MATHEMATICAL PROBLEM-SOLVING SKILL AND CONCEPTUAL UNDERSTANDING AS CORRELATES OF SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN STOICHIOMETRIC ASPECT OF CHEMISTRY
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the relationship between mathematical problem-solving skill, conceptual understanding, and the achievement of senior secondary school students in the stoichiometric aspect of chemistry. Stoichiometry, a fundamental concept in chemistry, involves the quantitative relationships between reactants and products in chemical reactions. It requires a strong foundation in mathematical problem-solving and a deep conceptual understanding of the subject matter.
The study employed a quantitative research design, and a sample of senior secondary school students was selected using a stratified random sampling technique. The participants’ mathematical problem-solving skills were assessed using a standardized mathematical problem-solving test, while their conceptual understanding of stoichiometry was evaluated through a subject-specific questionnaire. The students’ achievement in stoichiometry was measured using an achievement test developed specifically for this study.
The results of the study revealed a significant positive correlation between mathematical problem-solving skill and students’ achievement in stoichiometry. Students who demonstrated higher levels of mathematical problem-solving skill tended to perform better in the stoichiometric aspect of chemistry. Additionally, a strong positive correlation was found between students’ conceptual understanding of stoichiometry and their achievement in this area. Students with a deeper conceptual understanding of stoichiometry tended to achieve higher scores in related assessments.
These findings highlight the importance of both mathematical problem-solving skill and conceptual understanding in the successful learning and application of stoichiometry. Educators and curriculum designers should emphasize the development of students’ mathematical problem-solving abilities and promote conceptual understanding through effective instructional strategies. Integrating mathematics into the teaching of stoichiometry can enhance students’ comprehension and improve their overall achievement in this area of chemistry.
Based on the study’s results, recommendations are provided for educators to incorporate more problem-solving activities and conceptual-based instruction in their chemistry curriculum, particularly within the stoichiometric aspect. Future research may explore the effectiveness of specific instructional interventions aimed at enhancing students’ mathematical problem-solving skills and conceptual understanding in stoichiometry, as well as investigating other factors that may influence students’ achievement in this domain of chemistry
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