ANALYSIS OF STUDENTS’ UNDERSTANDING OF MOLE CONCEPT IN CHEMISTRY

ABSTRACT

The mole concept is a fundamental concept in chemistry that is important for understanding chemical reaction and all aspects of stoichiometry. One mole of a substance is the amount containing as many elementary entities as the number of atoms in exactly 12 grams of in carbon-12 isotopes. It is a method used for the expression of the amount of substance in terms of number of particles [atoms, molecules, ions e.t.c]. The mole concept allows chemist to be able to calculate mass number, concentration of atoms, molecules, ions, and compounds. It provides a bridge between qualitative and quantitative measurements in chemistry. The researcher examined SS2 Students’ understanding on mole concept in Egor Local Government Area. The research design adopted for the study was a survey design, aimed at collecting information through structured questions from a representative sample of S.S.S 2 students in selected schools within Egor Local Government Area of Edo State. The instrument was subjected validity checks by one lecturer from the Department of Curriculum and Instructional Technology and one lecturer from Department of Chemistry to ensure its face and content validity. Additionally, the reliability of the instrument was established using Cronbach Alpha coefficient. The study employed a sample size of one hundred SS2 students selected through simple random sampling, and data were collected through administration of a test of mole concept diagnostic test questions. The findings of the study revealed varying levels of understanding and misunderstanding among students regarding the mole concept. Notable fluctuations in correct understanding and misunderstanding percentages were observed across different items, indicating diverse challenges faced by student in understanding the concept. Gender-specific differences in understanding levels were also evident, with male students exhibiting higher rates of misunderstanding compared to their female counterparts. Common errors identified includes challenges in balancing chemical equations accurately, misinterpreting Avogadro’s constant and struggling with mass-to-mole conversions. These findings highlight the need for effective instructional strategies to address misconceptions effectively and promote equitable learning outcomes among students.