INCREASE THE UNDERSTANDING OF ENTHALPY CHANGES USING THE “SEBATIAN” TECHNIQUE

AMONG STUDENTS 6SC 2/3

1.0 Reflection of Past Teaching and Learning

I teach at SMK Tun Abdul Razak school grade 6SC 2/3. The students in my class consisted of 11
students. From observation after teaching classes for two weeks and going through various activities
such as "Storytelling" and "Gallery Walk",

They are still confused about enthalpy changes and the processes involved in thermochemistry from
failure to identify the characteristics of endothermic and exothermic. Chapter 7 chemical energetics
for STPM term 2 is a challenging topic for many students due to the complexity of the concepts and
equation involved.

Many chemical reactions involve heat changes where heat energy is released or absorbed. Reaction
also involved the breaking and formation of the bonds. The failure of the pupils to understand the
statement below.

“ Chemical reactions involved the breaking and/or formation of bonds . Bond breaking is
endothermic while bond formation is exothermic. If the heat released in bond formation is more
than the heat absorbed in bond breaking in a chemical reaction, then it is an exothermic reaction. If
the heat released in bond formation is less than the heat absorbed in bond breaking in a chemical
reaction is endothermic reaction.”

i) Pupils confused the term endothermic and exothermic when involved released and absorbed heat
to form and break bonds in thermochemistry .

ii) Basic knowledge of weak enthalpy changes concepts.

iii) Different levels of understanding of pupils.

Despite that , I tried to mirror myself and list the problems that may stem from my own weaknesses
such as :

i) An informal way to assume students already has in their stored knowledge about endothermic and
exothermic (SPM Syllabus) before entering enthalpy changes in term 2

ii) I only aim to finish the syllabus as soon as possible.

I thought that by doing so, I could finish the syllabus but I thought I had missed. The training work of
pupils is getting more and more mistakes and their performance is also getting worse.

Based on the problem, I am aware that this problem should not be left to linger as this is important
topic in 962/2 Chemistry Paper and my students will be sitting for the STPM Semester 2 exam in
September. To help the students better understand and retain the information, I will explore the use
of acronym method by introducing the "SEBATIAN" Technique.
2.0 Study Focus

From the above reflection, it was found that pupils were unable to answer thermochemical-related
questions because:

i) Pupils confused the term -“endothermic and exothermic” with bond breaking/forming and energy
changes.

ii) Basic knowledge of weak chemical concepts.

iii) Different levels of understanding of pupils.

Pupils are still unable to distinguish the example of reaction into endothermic and exothermic and
unable to define the term enthalpy reactions processes involved. Pop Quiz results showed as many
as 6 out of 11 pupils were unable to answer questions correctly.

3.0 Objectives of the Study

3.1 General Objectives:

The aim of this study was to improve the mastery of enthalpy reactions using the SEBATIAN
technique among weak pupils 6SC 2/3

3.2 Specific Objectives:

a) the pre-test and post-test results shows a significant different in student’s understanding of
enthalpy change before and after the intervention.

b) students can correctly define enthalpy of reaction and identify the thermochemical reaction.

4.0 Target Group:

The students involved are Form 6 Science stream from class 6SC 2/3 The class consists of 11
students. Students become weak in answering the question of thermochemical because they cannot
identify the endothermic and exothermic processes based on the characteristics given.

The impact of this problem if not addressed immediately, pupils will continue to adopt a "trial and
error" attitude. Pupils will also miss the opportunity to get good grades in the exam later. If measures
to overcome this problem are not taken, the student will also not know the enthalpy changes in
thermochemistry. Pupils who do not identify the endothermic or exothermic reaction, will eventually
fail to answer thermochemical questions in later exams.

I will try to overcome the problem of identifying endothermic and exothermic reactions as well as
the energy changes and bond changes involved by guiding them using the SEBATIAN and ABCXEF
technique.
5.0 Suggested actions

a) Activity 1

How to identify Endothermic and exothermic reaction using the SEBATIAN Technique.

b) Activity 2

Using the ABCXEF Technique to describe the Enthalpy changes that occur in endothermic and
exothermic.

Suggested materials

Energy level diagram of an exothermic reaction and endothermic reaction.

6.0 Study Execution Table: Gantt Chart

Week

1. Identify problems and early data collection

2. Writing a study proposal

3. Plan Action

4. Perform actions of Activity 1

5. Discuss problems arising in Activity 1

6. Implement Activity Action 2

7. Discuss the problems that arise in Action 2

8. Tests to track pupil achievement

9. Reflection of the study

10. Write a study report

11. Presentation of study findings

Estimated Expenses :
No Item Unit Price Total
1. Manila Card 6 X RM1.00 RM 6.00
2. Pen Marker 6 X RM1.00 RM 12.00
3. Students Note Book 13 X RM1.00 RM 13.00
4. Teacher’s Note Book 1 X RM5.00 RM 5.00
5. A4 Paper 1 rim X RM15.00 RM 15.00
 6. Photocopy Handsout 13 X RM1.00 RM 13.00
7. Binding Report 2 X RM5.00 RM 10.00

Total (RM) 74.00

References

5.0 Implementation of Actions

5.1 Preliminary review of the problem:

Before the next steps were taken in conducting this study, a review of the problem was made to
better understand the problem.

The survey is carried out by quoting the following data:

a. Pretesting

The students' knowledge in mastering electrochemical processes using the ANODE technique among
the weak students 6SC 2/3 was tested to find out the conceptual problems faced even though it was
taught in the same year.

b. Observation

A worksheet check is made to get an idea of the level of mastery of 6SC 2/3 students. The behaviour
of pupils before and after treatment was given was also observed.

c. Questionnaire

Pupils are given questionnaires before and after treatment. Differences in views and comments can
explain whether or not the treatment is effective.

5.2 Problem Survey Analysis

The survey results found:

a. Pretesting

It was found that the knowledge of the students in mastering the concept related to this enthalpy
changes showed a weak level of understanding. Pre-test results proved everything that the weak
level of understanding
 Pr e-tes t Entalphy Changes
PASS FAIL

53.85%

46.15%

b. Observation

The observation was found that 8 students were underserved during the PdPc. The delivery and
revision of the training book is also unsatisfactory. Sometimes 30% of pupils don't finish homework
at any one time on the grounds of not knowing how to get it done.

c. Questionnaire

I have distributed questionnaires before treatment is given. The questionnaire plays a role in
detecting the problems faced by the students. The findings showed that students were confused
with endothermic and exothermic reactions in thermochemistry. I will use the post-test later to
measure the changes in terms of students' interest in the chemical energetics.

Students are given questionnaires before and after treatment. The difference in views will be able to
explain and determine whether the treatment is effective or not.

9.0 Conclusion

My Action Study entitle Improving the understanding of enthalpy changes using the “SEBATIAN”
technique among the students 6SC 2/3 can help to master this title more effectively and at the same
time will help students improve their Semester 2 exam achievement in Chemistry subjects later.

The SEBATIAN technique is an acronym for the Second Electron affinity, B means enthalpy bond,
AT=atomisation , I means ionisation, A means absorb and N= eNdothermic