Journal of Education and PracticeISSN 2222-1735 (Paper) ISSN 2222-288Vol 3, No 12, 2012
2011). One reason for the over-relunderstanding of the chemical concinvolving situations different fromBodner & Herron, 2002). In Thaileast amount of reactant presentedThai students thought that the limiti2007).In Nigeria the story is not differentWAEC (2010, 2011) has it that, mchemical formulas and to balancechemical equation had been previowho reported that stoichiometry posinvolved in solving stoichiometric balance chemical equations, (Olmrequired for solving stoichiometricin stoichiometry.From the ongoing discussions, it irecurrent. Therefore, it is as a resulwith the help of a problem solvinghelp us to decide on a more organiz
The target population for this studyfor the research consisted of 300 seTechnical Education Board (STTEsampling i.e. four randomly selecteof 25 students was selected from eaThe schools were selected based on(i) a minimum number of five years(ii) students must have been taughtsolving stoichiometric problems. Th(b) chemical laws (c) gas laws and,(iii) the school must have at leastExperienced chemistry teachers arenot less than five (5) years.
3. Research instrument
The Problem Solving Test in Stoic past examinations questions of thewere scrutinized for the questions r selected from these papers and so prevent students from spotting thesstoichiometric problems of approxidata and apply the appropriate relatian insight into individual student pr The test covered specific areas in st(i) Empirical and molecular formula percentage composition and vice vechemical equation, mole calculation
4. Validation of research instrum
To ensure the face and content valideducation experts in the Departmeschool chemistry teachers who arecomments by moderators on the lanthe validity of the instrument. In part of the test sample so as to verithe right duration for the paper suchThe reliability of the instrument wobtained from the first and seconMoment Correlation Coefficient Fo
182iance on algorithmic procedures suggested by the r epts that was further supported by their inability tothe ones that were used during instruction (BouJaand, it was found that some students considered thein terms of mass, not mole (Boujaoude & Barakat,g reagent was the reactant presented in excess in a reas the Chief Examiners’ Report on the West Africast of the chemistry candidates displayed inability tochemical equations. The report of students’ inabilisly highlighted by Adeyegbe, (1989); Bello, (1990)ed a threat of difficulty to students because of the for problems. Beside students’ inability to write cheted, 1999) reported that, poor understanding of stroblems is another factor that is responsible for studs obvious that students; difficulties in solving stoit of this that this research work focuses on identifyimodel that is due to Ashmore, Frazer and Casey (1d framework for teaching purposes.was all the senior school two chemistry students inior school two chemistry students selected from 12 S) Schools in Kogi State. These schools were selectschools from each of the three senatorial districts inh of the schools.the following criteria:of experience in entering candidates for public examithe relevant chemistry topics as prerequisite knowlese prerequisite skills involve: (a) chemical symbols,d) the mole concept;an experienced university graduate teaching chemisthose with teaching qualifications, who have taught iiometry (PSTS) that was constructed and administer WAEC Chemistry Paper 1 and Paper 2 from the yelating to mole concept and stoichiometry. Items for te alterations were made in wording, numbers andas past examination paper questions. The test instruately O’ level standard where the questions requiredonships relating to the content area of study (stoichio blem-solving processes.ichiometry which the teachers indicated that they ha; (ii) Chemical formula and percentage composition,rsa); (iii) Mass relationship in chemical reactions (ms); (iv) Limiting reagent concepts and percentage yiel
ity of the instrument, the test items or papers were mnt of Science Education, University of Ilorin and tWAEC and NECO examiners for their commentsguage, content and constructs were used to fine-tune tddition, the instrument was also be given to 30 studey the clarity of questions, appropriateness of languagthat time would not be a constraint in the measuremeas determined using the test-retest method of threeadministrations of the instrument were correlatedmula to obtain reliability indices for the instrument.
esearchers was lack of olve transfer problemsude & Barakat, 2000;limiting reagent as the000). Moreover, someaction (Dahsah & Coll,Examination Council;accurately write down