“A STUDY OF THE COMMON DIFFICULTIES ENCOUNTERED BY

STUDENTS WRITING AND BALANCING OF REDOX EQUATION IN

SECONDARY SCHOOL IN IGBO-EZE SOUTH LOCAL
GOVERNMENT AREA OF ENUGU STATE”

CHAPTER THREE
RESEARCH METHOD
Introduction
In this pivotal chapter, we embark on a meticulous exploration of the
methodological framework employed in the pursuit of understanding the
intricacies surrounding students' challenges in writing and balancing
redox equations. The journey into methodology is guided by a
commitment to precision, transparency, and the pursuit of a nuanced
comprehension of the phenomenon under investigation. The
methodology section is structured under the following sub-headings,
each elucidating a crucial facet of the research process:

Research Design

The research design selected for this study is mixed-methods research

design. This design was chosen because it allows for both quantitative
and qualitative data collection and analysis, providing a comprehensive
understanding of the common difficulties encountered by students in
writing and balancing redox equations. The integration of quantitative
and qualitative approaches is essential for gaining a nuanced perspective
on the research questions.
Population of the Study

The population of the study comprises of students in selected secondary

school in the Igbo-Eze South Local Government Area of Enugu State.
This population represents the totality of respondents to whom the
findings of the study will be generalized.

Sample and Sampling Techniques

Sample

A sample size of approximately 200 secondary school students will be

selected from the population. The sample will be drawn using a stratified
random sampling technique to ensure representation across different
schools and grade levels.

Sampling Technique

The stratified random sampling technique was chosen to guarantee a

proportional representation of students from various schools and grade
levels. This method ensures that each subgroup in the population has a
chance of being included in the sample, contributing to the overall
representativeness of the study.

Instrument for Data Collection

The instrument used for data collection in this study is a structured

survey questionnaire. The questionnaire comprises sections designed to
assess students' understanding of redox equations, their ability to write
and balance these equations, and the specific difficulties they encounter
in this process. The questionnaire is patterned, sectioned, and scaled to
capture expected responses and weightings.

Validity of the Instrument

The validation of the questionnaire involved a rigorous process to ensure

its accuracy and appropriateness. Face and content validity were
established through a thorough review by subject matter experts and
educators in the field of chemistry. Construct validity was also
considered, aligning the questionnaire with the theoretical frameworks
underpinning the study.

Reliability of the Instrument

To ensure the reliability of the instrument, Cronbach's Alpha was

employed to assess internal consistency. Cronbach's Alpha is a statistical
measure that evaluates how consistently the items within the
questionnaire measure the same construct. This method is particularly
relevant for assessing the reliability of a questionnaire designed to
explore the common difficulties encountered by students in writing and
balancing redox equations.

The questionnaire, comprising 15 items, was administered to a subset of

the sample at a single time point. Cronbach's Alpha was then calculated
based on the responses to evaluate the internal consistency of the
questionnaire. A higher Cronbach's Alpha coefficient indicates greater
consistency among the items, suggesting that the questionnaire reliably
measures the intended construct.
The choice of Cronbach's Alpha aligns with the nature of the
questionnaire, which aims to capture the nuances of students'
experiences and challenges in redox chemistry. This method is well-
established for assessing the reliability of educational instruments and is
deemed appropriate for this study's objectives.

In the subsequent sections, the specific steps and results of the

reliability analysis will be presented, providing insights into the
robustness of the questionnaire as a tool for investigating the identified
difficulties.

Procedure for Data Collection

The data collection process involved the following steps:

1. Introduction: Students were briefed about the purpose and

significance of the study.

2. Distribution of Questionnaires: The structured survey

questionnaires were distributed to the selected students.

3. Guidance: Clear instructions were provided to ensure uniform

understanding of the questions.

4. Collection of Completed Questionnaires: The completed

questionnaires were collected at a later date to allow students sufficient
time for thoughtful responses.

Method of Data Analysis

The data collected will be analysed using percentages and frequency
counts, mean and standard deviation. The selection of these statistical
tools is justified based on their appropriateness for the nature of the
study. The choice of using percentages, frequency counts, mean, and
standard deviation as statistical tools for data analysis in this study is
grounded in their appropriateness for capturing both the prevalence and
variability of responses among the students. Here's a brief rationale for
each:

Percentages and Frequency Counts:

Rationale: These tools will provide a comprehensive overview of the

prevalence of specific difficulties encountered by students. By presenting
responses in percentages and frequency counts, the study can highlight
the most common challenges faced by students in writing and balancing
redox equations. This quantitative approach allows for a clear
understanding of the distribution of difficulties.

Mean and Standard Deviation:

Rationale: The use of mean and standard deviation is essential for

assessing the central tendency and variability in students' responses.
Mean values will indicate the average level of difficulty perceived by
students, while standard deviation will depict the extent of variation
around this average. This approach adds depth to the analysis by
showcasing not only the common difficulties but also the degree of
consensus or divergence among students.
By employing these statistical tools, the study aims to uncover nuanced
insights into the nature and extent of challenges related to redox
equations, facilitating a comprehensive understanding of the issues
faced by students in the study area.

This method of data analysis will enable the identification of patterns

and trends in students' responses, offering valuable insights into the
common difficulties encountered in writing and balancing redox
equations.