Date of Publication

3-2019

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry

Subject Categories

Chemistry | Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Voltaire M. Mistades

Defense Panel Member

Socorro E. Aguja
Emmanuel V. Garcia

Abstract/Summary

The action research focuses on improving the teaching of chemical kinetics by addressing the alternative conceptions of grade 11 senior high school students. The research was implemented in one intact class of 38 students that the teacher is handling for the course General Chemistry 2. The Rate of Reaction Concept Test was used to probe the pre and post-test conceptions of the students unto which the lesson plan was based. Interviews to selected students were also administered to support the results of the RRCT. The teacher-designed lesson plan was based on evidence based instruction considering the Conceptual change model by Posner et. al. (1982). It was found out that students had significant improvement using paired sample t-test (t (38) = -11.61, p<0.05). Furthermore, there was an average of 4.21 gain score by the students which provided a large effect size (Cohen’s d score of 2.07 and an effect size of 0.72). Students were also seen to improve their conceptions about chemical kinetics particularly on the definition of rate of reaction, activation energy, catalyst, and reaction mechanisms. Although there are still alternative conceptions for topic on determination of rate law equation, effect of concentration, temperature and surface area to the rate of reaction, students had shown better articulation of their understanding.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007357

Keywords

Chemical kinetics—Study and teaching

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Embargo Period

7-27-2022

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