effect of hands-on activities on senior secondary chemistry students

1 downloads 0 Views 1MB Size Report
Apr 2, 2010 - G. Pilot Study Sample School Normal Time-Table for Chemistry Lessons. 75 ... U. Hands-on Activities Lesson Notes for Experimental Group.
EFFECT OF HANDS-ON ACTIVITIES ON SENIOR SECONDARY CHEMISTRY STUDENTS’ ACHIEVEMENT AND RETENTION IN STOICHIOMETRY IN ZONE C OF BENUE STATE

BY

OLUWATOSIN VICTOR AJAYI BSU/CUT/MED/13/3808

A DISSERTATION SUBMITTED TO POSTGRADUATE SCHOOL, BENUE STATE UNIVERSITY, MAKURDI IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER DEGREE (M.ED) IN SCIENCE EDUCATION

1

CERTIFICATION

We certify that this dissertation title “Effect of Hands-on Activities on Senior Secondary Chemistry Students’ Achievement and Retention in Stoichiometry in Zone C of Benue State” has been duly presented by Oluwatosin Victor Ajayi (BSU/CUT/M.ED/13/3808) of the Department of Curriculum and Teaching, Faculty of Education, Benue State University, Makurdi and has been approved by the Examiners.

SUPERVISOR

HEAD OF DEPARTMENT

Signature …………………………..

Signature………………………….

Dr. Josiah Ogbeba

Professor Emmanuel Edoja Achor

Date…………………………………

Date……………………………….

Having met the stipulated requirements, the dissertation has been accepted by postgraduate school.

………….……………………………. Professor Armstrong Matiu Adejo Dean Postgraduate School

…………………………………….. Date

2

DEDICATION This dissertation is dedicated to the Almighty God, the Alpha and the Omega who gave me the divine grace to complete the study.

3

ACKNOWLEDGEMENTS To God be the glory, honour and adoration for preserving my life and more still for His special grace and strength showered on me right from the beginning to a successful end. It has been a good fortune to have the expert advice and guidance of many talented people whose knowledge and skills have enhanced this work in many ways. Their contributions are diverse. For their invaluable help, I would like especially to appreciate my dissertation supervisor, Dr. Josiah Ogbeba; whose inspiration and tireless work in spite of his tight schedules ensured the continued high quality of this work. He deserves much credit for the improvement that has resulted. My profound gratitude also goes to my Head of Department Professor Emmanuel Edoja Achor, as well as Professor Joel Obo Eriba, Professor Peter Ogbu Agogo, Professor (Mrs.) Yetunde Elizabeth Gyuse, Professor (Mrs.) Regina Marita Onabid Samba, Professor Clement Onyeke Abah, Professor Nicholas Akise Ada, Professor David Amokaha Aboho, Professor Ruth Etakpobunor Utulu, Professor Emmanuel Ijenkeli O’kwu, Dr. Emmanuel Eriba Otor, Dr. Maria Seraphina Kurumeh, Dr. Jerry Ebere Omenka, Dr. Benjamin Iortwam Imoko, Dr. Comfort Ojela Odoh, Dr. Sunday Oche Emaikwu and all Lecturers in the department for preparing me for the task I have undertaken successfully. I also acknowledge with appreciation Mr. Ashiker Awange, Miss. Dooshima Aande, Mr. Paul Eriba, Mr. Peter Tivde, Mr. Terzulum Godwin, Mr. Peter Dyako, Mr. Terkimbi Ada, Mr. Tertese Ali, as well as principals, school teachers, research assistants and students for their numerous contributions and cooperation in the course of my field work. Finally, my gratitude goes to my parents, Dr. & Mrs. James Ade-Ajayi for their encouragement and financial support and also to my darling wife Mrs. Evelyn Ehi Ajayi and our lovely son Oluwaferanmi Victor Ajayi for their love, encouragement, understanding, patience, and moral support to bring this work to a successful end. 4

TABLE OF CONTENTS Content

Page

Title Page

i

Certification

ii

Dedication

iii

Acknowledgements

iv

Table of Contents

v

List of Tables

vii

List of Appendices

viii

Abstract

ix

CHAPTER ONE: INTRODUCTION 1.1

Background to the Study

1

1.2

Statement of the Problem

7

1.3

Purpose of the Study

8

1.4

Research Questions

9

1.5

Hypotheses

9

1.6

Significance of the Study

10

1.7

Scope of the Study

11

1.8

Operational Definition of Terms

12

CHAPTER TWO: REVIEW OF RELATED LITERATURE 2.1

Introduction

13

2.2

Theoretical Framework

13

2.3

Conceptual Framework

16

2.4

Empirical Studies

30

2.5

Summary

36 5

CHAPTER THREE: RESEARCH METHOD 3.1

Introduction

37

3.2

Research Design

37

3.3

Area of Study

38

3.4

Population

39

3.5

Sample and Sampling

39

3.6

Instrumentation

40

3.6.1 Validation of Instrument

40

3.6.2

Reliability

41

3.7

Method of Data Collection

42

3.7.1 Experimental Procedure

42

3.8

44

Method of Data Analysis

CHAPTER FOUR: INTERPRETATION, ANALYSIS AND DISCUSSION 4.1

Introduction

45

4.2

Data Analysis and Interpretation

45

4.3

Discussion of Findings

55

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1

Introduction

57

5.2

Summary

57

5.3

Conclusion

59

5.4

Recommendations

59

5.5

Limitation

60

5.6

Suggestions for Further Studies

60

5.7

Contributions to Knowledge

60

REFERENCES APPENDICES

61 69 6

LIST OF TABLES

Table

Title

Page

1.

