JEWEL: Good afternoon to all the panelists, teachers and to our research adviser. I am Jewel G.

Franada and I would like to greet you all a pleasant afternoon. Together with my groupmates
(introduce yourself one by one).

DENNIES:We will be presenting our proposed study entitled" The Level of Difficulties Encounter by
Grade 11-STEM Students in Learning General Chemistry as their Specialized -Subject at La Salette of
Roxas College, Incorporated".

SHALL WE START NOW MAAM/SIR?

To formally start our presentation here is Mr.Aljon Aguinaldo to present our Situational analysis.

ALJON: SITUATIONAL ANALYSIS

The Grade 11 - STEM students were found out to have challenges in learning General Chemistry as
evidently observed during the midterm of the second semester. This situation had pushed the
researchers to make a thorough study or to further analyze the sources of difficulties of these
students for the findings would help enhance the academic performance of the Grade 11-STEM
students in General Chemistry as their specialized-subject.

As what I have said, Grade 11 STEM students is having difficulties during the second semester
midterm, they find the subject difficult because they are required to learn the specialized academic
language and concepts of general chemistry while simultaneously learning many abstract topics. .
This situation became the basis for writing our situational analysis.

KATE: INTRODUCTION
To give to you a brief summary of our study:

 Chemistry curricula commonly incorporate many abstract topics, which are central to
further learning in both chemistry and other sciences.
 General Chemistry 1 is a subject that offers a highly contextualized and engaging content. It
covers all of the topics typically covered in second semester and includes both formative
assessments, with high scaffolding, and end of unit and module quizzes.
 It is essential for us to understand why most of students encountered difficulties in General
Chemistry, in order for us to provide conclusion and recommendation to the study’s
participants or respondents.
 The researchers conducted a study to find out the level of difficulties in learning General
Chemistry that are encounter by the senior high school students. The Grade 11-STEM of La
Salette of Roxas College, Inc. SY 2021-2022 was the target respondents of the study who
experienced learning difficulties in General Chemistry.

JEWEL: For the statement of the problem here is Mr.Jedrek Navalta

JEDREK: STATEMENT OF THE PROBLEM

This study aims to determine The Level of Difficulties Encounter by Grade 11-STEM Students in
Learning General Chemistry. It seeks to answer the following questions:

• What is the level of difficulties do Grade 11-STEM students experience in learning General
Chemistry?

• Why do Grade 11-STEM students experience these difficulties in learning General

Chemistry?
 • What is the present performance level of Grade 11-STEM students in General Chemistry to
the second semester midterm?

The statement of the problem represents what we want to address and solve in our research,
and it's important since we can't begin to conduct research unless we have a problem or issue
to address.

JEWEL: To give us the hypothesis of the study here is Mr.George Quebral

GEORGE: HYPOTHESIS OF THE STUDY

The hypothesis of this study is There is no significant relationship in the level of difficulties of the
Grade 11-STEM students prior to their performance in General Chemistry for the second semester
midterm.

IMPORTANCE/FUNCTION OF HYPOTHESIS OF THE STUDY

It gives an assumption and draws a conclusion in our study so this hypothesis might still change as
we continue to investigate and conduct this research.

JEWEL: For the conceptual framework here is Mr.Dennies Elefante Jr.

DENNIES: CONCEPTUAL FRAMEWORK

In our conceptual framework, it consists of INPUT, PROCESS AND OUTPUT. Under input, is the
Performance level of Grade 11-STEM students in General Chemistry for the second semester
midterm. Under process, we will be Identifying the level of difficulties in General Chemistry among
the Grade 11-STEM students by Evaluation and analysis of data through:Survey questionnaires using
Google Form. And for Our output, it will Enhanced the academic performance of the Grade 11-STEM
students in General Chemistry as specialized-subject.

