CONCEPTUAL DIFFICULTIES OF SECONDARY SCHOOL STUDENTS IN UNDERSTANDING ACID-BASE CHEMISTRY

Authors

  • Zarnab Naz Department of Education, The Islamia University of Bahawalpur Pakistan
  • Irem Mushtaq Department of Education, The Islamia University of Bahawalpur Pakistan

DOI:

https://doi.org/10.52567/pjsr.v4i1.666

Abstract

The dissemination of scientific knowledge has enormous transformative potential. As a result, a nation's progress and growth can't get off the ground without a solid foundation in scientific literacy. From this perspective, the education of science is crucial to cultivating a scientific worldview and boosting students' scientific knowledge. The motivation for this study stems from researchers' previous observations of secondary school students' conceptual difficulties in acid-base chemistry. The study used a descriptive, quantitative research approach to investigate common misconceptions about acid-base chemistry held by high school pupils. A special test instrument labelled as test designed to measure the conceptual difficulties in acid-base chemistry (TCDAB) was developed to measure the conceptual difficulties of secondary school students in Acid-Base chemistry. The Punjab Text Book Board, Lahore, version January 2020, 10th chapter Chemistry Text Book was used as a reference for the creation of the test (TCDAB). A table of the specification was used and was delimited to the first three levels of the cognitive domain of Bloom’s taxonomy. TCDAB has been validated by well-known chemists and educators. Test re-tests method was used to determine the reliability and the correlation coefficient (r) was 0.92. The internal consistency of the instrument was also evaluated using SPSS, and the resulting Cronbach alpha coefficient was 0.83. All the students studying chemistry in public secondary school of the district Bahawalnagar of the Punjab, Pakistan were population of this study (Dist. BWN consist of five tehsils which having total 250 schools). To conduct the survey of this study, a sample of 500 students from twenty (20) secondary schools, four (4) secondary schools (2 boys and 2 girls) from each five tehsils was selected by using the convenient sampling technique due to covid-19 in district Bahawalnagar city. The results of the analysis of TCDAB indicated that 60% concept-based items in acid-base chemistry were difficult like Arrhenius concept, Lowry Bronsted concept and Lewis Concepts, amphoteric compounds, conjugate acids and bases, chemical properties of acids and bases, concentration of acid base chemistry, strength of acid base chemistry, Uses of acids and bases, PH scale, and indicators.

Keywords: Acid-base chemistry, conceptual difficulties, table of specification, cognitive domain

Author Biographies

  • Zarnab Naz, Department of Education, The Islamia University of Bahawalpur Pakistan

    PhD Scholar

     

     

  • Irem Mushtaq, Department of Education, The Islamia University of Bahawalpur Pakistan

    Assistant Professor

     

     

Additional Files

Published

2022-03-31

Issue

Vol. 4 No. 1 (2022): Pakistan Journal of Social Research (PJSR)

Section

Research Article

License

Copyright (c) 2022 Zarnab Naz, Irem Mushtaq

Creative Commons License

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How to Cite

[1]
“CONCEPTUAL DIFFICULTIES OF SECONDARY SCHOOL STUDENTS IN UNDERSTANDING ACID-BASE CHEMISTRY”, Pak. J, Soc. Sci., vol. 4, no. 1, pp. 422–428, Mar. 2022, doi: 10.52567/pjsr.v4i1.666.