Mean Achievement and Standard Deviation Scores of Students taught Stoichiometry using Hands-on Activities and those taught using Demonstration Method 44

2.

Mean Retention and Standard Deviation Scores of Students taught Stoichiometry using Hands-on Activities and those taught using Demonstration Method

45

Mean Achievement and Standard Deviation Scores of Male and Female Students taught Stoichiometry using Hands-on Activities

46

3.

4.

Mean Retention and Standard Deviation Scores of Male and Female Students taught Stoichiometry using Hands-on Activities 47

5.

ANCOVA Tests for Mean Achievement Scores of Students taught Stoichiometry using Hands-on Activities and those taught using Demonstration Method

48

6.

ANCOVA Tests for Mean Retention Scores of Students taught Stoichiometry using Hands-on Activities and those taught using Demonstration Method 49

7.

ANCOVA Tests for Mean Achievement Scores of Male and Female Students taught Stoichiometry using Hands-on Activities 50

8.

9.

10.

ANCOVA Tests for Mean Retention Scores of Male and Female Students taught Stoichiometry using Hands-on Activities

51

ANCOVA Tests for Interaction Effect between Methods and Gender on Students’ Achievement in Stoichiometry

52

ANCOVA Tests for Interaction Effect between Methods and Gender on Students’ Retention in Stoichiometry

7

53

LIST OF APPENDICES A.

Letter of Introduction

69

B.

Analysis of Chemistry Students’ Achievement in WASSCE May/June 2006-2015

70

C.

Analysis of Chemistry Students’ Achievement in NECO June/July 2006-2015

71

D.

Enrolment for SS II Students, 2015/2016 Session

72

E.

Sampled Schools Used for the Study

73

F.

Sample Distribution of SS II Students Used

74

G.

Pilot Study Sample School Normal Time-Table for Chemistry Lessons

75

H.

Main Study Sample Schools Normal Time-Table for Chemistry Lessons

76

I.

Training Program for Chemistry Teachers Used as Research Assistants for Pilot Study 77

J.

Scheme of Work

78

K.

Table of Specification for Stoichiometry Achievement Test (Pre-test)

79

L.

Letter to Validators

80

M.

Validation Form

81

N.

Stoichiometry Achievement Test (Pre-test)

84

O.

Stoichiometry Achievement Test Marking Scheme (Pre-test)

88

P.

Stoichiometry Achievement Test (Post-test)

89

Q.

Stoichiometry Achievement Test Marking Scheme (Post-test)

93

R.

Stoichiometry Achievement Test (Retention-test)

94

S.

Stoichiometry Achievement Test Marking Scheme (Retention-test)

98

T.

Stoichiometry Achievement Test Reliability Data Analysis

99

U.

Hands-on Activities Lesson Notes for Experimental Group

102

V.

Demonstration Lesson Notes for Control Group

118

W.

Main Study Data Analysis

134

8

ABSTRACT The research was on the effect of hands-on activities on senior secondary chemistry students’ achievement and retention in stoichiometry in Zone C of Benue State. The moderating effect of gender was also examined. The study adopted the pretest, posttest, control group, quasi-experimental research design. The instrument used for data collection was Stoichiometry Achievement Test (SAT) with the reliability value of 0.92 using Pearson product moment coefficient. The target population of this study was 8381 which was the population of SSII chemistry students in study area. A sample of 292 students comprising 158 boys and 134 girls drawn from 8 schools within 4 Local Government Areas (LGA) out of 9 LGA in the zone selected using multi-stage sampling techniques. Four research questions and six null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The study revealed that students taught stoichiometry using hands-on activities had significantly higher mean achievement scores than those taught using demonstration method F=555.374, P(0.0001 PbCrO4 + KNO3

17.

CO + Fe2O3 -----> Fe + CO2

18.

