics test results obtained the value T > T table or 4.31 > 1.68. So that the H1 can be concluded accepted and H0 rejected, this shows that students ' learning outcomes with the application of the POGIL method are greater than the student learning outcomes by the lecture method on the concept of Mole material.

PERBANDINGAN HASIL BELAJAR KIMIA SISWA MENGGUNAKAN MODEL PEMBELAJARAN JIGSAW DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SCIENTIFIC PADA KELAS X IPA DI SMAN 3 KOTA BENGKULU TAHUN AJARAN 2018/2019

This study aims to compare the Think Pair Share (TPS) and Jigsaw learning models with the Scientific approach to the results and interest in learning chemistry in the mole concept material in class X MIPA SMAN 3 Kota Bengkulu. This research was carried out in January-April 2019. This type of research was a quasi-experimental study with a population of all classes of X MIPA totaling 180 students. How to obtain samples through normality and homogeneity tests through cluster random sampling technique, where two classes of research samples were obtained, namely Experiment 1 class which applied Think Pair Share (TPS) learning model and experimental class 2 which applied the Jigsaw learning model. Based on the results of the study it was concluded that the two learning models proved to be able to increase students' learning outcomes and interest in chemistry and reach KKM, namely 76 with the acquisition of the N-Gain Score in the Think Pair Share (TPS) learning model of 0.71 and in the Jigsaw learning model of 0, 79 where both values of N-Gain Score have a high category. The results of students' interest in learning chemistry in the experimental class 1 were 75.93% with good categories and the results of the learning interest in the experimental class 2 were 82.01% with very good categories. The results of hypothesis testing through t test on the cognitive aspect sig. (2-tailed) of 0.002 and in the affective aspect of 0,000. It states that there are significant differences in the results and interest in learning chemistry that apply Think Pair Share (TPS) and Jigsaw learning models with the Scientific approach.

Post-secondary Science Students' Understanding on Mole Concept and Solution Concentration

Due to their abstract nature, the mole concept and solution concentration are difficult for students to understand and apply to stoichiometric calculations. This study was designed to investigate students' perceptions and difficulties in solving problems related to the mole concept and solution concentration. Thirty-eight students (18-19 years old) who were pursuing science related programmes from a private university college in Malaysia participated in the study. Students were asked to answer twenty-five open-ended questions on the mole concept and solution concentration. Analysis of students' responses revealed that they were not able to connect the mole concept with mass and number of particles. Students were also grappling to answer problems regarding concentration and dilution. This study suggests that it is important to determine whether students' difficulties to master the concepts are due to lack of knowledge or the presence of alternative frameworks so that so that pedagogical instruction can be modified. This study was part of a larger research project where students' responses on this open-ended test will be used to get a greater generalizability in order to construct the alternatives to the four-tier multiple choice (4TMC) instrument to identify students' alternative frameworks on these concepts.

Teachers' Mole Concept Pedagogical Content Knowledge: Developing the Model for the mole Concept Content Representations Framework

Teaching and learning difficulties have been documented in numerous studies in literature. However not much has been done to develop a model of the mole concept Content Representations (CoRes) framework to simultaneously enhance teachers' mole concept Content Knowledge (CK) and Pedagogical Content Knowledge (PCK). Thus the study sought to fill up this gap in literature by developing the model of the mole concept CoRes framework through the assessment of teachers’ mole concept PCK. The study was conducted in 6 selected secondary schools in Kitwe district in the Copperbelt province of Zambia with a study sample of 30 grade 11 chemistry teachers. The data was collected using the questionnaire, lesson observations, Content Representations (CoRes) framework, and focus group discussion. The data was analysed by categorising it into themes captured by the conceptual framework of the study. The findings of the study revealed that teachers’ mole concept PCK was weak and this was largely attributed to their conceptual limitations exhibited in their mole concept CK. Their presentation of the topic was characterised by algorithmic approaches, semantics mistakes and didactic difficulties. The developed mole concept CoRes framework focuses on addressing the conceptual and didactic limitations identified in literature and by the study. Keywords: Mole concept, content knowledge, Pedagogical Content Knowledge DOI : 10.7176/JEP/10-8-08 Publication date :March 31 st 2019

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS LEARNING CYCLE 5E PADA SUB MATERI KONSEP MOL DAN PERHITUNGAN KIMIA KELAS X MIA SMA NEGERI 1 MANDOR

This study is motivated by the student’s problems in comprehending the Mol concept and Chemical Calculations. It is aimed at producing the student’s worksheet based on Learning Cycle 5E at the Mole Concept and Chemical Calculations for the tenth grade students of Science and Math class of SMA Negeri 1 Mandor. Using Research and Develoment (R&D) model of 4D, this study focused on three stages of the model; Define, Design, and Develop. The sample of this study were 21 students of SMA Negeri 1 Mandor. The data collection techniques were an interview, observation, measurement, and indirect communication. To complete the data, this study employed validation sheet, student’s and teacher’s questionnaires, and the result of pre-and post-tests as the instruments. The study revealed that the validation criteria validated by the experts was strongly valid (99,65%), and the media criteria was also strongly valid (95,83%). The results of the practicality of the try small-scale out were 81,12%, and the main try out were 95,83%. In other words, both small-scale and main try out were considered practical. Additionally, the N-gain showed the effectiveness criteria of the student’s worksheet based on Learning Cycle 5E at the Mole Concept and Chemical Calculations on the main try out by 0,84% (highly satisfactory). In conclusion, the student’s worksheet based on Learning Cycle 5E at the Mole Concept and Chemical Calculations is valid and suitable to be used as the learning materials for the tenth grade students of science and math class of SMA Negeri 1 Mandor.

