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Many students consider chemistry to be one of the most difficult subjects to study at all levels of education. These perceived difficulties are part of the context in which these students develop chemical concepts and problem-solving skills. Therefore, an understanding of the concepts students use prior to instruction is paramount to effective instruction.

The main objective of this study was to identify and determine the level of misconceptions about general theories in general inorganic chemistry and its correlation with attitudes and academic performance among engineering students of the University of Baguio. What are the misconceptions in general inorganic chemistry about basic physical concepts and matter and chemical reactions among engineering students of University of Baguio. To identify and determine the level of misconceptions in general inorganic chemistry on fundamental physical concepts and matter and chemical reactions among engineering students of the University of Baguio.

When there is misunderstanding, it can be persistent and can easily affect the student's understanding of the lesson or subject. According to Chemistry Education research (2005), one of the main concerns in the chemistry community internationally has been the decline of chemistry's status as an "enabling science". An individual's performance is said to be the result of the interaction of simple responses such as habits, motives, attitudes, emotions, language and personality, all of which are products of learning.

We determined the level of attitude of engineering students of the University of Baguio towards the basic chemistry course and to what extent attitude affects misconceptions in chemistry.

In this study, the final grade of respondents in General Inorganic Chemistry for the first semester of SY 2005-2006. In this study, parental educational attainment was used to refer to the highest level of education attained by one of the parents. In this study, it refers to the subject ENGCHM 1 which covers the area of ​​General Inorganic Chemistry for Engineering students of the University of Baguio as described in the subject syllabus.

This indicates the category or rank of the student's understanding of the common core concepts of general inorganic chemistry based on the incorrect answer scores collected by the students from the questionnaire. It was conducted in the first semester of the school year, a week before the week of final exams. The respondents included University of Baguio engineering students enrolled in Engineering Chemistry 1 (ENGCHM 1) in the first semester of the 2005-2006 school year.

The researcher was teaching 3 of the 5 engineering chemistry classes offered for the first semester of the 2005-2006 school year. This study used the descriptive survey method of research, with the survey questionnaire as the data collection tool. A test for the significance of the level of misunderstandings between basic physical concepts and chemical matter and reactions was performed using paired t-test analysis or Z-test for large samples at the 5% significance level.

To obtain the student's attitude level (SUMATT), the sum of the student's answers for the twenty questions on the attitude survey was calculated and the average was determined. Parents' educational attainment (PAREDUC) is ranked according to the highest grade obtained by either one of the surviving parent or guardian of the respondent. For this study, it was used to determine which of the different variables has the most influential effect on students' misconception at 5% level of significance.

The distribution of student responses to the twenty questions on Basic Physical Concepts and Matter was tabulated (Appendix E) and common misconceptions, questions answered incorrectly by most respondents, were identified. The distribution of student responses to the twenty Chemical Reaction questions was tabulated (Appendix E) and common misconceptions were identified. The frequency distribution of the misconception scores for chemical reactions is shown in Figure 5, with the scores for the common misconceptions indicated.

Figure 2.  Vicinity Map
Figure 2. Vicinity Map

Que stion Numbe r

  • COURSE OBJECTIVE
  • COGNITIVE OBJECTIVES
  • AFFECTIVE DOMAIN
  • PSYCHOMOTOR OBJECTIVES
    • METHODOLOGY AND ACTIVITIES
    • COURSE OUTLINE
    • REFERENCES
  • BASIC PHYSICAL CONCEPTS AND MATTER
  • CHEMICAL REACTIONS

Table 11 also shows that the regression analysis confirms that the variables academic performance and level of students' attitude towards chemistry are important factors that can influence the level of students' misconceptions in chemistry. Therefore, the null hypotheses that there are no significant relationships between students' levels of misconceptions and attitudes toward chemistry and academic performance are rejected. A study was conducted to determine the factors influencing misconceptions about general inorganic chemistry among engineering students of the University of Baguio.

The research specifically aimed to: 1) identify and determine the level of misconceptions in general inorganic chemistry about fundamental physical concepts and matter and chemical reactions; The respondents of the study were 143 engineering students of the University of Baguio who were enrolled in General Inorganic Chemistry (ENGCHM1) during the first semester of the school year. A Chi-square goodness-of-fit test was used to determine the students' level of misconception and attitude toward chemistry.

Analysis of variance and regression analysis were used to determine the relationship and significance of the different variables on the level of misconceptions in general inorganic chemistry. Students' level of misconceptions in General Inorganic Chemistry on the topics of Basic Physical Concepts and Matter and Chemical Reactions is high. The level of academic performance of the students in General Inorganic Chemistry, as measured by the students' final grade in chemistry.

Regression analysis showed significant relationships between students' level of misconceptions in general inorganic chemistry and students' level of misconceptions. There were no significant associations between students' level of misconceptions in general inorganic chemistry and their background, such as high school chemistry grade, ethnicity, and parental education. Pupils' misconceptions about basic physical concepts and substances and chemical reactions are significantly different.

Students' level of attitude towards chemistry has a significant relationship with the students' level of misconception. Since regression analysis showed significant relationships between students' level of misconceptions in General Inorganic Chemistry and students'. In order to arouse the students' interest in chemistry, there is a need for more teaching and audio-visual aids, the use of modern technological devices, such as the Internet, to keep the students informed about the latest progress in it.

To improve students' academic performance, using daily, practical and more concrete examples that can be applied to the various concepts and theories in chemistry, encouraging peer tutoring or group activities, or additional homework to give the low-performing students a clearer and better understanding about these topics. As there may be other contributing factors that can be considered in identifying, classifying and determining student misconceptions in general inorganic chemistry, further investigation of this study on a larger scale is encouraged to minimize and correct or eliminate misconceptions in general inorganic chemistry . Chemistry.

APPENDIX D

PROFILE OF RESPONDENTS

APPENDIX E

Pigura

Figure 1 shows the research paradigm.
Figure 2.  Vicinity Map
Figure 3.  Campus Map
Table 1. Distribution of the Number of Respondents Per Class  CLASS   FREQUENCY PERCENTAGE
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