Zn(OH)2 + H3PO4 -----> Zn3(PO4)2 + H2O You are provided with 0.10 M solutions of AgNO3, 0.10M solutions of Na2CO3,

Water, and test-tube sets, racks; Carry out the following activities to answer questions 19-22. Instruction: place 4 drops of water in each test-tube in the test-tube of the tube rack. Then add 1 drop of 0.10M silver nitrate (AgNO3) to test-tube 1; 2 drops to test-tube 2; 3 drops to test-tube 3; 4 drops to test-tube 4; 5 drops to test-tube 5; 6 drops to test-tube 6; 7 drops to testtube 7; 8 drops to test-tube 8. Then, adds 8 drops of 0.10M sodium carbonate (Na2CO3) to test-tube 1; 7 drops to test-tube 2; 6 drops to test-tube 3; 5 drops to test-tube 4; 4 drops to test-

94

tube 5; 3 drops to test-tube 6; 2 drops to test-tube 7; 1 drops to test-tube 8. Gently shake the contents in each test-tube to allow thorough mixing. Then allow it to stand for 5 minutes for any observed precipitate to settle. As illustrated in the table below: Test tubes

1

2

3

4

5

6

7

8

Drops H2O

4

4

4

4

4

4

4

4

Drops

1

2

3

4

5

6

7

8

8

7

6

5

4

3

2

1

AgNO3 Drops Na2CO3 Max ppt.

Consider the equation below AgNO3 + Na2CO3 -----> Ag2CO3 + NaNO3 19. If Ag2CO3 is the precipitate in the reaction, which test tube produced the maximum precipitate……………………………………………………………………………….. 20.

What is the ideal reacting mole ratio of AgNO3 to Na2CO3 in the test tube

that

produced the maximum precipitate in this activity…………………………………….. 21.

Give a reason for your answer in question 20 ……..........................................................

22.

Write a balance equation for the reaction…………………………………………………

23.

Adjective describing the yield of product obtained when a reaction is carried out is called……………………………………………………………………………………...

24.

Adjective describing the yield of product that is predicted from the Stoichiometry of the reaction is called………………………………………………………………………….

25.

The formula for calculating percent yield fraction of a chemical reaction is expressed as………………………………………………………………………………………….

You are provided with an actual data chart from a student’s activity report to answer questions 26-30 Mass of empty beaker = 93.650g Mass of beaker and NaHCO3 = 95.151g Mass of NaHCO3 =1.501g Mass of beaker and NaCl after evaporating = 94.691g 26.

From gram NaHCO3 used, calculate mol NaHCO3 used 95

27.

From gram NaHCO3 used, calculated mass NaCl formed

28.

Using the mass NaCl recovered, calculate mol NaCl recovered

29.

Calculate the percent yield for the reaction from the actual yield (g NaCl recovered) and the theoretical yield (g NaCl calculated in question 27)

30.

Suppose NaHCO3 used in this activity is contaminated with NaCl. How would this affect the percent yield?

96

APPENDIX O STOICHIOMETRY ACHEIVEMENT TEST MARKING SCHEME (PRE-TEST) 1. 2. 3. 4. 5. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

NaHCO3 (1/2mark) NaHCO3 (1/2mark) NaHCO3 (1/2mark) None (1/2mark) HC2H3O2 (1/2mark) HC2H3O2 (1/2mark) Test-tube 4 (1/2mark) 2.1 X 10-3 mol (1mark) 4.2 X 10-3 mol (1mark) -3 6.2 X 10 mol (1mark) 8.3 X 10-3 mol (1mark) Balanced (1mark) Mole (1/2mark) In a balanced equation the mass of reactants equal to the mass of products. (1mark) MnO2 + 4HCl -----> MnCl2 + 2H2O + Cl2 (1mark) Pb(NO3)2 + K2CrO4 -----> PbCrO4 + 2KNO3 (1mark) 3CO + Fe2O3 -----> 2Fe + 3CO2 (1mark) 3Zn(OH)2 + 2H3PO4 -----> Zn3(PO4)2 + 6H2O (1mark) Test-tube 6 (3marks) 2:1 (3marks) Number of drops used represents the relative number of moles of solute. (2marks) 2AgNO3 + Na2CO3 -----> Ag2CO3 + 2NaNO3 (1mark) Actual yield quantity. (1/2mark) Theoretical yield quantity. (1/2mark) Actual yield/theoretical yield x 100. (1mark) 1.501g NaHCO3 x 1mol NaHCO3 = 1.787 x 10-2 mol NaHCO3 (1mark) 84.01g NaHCO3

27. 1.501g NaHCO3 x 1mol NaHCO3 x 84.01g NaHCO3

28

1.041g NaCl x 1 mol NaCl

=

1molNaCl x 58.44gNaCl 1mol NaHCO3 1mol NaCl = 1.044gNaCl

(1mark)

1.781 x 10-2 mol NaCl

(1mark)

58.44g NaCl 29. Percent yield= Actual yield Theoretical yield 30.

x 100 = 1.041g NaCl x 100 = 99.7% yield. (1mark) 1.044g NaCl

If NaHCO3 is contaminated with NaCl the assumed mass of NaHCO3 would be large, making the theoretical yield of NaCl too large. Thus the calculated percent yield will be too low.(1mark)

97

TOTAL= 30 marks

APPENDIX P

STOICHIOMETRY ACHEIVEMENT TEST (POST-TEST) SECTION ‘A’: BIO-DATA NAME OF SCHOOL: …………………………………………………….. CLASS: …………………………………………………………………….. SEX:

MALE [ ]

FEMALE [ ]

TIME: 1:30 MINS. SECTION ‘B’ INSTRUCTION: Study these questions carefully and fill the gap with the correct words/phases. 1. If a chemical expression conforms to the law of conservation of mass, it is said to be…...... 2. The ....…………….. ratio is the heart of Stoichiometry 3. How is the law of conservation of mass related to a balanced equation……………………. Balance the following equations to answer questions 4-7 4. MnO2 + HCl -----> MnCl2 + H2O + Cl2 5. Pb(NO3)2 + K2CrO4 -----> PbCrO4 + KNO3 6.

