Chemical concept inventory on solutions: Probing misconceptions on solutions chemistry

• Main Author: Ferrer, James F.
• Format: text
• Language: English
• Published: Animo Repository 2005
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3608
• Institution: De La Salle University

This study entitled Chemical Concept Inventory on Solutions was conducted to determine the proficiency level and misconceptions of the students concerning the topic solutions in Chemistry. The researcher probed the conceptual understanding of third year high school students on the topic through a 16-item open-ended Chemical Concept Inventory test results and follow up interviews. The inventory used in this study was modeled after Treagust (1998) and Odom and Barrow (1995) and Mulford (1996). The development process involved three phases: 1) determination of content, 2.) writing of test questions, 3) instrument validation. The researcher adopted the Chemical Concept Inventory developed by Mulford in 1996 but there were modifications done in order to provide suitability in the Philippine setting. The structural and content validity of the CCI were refined with the help of university professors at De La salle University who were experts in the field of chemistry and educational assessment. Based on the results of the test, most of the students scores fall below the mean of 3.62. Twenty-three of the respondents obtained scores 4-7 (46%) while the remaining 54% or 27 students got scores ranging from 1-3 (below the mean score). The students have a very low proficiency level because not even one passed the 75% passing rate prescribed by the Department of Education (DepEd). Based on the data gathered, the researcher has arrived at the following conclusions: The low CCI scores revealed that the respondents have misconceptions which are not scientifically acceptable. The most common misconceptions possessed by the respondents fall under the subtopics: a) colligative properties of solutions, b) dilution of solutions, c) enthalpy of solutions, and d) and the factors affecting the solubility. These misconceptions were: Water is less dense than cooking oil so they don't mix with each other, powdered detergent soap dissolves in water an forms bubbles on top so its exothermic reaction, Sugar solution boils at higher temperature because it is a mixture while pure water is a substance, Beaker A will have the highest boiling point because it has the least amount of water. Dilute solution has smaller change in temperature because it has lesser amount than sugar solution. Powdered detergent soap does not dissolve easily in water so the reaction is exothermic, salt goes back to its original physical appearance when the saturated solution is boiled for 20 minutes, and sugar molecules will be divided and far from each other when more water is added. No misconception was obtained for Item Nos. 12 and 13 because the students did not give any response/reaction. Based on the findings and conclusions of the study, the following recommendations are hereby suggested: 1) All chemistry teachers shall use the Chemical Concept Inventory (CCI) on solutions in probing their students misconceptions as an innovative measure in designing strategies that will remediate students difficulties in understanding concepts on solutions. 2) A further study on the students misconceptions, not only on chemical solutions but also to the other topics of the entire chemistry subject. The result could really help teachers improve their pedagogy and help students develop their conception on the different topics in chemistry and 3) The use of Chemical Concept Inventory (CCI) on solutions in probing students misconceptions shall be studied again in the Division of Pangasinan II to determine if gives the same results.