The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in The Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory learning outcomes. However, what could lead to unsatisfactory learning outcomes in chemistry if basic stoichiometry is considered challenging? This has led the present study to develop a survey research method to assess students' misconceptions on basic stoichiometry. Through a systematic random sampling technique, 285-grade eleventh students were selected. The topics covered in the study included interpreting the pH of common substances, balancing basic stoichiometric equations, and inferences of experimental results. Students’ responses to misconception survey questions were reviewed and analysed. The results indicated that students could be taught some basic principles of stoichiometry. Students who were challenged to correct inferences from experimental results need to develop their knowledge better. Accordingly, the study concluded that chemistry education can indicate the success of introducing basic stoichiometry, including referencing to the lower grades, rather than secondary grades. Nevertheless, what this study could recommend was to examine the possible source and cause of such misconceptions concerning basic stoichiometry reactions and balancing. Keywords: basic stoichiometry, chemical reactions, pH values interpretation, students’ misconceptions
The study aimed to investigate the effect of using the smartboard on teaching and learning acid-base reactions by applying qualitative and quantitative calculations. The effect of the smartboard on knowledge retention of the concept application was examined and compared to traditional teaching methods. A quasi-experimental design with experimental and control groups using the pretest and posttest design was adapted for the study. A convenient sampling technique was used to select 284 Grade 11 students from an urban region of The Gambia. We prepared an achievement test with 15 questions to collect data. While the experimental group studied the topics using the smartboard, the control group studied using traditional teaching methods. The achievement test was prepared to measure the groups’ differences in knowledge retention and application. The same test was applied to compare the pretest and posttest to measure group differences. The independent t test results showed a significant difference (p = .000) between the experimental group (M = 34.30, SD = 18.971) and the control group (M = 28.01, SD = 13.853). Furthermore, the results of the knowledge-retention rate were higher among the experimental group participants (M = 29.23, SD = 14.232) than in the control group (M = 26.72, SD = 12.673). This leads to the conclusion that using the smartboard provides an educative contribution to technology integration in the classroom, especially innovation in teaching and learning.
The integration of SMART notebook software was one of the modifications to the teaching and learning environment since the post-coronavirus. Despite the extent of literature about the importance of this software to teaching and learning, there have been conflicting views and an overall lack of intervention in the Gambia regarding its importance in chemistry teaching and learning. Nevertheless, studies conducted about the impact of this software in the Gambia traditionally focused on evaluating regional examination results, where conceptual understanding of qualitative determination and quantitative study of acid-base reactions in the secondary school curriculum are continuous challenging for students. Further, these bodies of evaluation could not present support for the software on chemistry teaching, moreover, on the three domains namely recall, knowledge and application. On this basis, the purpose of the study was to investigate how interactive classrooms could support students’ learning the topics. Through quasi-experimental design and systematic random sampling technique, 314 students were selected and split into two independent groups, the treatment, and the control. The treatment group were taught using interactive learning objects in SMART notebook in conjunction with laboratory experimentation, while the control group mainly conventional teaching methods, including laboratory experimentations. After 24 days of parallel interventions, a non-parametric (Mann-Whitney U test mean rank) statistical test was conducted at a .05 level of significance. The results revealed that students in the treatment group had better knowledge retention and application than their peers in the control group as indicated by a significant difference (p=.001). These results align with the experimental literature and were particularly effective for developing alternate strategies for educating secondary students in chemistry class.
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