CO + Fe2O3 -----> Fe + CO2

7. Zn(OH)2 + H3PO4 -----> Zn3(PO4)2 + H2O 8. Vinegar is 5% acetic acid, HC2H3O2 (MM=60g/mol). If the density of vinegar is approximately 1.00g/ml, how many moles of acetic acid are contained in 10ml of vinegar? .......................…………………………………………………………………………. You are provided with an actual data chart from a student’s activity report to answer questions 9-13 Mass of empty beaker = 93.650g Mass of beaker and NaHCO3 = 95.151g Mass of NaHCO3 =1.501g Mass of beaker and NaCl after evaporating = 94.691g 9. From gram NaHCO3 used, calculate mol NaHCO3 used…………………………………….. 10. From gram NaHCO3 used, calculated mass NaCl formed…………………………………...

98

11. Using the mass NaCl recovered, calculate mol NaCl recovered……………………………. 12. Calculate the percent yield for the reaction from the actual yield (g NaCl recovered) and the theoretical yield (g NaCl calculated in question 10) 13. Suppose NaHCO3 used in this activity is contaminated with NaCl. How would this affect the percent yield? You are provided with 0.10 M solutions of AgNO3, 0.10M solutions of Na2CO3, Water, and test-tube sets, racks; Carry out the following activities to answer questions 14-17. Instruction: place 4 drops of water in each test-tube in the test-tube of the tube rack. Then add 1 drop of 0.10M silver nitrate (AgNO3) to test-tube 1; 2 drops to test-tube 2; 3 drops to test-tube 3; 4 drops to test-tube 4; 5 drops to test-tube 5; 6 drops to test-tube 6; 7 drops to testtube 7; 8 drops to test-tube 8. Then, adds 8 drops of 0.10M sodium carbonate (Na2CO3) to test-tube 1; 7 drops to test-tube 2; 6 drops to test-tube 3; 5 drops to test-tube 4; 4 drops to testtube 5; 3 drops to test-tube 6; 2 drops to test-tube 7; 1 drops to test-tube 8. Gently shake the contents in each test-tube to allow thorough mixing. Then allow it to stand for 5 minutes for any observed precipitate to settle. As illustrated in the table below:

Test tubes

1

2

3

4

5

6

7

8

Drops H2O

4

4

4

4

4

4

4

4

Drops

1

2

3

4

5

6

7

8

8

7

6

5

4

3

2

1

AgNO3 Drops Na2CO3 Max ppt.

Consider the equation below AgNO3 + Na2CO3 -----> Ag2CO3 + NaNO3 14. If Ag2CO3 is the precipitate in the reaction, which test tube produced the maximum precipitate…………………………………………………………………………………. 15. What is the ideal reacting mole ratio of AgNO3 to Na2CO3 in the test tube that produced the maximum precipitate in this activity………………………………………………… 16. Give a reason for your answer in question 15 ……..............................................................

99

17. Write a balance equation for the reaction…………………………………………………. 18. Adjective describing the yield of product obtained when a reaction is carried out is called……………………………………………………………………………………….. 19. Adjective describing the yield of product that is predicted from the Stoichiometry of the reaction is called………………………………………………………………………….. 20. The formula for calculating percent yield fraction of a chemical reaction is expressed as………………………………………………………………………………………….. You are provided with funnel, NaHCO3 (sodium bicarbonate) and HC2H3O2 (vinegar), balloons, Test tubes, Test tube rack, metric ruler. Carry out the following activities to answer questions 21-27. (a.) Measure the following quantities of baking soda with the use of funnel into each of the balloons provided: Balloon 1 - 0.18g, Balloon 2 - 0.35g, Balloon 3 – 0.52g, Balloon 4 0.70g, Balloon 5 - 1.00g ,Balloon 6 - 1.70g (b.) Add 10ml of vinegar into each of the test tubes 1 to 6. (c.) Attach each of the balloons with content to each test tube with content, being careful not to let the baking soda mix with the vinegar. (d.) After the balloons are securely attached to the test tubes, place each ‘c’ in a rack in order of increasing quantity of baking soda. (e.) Lift the balloons one at a time to allow the baking soda to mix with the vinegar in the test tube. Questions: From your observations, which reactant was limiting in 21. Test-tube 1……………………………………………………………………… 22. Test-tube 2…………………………………………………………………….. 23. Test-tube 3…………………………………………………………………….. 24. Test-tube 4……………………………………………………………………… 25. Test-tube 5……………………………………………………………………… 26. Test-tube 6……………………………………………………………………… 27. Which test-tube has approximately the stoichiometric proportions for the reactions? ...............................................................................................................................