IMPORTANCE/FUNCTION OF CONCEPTUAL FRAMEWORK

A conceptual framework represents what we seek to find in our research, organizes the research
process, and produces general conclusion that are supported by statistical analysis.
Input is the variables that causes the problem or phenomenon(cause)
Process is the method which the variables are collected
Output is the outcome of the variables and depend on the independent variable(effects)

JEWEL: Here is Mr.Frede Mhar Garcia to explain us the significance of the study

FREDE MHAR: SIGNIFICANCE OF THE STUDY

So, our study will benefit the following:

School Administrators. This study serves as a guide to the needs of their students, specifically in
establishing rich learning environment or facilities improving the skills of the students in learning
General Chemistry.

Teachers. This study will provide information about the nature and causes of learning difficulties
encounter by Grade 11-STEM students on their specialized subject - General Chemistry and what
can be done to overcome these difficulties. Moreover, this study will help them formulate their
own strategies suited to the needs of their learners in bringing out the abilities of every student.
Students. This study will help them discover the common difficulties that they encountered or may
encountered in the General Chemistry as their specialized subject in the future, and what can be
done to overcome these difficulties.

Parents. This study will let them know why their children is having difficulties on their General
Chemistry.

The Researcher. They can gain importance in this analysis. The researcher will know the level of
difficulties encounter by the students in their General Chemistry as their specialized – subject.

Future Researcher. They can use this report as their guide to collect knowledge which may serve
as building blocks for a larger study.

IMPORTANCE/FUNCTION OF SIGNIFICANCE OF THE STUDY

It is where we show that research is worth conducting and how significant and beneficial it is to the
community, student, people, and various institutions.

JEWEL: For the scope and delimitation here is Ms.Kate Deniega

KATE: SCOPE AND DELIMITATIONS

Our study will focus on gathering information regarding the the level of difficulties Encounter by
Grade 11-STEM Students in Learning General Chemistry and our respondents were limited to 35 out
is 72 students.

IMPORTANCE/FUNCTION OF SCOPE AND DELIMITATIONS

A study's scope and delimitations describe the amount to which the research area will be studied in
the work and the parameters within which the study will operate.

Why do we need to set limit and boundaries in our study?

It is very important to set the parameters of the study to avoid the holistic aspect of research,
allowing us to study only the important and specific topic of our research.

How did we come up with 35 respondents?

We all know that in qualitative research only requires a few respondents to lessen the number of the
population and to get only the sample and we will tackle later on the data gathering procedure, the
sampling method we use in this study.

JEWEL: FOREIGN AND LOCAL LITERATURES

We provided 5 examples of foreign and local literature to build foundation and allows us to
construct a base for our research.

1.A research study conducted by Takbir Ali (2012) states that chemistry subject requires significant
prerequisite knowledge and understanding of very basic concepts. Students’ or teachers’
misconception have predominantly focused on eliciting a sophisticated understating of advanced-
level content and thereby “taking for granted” the common difficulties that arise from the lack of
understanding of a range of very basic concepts and terms that are commonly used in chemistry
classroom as a base to understand advanced-level scientific knowledge. 2. Impact of Students’
Financial Strength on their Academic Performance.

2. Second is the study according to Aikenhead. Over the past decades pupil interest and
achievement in chemistry have declined. The reason is because “chemistry and physics are irrelevant
and boring, mainly because their instruction is out of synchrony with the world outside of school”. It
may be interesting to consider the reasons why we are at this point and then to suggest some
alternatives.

3. There are many reasons for students finding chemistry difficult to learn. In schools and
universities, the lecture is probably the oldest and most common teaching method, considered to be
an effective way to present material in a manner in which student learning is mediated by the
teacher. The lecture has been described as “a grossly inefficient way of engaging with academic
knowledge” (Laurillard, 2008). Nevertheless, the lecture provides an opportunity for a very large
number of students to be exposed simultaneously to a large amount of information, and it will likely
play a key part in the learning experience of students in the foreseeable future.

4. General Chemistry, by its very nature, is highly conceptual. While much can be acquired by rote
learning (this often being reflected by efficient recall in examination questions), real understanding
demands the bringing together of conceptual understandings in a meaningful way. Thus, while
students show some evidence of learning and understanding in examination papers, researchers find
evidence of misconceptions, rote learning, and of certain areas of basic chemistry which are still not
understood even at degree-level (Johnstone, 2001; Bodner, 2007): What is taught is not always what
is learned.