ANALISIS KESULITAN BELAJAR BERDASARKAN GAYA BELAJAR SISWA KELAS X IPA PADA MATA PELAJARAN KIMIA DI MAS AL-MUSTAQIM ARANG LIMBUNG

Learning difficulty is a condition where the students are not able to compherend what they learn so it causes the low exhaustiviness of students learning outcomes. This is caused by various factors, one of them is internal factor, namely learning style which has not been noticed by teacher, because it can help the learning process become faster and easier. This researcher was descriptive research which generally aimed to: (1) determine students learning style based on VARK learning styles, (2) find out students learning difficulty in chemistry subject, and (3) find out students learning difficulty in each type of learning style. The instruments of this research were questionnaire, observation, interview, and documentation. Based on the data analysis, the researcher got the information that the tendency of students learning style were dominated by V-A-R-K learning style (42,87%). There were 75% of students who experienced learning difficulty on the material of chemical calculation (stoichiometry) especially for the indicators in determining calculation based on the basic of chemical laws and morality based on the mole concept. It was due to the teacher tended to use lecture method. Morever, learning difficulty was also because the students have not known learning style they have, so that the students could not focus on learning style but they were more focused on finishing calculation tasks.

An explanative basis for the differential performance of students with low math aptitude in general chemistry

Students who score within the bottom quartile on cognitive measures of math aptitude have been identified as at-risk for low performance in chemistry courses, with less attention as to why such differential performance persists. At-risk students struggle most differentially on assessment items related to the mole concept and stoichiometry. An exploration as to the nature of the differential performance observed became of great interest as the assessment of these topics rarely progresses beyond multiplication or division, and at-risk students who achieved proficiency with the mole concept and stoichiometry had no noticeable gaps in academic chemistry performance when compared to students scoring in the top three quartiles of math aptitude. Thus, students in first-semester general chemistry were surveyed to describe their solution processes toward assessment items involving the mole concept and stoichiometry. Three hundred and forty-eight students responded to all survey prompts with 101 identified as at-risk. Findings suggest that while all students were observed to struggle in the conceptualization of the algorithms by which they execute solution processes, not-at-risk chemistry students were more likely to achieve correct answers via chemically implausible solution pathways. Rather than suggest the removal of assessment practices involving algorithmic, multiple-choice assessment on these topics, the implications include practical suggestions and opportunities for further research toward improving the equitability of measures used to assess proficiency with stoichiometry.

Effect of concept cartoons used in teaching the mole concept

Visual materials that can be used in classes such as PowerPoint presentations, analogies, documentaries and concept cartoons appeal to more than one sense of students and thus enable them to be more active in the learning process and learn more permanently by structuring knowledge in their minds more easily. In concept cartoons used to discover students’ conceptual structures and develop their comprehension, the intention is to create a discussion environment to reach knowledge by discussions without giving the answers directly. With this purpose, primary school candidates were given a variety of pictures and concept cartoons regarding the mole concept in the general chemistry class in order to explore the effect of these images on the concept learning as well as evaluating their view. This study’s result was parallel to the results of the studies that suggest that concept cartoons are effective on improving student success and developing a positive opinion.
 Keywords: Concept cartoons, chemistry education, mole concept.

Comprehensive understanding of mole concept subject matter according to the tetrahedral chemistry education (empirical study on the first-year chemistry students of Technische Universität Dresden)

This research aims to apprehend: (1) the shape of tetrahedral chemistry education which is called the future of chemistry education, (2) comprehensive understanding of chemistry first-year students of Technische Universität Dresden according to the chemistry education’s tetrahedral shape on mole concept subject matter. This research used quantitative and qualitative; paper and pencil test and interview. The former was conducted in the form of test containing objective test instrument. The results of this study are (1) learning based on tetrahedral shape of chemistry education put the chemical substance (macroscopic), symbolic representation (symbol), and its process (molecular) in the context of human beings (human element) by integrating content and context, without emphasis on one thing and weaken another, (2) first-year chemistry students of Technische Universität Dresden have comprehensively understood the mole concept associated with the context of everyday life, whereby students are able to find out macroscopic information from statements that are contextual to human life and then by using symbols and formulas are able to comprehend the molecular components as well as to interpret and analyse problems effectively.

Development of Mole Concept Module Based on Structured Inquiry with Interconection of Macro, Submicro, and Symbolic Representation for Grade X of Senior High School

The research has created the module of mole concept based on structured inquiry with interconection of macro, submicro, and symbolic representation and determined the validity and practicality of the module. The research type was Research and Development (R&D). The development model was 4-D models that consist of four steps: define, design, develop, and disseminate. The research was limited on develop step. The instrument of the research was questionnaire form that consist of validity and practicality sheets. The module was validated by 5 validators. Practicality module was tested by 2 chemistry teachers and 28 students of grade XI MIA 5 at SMAN 4 of Padang. Validity and practicality data were analysed by using the kappa Cohen formula. The moment kappa average of 5 validators was 0,95 with highest validity category. The moment kappa average of teachers and students were 0,89 and 0,91 praticality with high category. The result of the research showed that the module of mole concept based on structured inquiry with interconection of macro, submicro, and symbolic representation was valid and practice to be used on the learning chemistry.