Find the number of moles of sodium bicarbonate, NaHCO3 (MM=84g/mol; baking soda) contained in each of the following balloons:

100

28. Balloon 1…………………………………………………………………………… 29. Balloon 2………………………………………………………………………….. 30. Balloon 3……………………………………………………………………………

101

APPENDIX Q STOICHIOMETRY ACHEIVEMENT TEST MARKING SCHEME (POST-TEST) 1. 2. 3. 4. 5. 6. 7. 8. 9.

Balanced Mole In a balanced equation the mass of reactants equal to the mass of products MnO2 + 4HCl -----> MnCl2 + 2H2O + Cl2 Pb(NO3)2 + K2CrO4 -----> PbCrO4 + 2KNO3 3CO + Fe2O3 -----> 2Fe + 3CO2 3Zn(OH)2 + 2H3PO4 -----> Zn3(PO4)2 + 6H2O 8.3 X 10-3 mol 1.501g NaHCO3 x 1mol NaHCO3 = 1.787 x 10-2 mol NaHCO3 84.01g NaHCO3

10. 1.501g NaHCO3 x 1mol NaHCO3 x 84.01g NaHCO3

11

1.041g NaCl x 1 mol NaCl

=

(1mark) (1/2mark) (1mark) (1mark) (1mark) (1mark) (1mark) (1mark) (1mark)

1molNaCl x 58.44gNaCl 1mol NaHCO3 1mol NaCl = 1.044gNaCl

(1mark)

1.781 x 10-2 mol NaCl

(1mark)

58.44g NaCl 12. Percent yield= Actual yield 13.

x 100 = 1.041g NaCl x 100 = 99.7% yield. (1mark)

Theoretical yield 1.044g NaCl If NaHCO3 is contaminated with NaCl the assumed mass of NaHCO3 would be large, making the theoretical yield of NaCl too large. Thus the calculated percent yield will be too low.

14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

(1mark)

Test-tube 6 (3marks) 2:1 (3marks) Number of drops used represents the relative number of moles of solute. (2marks) 2AgNO3 + Na2CO3 -----> Ag2CO3 + 2NaNO3 (1mark) Actual yield quantity. (1/2mark) Theoretical yield quantity. (1/2mark) Actual yield/theoretical yield x 100. NaHCO3 (1/2mark) NaHCO3 (1/2mark) NaHCO3 (1/2mark) None (1/2mark) HC2H3O2 (1/2mark) HC2H3O2 (1/2mark) Test-tube 4 (1/2mark) 2.1 X 10-3 mol (1mark) 4.2 X 10-3 mol (1mark) -3 6.2 X 10 mol (1mark) TOTAL= 30 marks

102

APPENDIX R

STOICHIOMETRY ACHIEVEMENT TEST (RETENTION-TEST) SECTION ‘A’: BIO-DATA NAME OF SCHOOL: …………………………………………………….. CLASS: …………………………………………………………………….. SEX:

MALE [ ]

FEMALE [ ]

TIME: 1:30 MINS. SECTION ‘B’ INSTRUCTION: You are provided with an actual data chart from a student’s activity report to answer questions 1-5 Mass of empty beaker = 93.650g Mass of beaker and NaHCO3 = 95.151g Mass of NaHCO3 =1.501g Mass of beaker and NaCl after evaporating = 94.691g 1. From gram NaHCO3 used, calculate mol NaHCO3 used 2. From gram NaHCO3 used, calculated mass NaCl formed 3. Using the mass NaCl recovered, calculate mol NaCl recovered 4. Calculate the percent yield for the reaction from the actual yield (g NaCl recovered) and the theoretical yield (g NaCl calculated in question 27) 5. Suppose NaHCO3 used in this activity is contaminated with NaCl. How would this affect the percent yield? Balance the following equations to answer questions 6-9 6. MnO2 + HCl -----> MnCl2 + H2O + Cl2 7.

Pb(NO3)2 + K2CrO4 -----> PbCrO4 + KNO3

8.

CO + Fe2O3 -----> Fe + CO2

9. Zn(OH)2 + H3PO4 -----> Zn3(PO4)2 + H2O

103

Study these questions carefully and fill the gap with the correct words/phases. You are provided with funnel, NaHCO3 (sodium bicarbonate) and HC2H3O2 (vinegar), balloons, Test tubes, Test tube rack, metric ruler. Carry out the following activities to answer questions 10-19. (a.)

Measure the following quantities of baking soda with the use of funnel into each of the

balloons provided: Balloon 1 - 0.18g, Balloon 2 - 0.35g, Balloon 3 – 0.52g, Balloon 4 - 0.70g, Balloon 5 - 1.00g ,Balloon 6 - 1.70g (b.)

