Development and validation of problem solving competence model (PSCM)-based chemistry learning material

• Main Author: Rodil, Mary Sheenalyn P.
• Format: text
• Language: English
• Published: Animo Repository 2016
• Subjects: Chemistry—Study and teaching; Problem solving; Teaching—Aids and devices; Chemistry; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/478
• Institution: De La Salle University

The study was conducted on the belief that understanding the way students learn is the key to educational improvement. It highlights the use of problem solving competence model tested using Nutrition and Food Technology college students in chemistry course in developing chemistry learning material in the areas of solutions, chemical equilibrium and acids and bases. The model shows how self-efficacy, effort, perceived usefulness belief, resource management, and metacognitive regulations interact and contribute to the successful solution of quantitative chemistry problems. A structural equation model, particularly path analysis supported the model and indicated that only two variables, perceived usefulness and metacognitive regulation, strongly influenced students problem solving performance.The chemistry learning material developed consistent with the students problem solving competence model was tested by the researcher into one intact class for 10 weeks during the second semester of school year 2015-2016 at Technological University of the Philippines, Manila. Pretest and Post test injecting qualitative approaches revealed a highly positive effectiveness of utilizing the learning material in the learning process. This was noted in the students scores in pre-post problem solving test and student responses on open ended exit interview, reflections and feedbacks and answers on various problem solving activities and exercises in the learning material. The design and structure of the learning material improved students problem solving performance, enhanced students problem solving strategies, and facilitated increase on students perceived usefulness belief and metacognitive regulation. Students responded positively to the use of the chemistry learning material in their problem solving tasks.