5. According to Sirhan, Ghassan (2007) Chemistry is often regarded as a difficult subject, an

observation which sometimes repels learners from continuing with studies in chemistry. This paper
seeks to bring together the general findings obtained from research over the past few decades for
both school pupils and university students in an attempt to suggest the key reasons for this difficulty.
Suggestions are made on ways to minimize the problems based on understandings of attitudes and
motivation as well as the psychological understandings of how learning takes place.

DENNIES:LOCAL LITERATURE

1. Anne Marie Helmenstine, Ph.D., concluded that that you have to be comfortable with math up
through algebra to understand and work chemistry problems. Geometry comes in handy, plus you'll
want calculus is you take your study of chemistry far enough. Part of the reason many people find
chemistry so daunting is because they are learning (or re-learning) math at the same time they are
learning chemistry concepts. You can't understand chemistry until you understand the vocabulary.
There are 118 elements to learn, a lot of new words, and the entire system of writing chemical
equations, which is its own special language.

2. An article entitled “Why Study Chemistry?” by Anne Marie Helmenstine, Ph.D. also, states that
understanding chemistry helps you to understand the world around you. Chemistry isn't secret
knowledge, useless to anyone but a scientist. It's the explanation for everyday things, like why
laundry detergent works better in hot water or how baking soda works or why not all pain relievers
work equally well on a headache. If you know some chemistry, you can make educated choices
about everyday products that you use.

3. According to Eshani N. Lee, general chemistry is a mandatory course for those in pursuit of careers
in various allied health and science, technology, engineering, and mathematics (STEM) fields.
However, many students find chemistry difficult. The situation is especially demanding, as these
students are required to learn the specialized academic language and concepts of chemistry while
simultaneously learning many abstract topics. It is important that educators address the unique
learning experiences and needs that students have in the science classroom to provide them with
equitable access to science knowledge and careers.
4. Student and environment-related factors were also found to be greatly contributing to
performances of students in science subjects like chemistry. The chemistry teacher, students,
parents, high school administrators, curriculum planners, and the government are therefore faced
with the daunting challenge of re-awakening interest and providing enabling environment for the
effective teaching of chemistry in particular and the sciences in general by Joymie R. Orbe.

5. and According to Dayamon T. Magdara, Chemistry is considered as one of the cornerstones of

science, technology and industry. It forms the foundation of the life sciences and the core of every
technology that people enjoy today. Science educators, therefore, must participate in exploring the
many possibilities by which science instruction can be improved for they are the ones tasked to bring
science education to a cutting edge

JEWEL: To explain us the Data Gathering procedure here is Mr.Donking Agapalo

DK: DATA GATHERING PROCEDURE

The method used in this study is qualitative research design. Quota Sampling is the method we are
going to use in this study. The researchers will conduct it using survey in order to analyze the level of
difficulties experienced by grade 11-STEM students in learning General Chemistry and in order for
the researchers to provide conclusion and recommendation to the study’s participants and
respondents.

We use sampling method because the researchers will only select a sample of individuals who are
representative of a larger population and to avoid a high degree of bias and for us to be valid and fair
in our study. In addition to this, it enables us to have a more specific results that is within the scope
of our target results in certain respondents.

JEWEL: And lastly for the Instrumentation here is Mr.Jedrek Navalta

JEDREK: INSTRUMENTATION
We are going to use Questionnaire for the instrumentation to identify The Level of Difficulties
Encounter by Grade 11-STEM Students in Learning General Chemistry and we will prepare a set of
questionnaires using the open-ended questions which means that it cannot be answerable by yes or
no and it is set out in such a way so participants can express themselves and their points of view in
their own language and terms.

1. Which topics do you find more difficult to learn in grade 11 texts? List them?

2. What do you think causes of learning difficulties you have mentioned?