Add 10ml of vinegar into each of the test tubes 1 to 6.

(c.)

Attach each of the balloons with content to each test tube with content, being careful

not to let the baking soda mix with the vinegar. (d.)

After the balloons are securely attached to the test tubes, place each ‘c’ in a rack in

order of increasing quantity of baking soda. (e.)

Lift the balloons one at a time to allow the baking soda to mix with the vinegar in the

test tube. Questions: From your observations, which reactant was limiting in 10. Test-tube 1……………… 11. Test-tube 2……………… 12. Test-tube 3………………… 13. Test-tube 4………………… 14. Test-tube 5……………… 15. Test-tube 6………………… 16. Which test-tube has approximately the stoichiometric proportions for the reactions? ....... Find the number of moles of sodium bicarbonate, NaHCO3 (MM=84g/mol; baking soda) contained in each of the following balloons: 17. Balloon 1……………… 18. Balloon 2………………… 19. Balloon 3…………………. 20. Vinegar is 5% acetic acid, HC2H3O2 (MM=60g/mol). If the density of vinegar is approximately 1.00g/ml, how many moles of acetic acid are contained in 10ml of vinegar? ... 21. If a chemical expression conforms to the law of conservation of mass, it is said to be….. 22. The ....……… ratio is the heart of Stoichiometry

104

23. How

is

the

law

of

conservation

of

mass

related

to

a

balanced

equation…………………………………………………………………………… You are provided with 0.10 M solutions of AgNO3, 0.10M solutions of Na2CO3, Water, and test-tube sets, racks; Carry out the following activities to answer questions 24-25. Instruction: place 4 drops of water in each test-tube in the test-tube of the tube rack. Then add 1 drop of 0.10M silver nitrate (AgNO3) to test-tube 1; 2 drops to test-tube 2; 3 drops to test-tube 3; 4 drops to test-tube 4; 5 drops to test-tube 5; 6 drops to test-tube 6; 7 drops to testtube 7; 8 drops to test-tube 8. Then, adds 8 drops of 0.10M sodium carbonate (Na2CO3) to test-tube 1; 7 drops to test-tube 2; 6 drops to test-tube 3; 5 drops to test-tube 4; 4 drops to testtube 5; 3 drops to test-tube 6; 2 drops to test-tube 7; 1 drops to test-tube 8. Gently shake the contents in each test-tube to allow thorough mixing. Then allow it to stand for 5 minutes for any observed precipitate to settle. As illustrated in the table below:

Test tubes

1

2

3

4

5

6

7

8

Drops H2O

4

4

4

4

4

4

4

4

Drops

1

2

3

4

5

6

7

8

8

7

6

5

4

3

2

1

AgNO3 Drops Na2CO3 Max ppt. Consider the equation below AgNO3 + Na2CO3 -----> Ag2CO3 + NaNO3 24.If Ag2CO3 is the precipitate in the reaction, which test tube produced the maximum precipitate…………………………………………………………… 25.What is the ideal reacting mole ratio of AgNO3 to Na2CO3 in the test tube that produced the maximum precipitate in this activity…………………………………………………. 26.Give a reason for your answer in question 25 ……............................................................ 27.Write a balance equation for the reaction………………………………………………… 28.Adjective describing the yield of product obtained when a reaction is carried out is called …………………………………………………………………………………………… 29.Adjective describing the yield of product that is predicted from the Stoichiometry of the reaction is called………………………………………………………………………..

105

30.The formula for calculating percent yield fraction of a chemical reaction is expressed as…………………………………………………………………………………………

106

APPENDIX S STOICHIOMETRY ACHIEVEMENT TEST MARKING SCHEME (RETENTION-TEST) 1. 1.501g NaHCO3 x 1mol NaHCO3

= 1.787 x 10-2 mol NaHCO3

2. 1.501g NaHCO3 x 1mol NaHCO3 x 1molNaCl x 84.01g NaHCO3

58.44gNaCl

1mol NaHCO3 1mol NaCl =1.044gNaCl

3. 1.041g NaCl x 1 mol NaCl

(1mark)

=1.781 x 10-2 mol NaCl

58.44g NaCl

(1mark)

4. Percent yield= Actual yield x 100 = 1.041g NaCl x 100 = 99.7% yield. 5.

(1mark)

(1mark)

If NaHCO3 is contaminated with NaCl the assumed mass of NaHCO3 would be large, making the theoretical yield of NaCl too large. Thus the calculated percent yield will be too low.

(1mark)

6. MnO2 + 4HCl -----> MnCl2 + 2H2O + Cl2

(1mark)

7. Pb(NO3)2 + K2CrO4 -----> PbCrO4 + 2KNO3 (1mark) 8. 3CO + Fe2O3 -----> 2Fe + 3CO2 (1mark) 9. 3Zn(OH)2 + 2H3PO4 -----> Zn3(PO4)2 + 6H2O (1mark) 10. NaHCO3 (1/2mark) 11. NaHCO3 (1/2mark) 12. NaHCO3 (1/2mark) 13. None (1/2mark) 14. HC2H3O2 (1/2mark) 15. HC2H3O2 (1/2 mark) 16. Test-tube 4 (1/2 mark) 17. 2.1 X 10-3 mol (1mark) -3 18. 4.2 X 10 mol (1mark) 19. 6.2 X 10-3 mol (1mark) -3 20. 8.3 X 10 mol (1mark) 21. Balanced (1mark) 22. Mole (1/2mark) 23. In a balanced equation the mass of reactants equal to the mass of products. (1mark) 24. Test-tube 6 (3marks) 25. 2:1 (3marks) 26. Number of drops used represents the relative number of moles of solute. (2marks) 27. 2AgNO3 + Na2CO3 -----> Ag2CO3 + 2NaNO3 (1mark) 28. Actual yield quantity. (1/2 mark) 29. Theoretical yield quantity. (1/2 mark) 30. Actual yield/theoretical yield x 100. (1mark) TOTAL= 30 marks

107

APPENDIX T

STOICHIOMETRY ACHIEVEMENT TEST RELIABILITY DATA ANALYSIS Table 1: Pre-and post-test scores in SAT of experimental group PRE-TEST

POST-TEST

BOYS

GIRLS

BOYS

GIRLS

17

12

19

14

16

12

15

20

19

12

21

14

13

20

16

16

13

14

23

20

14

18

15

17

14

20

23

23

16

16

20

18

14

13

16

17

21

12

23

20

151

149

191

179

143

160

150

151

108

S/N

𝒙

𝒚

̅ 𝒙−𝒙

̅ 𝒚−𝒚

̅) (𝒙 − 𝒙̅ )(𝒚 − 𝒚

(𝒙 − 𝒙 ̅)²

̅)² (𝒚 − 𝒚

1

12

14

-3

-3

9

9

9

2

12

13

-3

-4

12

9

12

3

12

14

-3

-3

9

9

9

4

10

14

-5

-3

15

25

9

5

14

14

-1

-3

3

1

9

6

14

23

-1

0

0

1

0

7

20

18

5

6

30

25

36

8

16

17

1

1

1

1

1

9

13

17

-2

0

0

4

0

10

12

15

-3

-2

6

9

4

11

17

19

2

2

4

4

4

12

16

15

1

-2

-2

1

4

13

19

21

4

4

16

16

16

14

13

16

-2

-1

2

4

1

15

13

16

-2

-1

2

4

1

16

14

15

-1

-2

2

1

4

17

18

20

3

3

9

9

9

18

20

20

5

3

15

25

9

19

14

16

-1

-1

1

1

1

20

21

23

6

6

36

36

36

21

12

15

-3

-2

6

9

4

22

13

17

-2

0

0

4

0

23

16

18

1

1

1

1

1

24

20

23

5

6

30

25

36

25

14

17

-1

0

0

1

0

26

14

14

-1

-3

3

1

9

27

10

14

-5

-3

15

25

9

28

12

14

-3

-3

9

9

9

29

12

13

-3

-4

12

9

16

30

12

14

-3

-3

9

9

9

109

31

20

20

5

3

15

25

9

32

14

16

-1

-1

1

1

1

33

21

23

6

6

36

36

36

34

18

20

3

3

9

9

9

35

14

15

-1

-2

2

1

4

36

13

16

-2

-1

2

4

1

37

13

16

-2

-1

2

4

1

38

19

21

4

4

16

16

16

39

16

15

1

-2

-2

1

4

40

17

19

2

2

4

4

4

Total

600

680

340

388

352

𝑥̅ =

∑𝑥 600 = = 15 𝑁 40 𝑦̅ =

∑𝑦 680 = = 17 𝑁 40

𝑁 = 40, ∑𝑥 = 600, ∑𝑦 = 680, ∑(𝑥 − 𝑥̅ )(𝑦 − 𝑦̅) = 340, ∑(𝑥 − 𝑥̅ )2 = 388, ∑(𝑦 − 𝑦̅)2 = 352. 𝑟 = 𝑟𝑒𝑙𝑖𝑎𝑏𝑖𝑙𝑖𝑡𝑦 𝑐𝑜𝑒𝑓𝑖𝑐𝑖𝑒𝑛𝑡 𝑜𝑓 𝑆𝐴𝑇 Substituting these values in mean score formula, we obtain 𝑟=

∑(𝑥 − 𝑥̅ )(𝑦 − 𝑦̅) √∑(𝑥 − 𝑥̅ )²(𝑦 − 𝑦̅)² 𝑟=

340 √(388)(352)

𝑟=

𝑟=

340 √136576 340 369.5619

𝑟 = 0.92

110

APPENDIX U LESSON NOTES

HANDS-ON ACTIVITIES LESSON NOTES FOR EXPERIMENTAL GROUP

LESSON 1 School:

As Applicable

Subject:

Chemistry

Specific Topic:

Balancing Chemical Equations

Class:

SS II

Number in Class:

As Applicable

Average Age:

17 Years

Sex:

Mixed

Time:

80 minutes

Date:

As Applicable

Behavioural objectives: At the end of the lesson, students should be able to: i.

Explain the requisite concepts on effective balancing of chemical equations (Stoichiometry of reactions, subscripts of formula, coefficient in equation, law of conservation of mass, chemical equation, and balanced chemical equations);

ii.

Apply the Law of Conservation of Matter; and

iii. Carry out activities to balance chemical equations. Instructional Materials: Solution of NaOH, Solution of CuSO4, Solution of NH4OH, Solution of Zn(NO3)2 , Four 3 oz. plastic cups, Three 5 oz. plastic cups, Balance, Graduated cylinder, Solubility Chart, biros/pencils. Safety precaution: Do not ingest the chemicals. Wash your hands after working with the chemicals. Previous knowledge: Students are acquainted with chemical symbols, formulae and nomenclature

111

Instructional Procedure/Presentation Content

Time

Development

(mins)

Introduction:

5

Linking

the

Teacher’s activities

Students’ activities

The teacher introduces the lesson by asking Students

answer

the

students to write some chemical symbols, questions asked by the

students’

formulae and nomenclature.

teacher.

previous knowledge Step I

10

Explanation the

of

The teacher leads the students to explain The students listen and Stoichiometry of reactions, subscripts of ask questions if there is

requisite

formula, coefficients in equation, chemical any.

concepts and the

equation, law of conservation of mass and a

step

balanced chemical equation.

wise

sequence involved

in

Balancing Chemical Equation Step II Apply

15

The teacher emphasizes the purpose of law The students listen and

law

of

of conservation of mass in balancing ask questions there is

conservation

of

chemical equation. He explains that for a any

matter

in

chemical equation to be said to be balanced,

balancing

such equation must obey the law of

chemical

conservation of mass. He illustrate that, For

equations

example,

Take

the

synthesis

reaction

between hydrogen gas and oxygen gas. The product of this reaction is water. The unbalanced

chemical

equation for this

reaction is: H2 (g) + O2 (g) ---> H2O (l). If you count up the number of hydrogen atoms on each side, then you find that each side has 2 hydrogen atoms each. Now count

112

up the oxygen atoms on each side of the chemical equation. The left side of the equation has two oxygen atoms and the right side has only one. This is obviously not equal. Now let's look at the balanced equation. 2H2 (g) + O2 (g)---> 2H2O If you recount the number of atoms on each side for each substance, then you have 4 atoms H + 2 atoms O---> (equals) 4 atoms of H and 2 atoms oxygen. Here both sides are equal. Therefore, it is the Law of Conservation of Matter that sets the ground rules that must be followed to correctly balance chemical equations. Step III

25

The teacher asks the students to carry out the Students’

interact

in

Activities

to

following activities to balance chemical groups and carryout the

determine

a

equations. Using Solution of NaOH, Solution activity as directed by

balanced

of CuSO4, Solution of NH4OH, Solution of the teacher. They follow

equation

Zn(NO3)2 and so on.

the instruction step by

between

Ask students to:

step and record their

NaOH

and

CuSO4, NH4OH

graduated cylinder and then pour into a small and

CuSO4, NH4OH Zn(NO3)2

1. Measure 60 ml of NaOH solution in a observations.

(3 oz) clean plastic cup. 2. Rinse the graduated cylinder completely

and

before making the next measurement. 3. Measure 60 ml of CuSO4 solution in the graduated cylinder and then pour it into a clean 5 oz cup. 4. Carefully place the two solutions on the balance, making sure the solutions do not

113

mix. Mass the solutions and the cups together and record the combined mass. 5. Pour the NaOH into the 5oz cup with the CuSO4 solution. Allow the solutions to mix. Record your observations. 6. Mass both cups and the mixture again. Record the new mass. By how much did the mass change? 7. Repeat the process in steps 1-4 above for the combinations listed in the data section below. Do not allow the solutions to mix before taking the initial mass. Reaction

Initial Final ObservaMass (g) mass(g) tions

NaOH and CuSO4 NH4OH and CuSO4 NH4OH and Zn(NO3)2

Summary: 10 minutes The teacher summarizes the lesson thus; i. A balanced equation has equal numbers of each type of atom on each side of the equation i.e. a balanced equation must have equal numbers of each type of atom on both sides of the arrow. ii. An equation is balanced by changing coefficients in a somewhat trial-and-error fashion. iii. It is important to note that only the coefficients can be changed, never a subscript. iv. The Law of Conservation of Mass is the rationale for balancing a chemical equation. And nothing is created; an equal quantity of matter exists both before and after the

114

activity; the quality and quantity of the elements remain precisely the same; and nothing takes place beyond changes and modifications in the combination of these elements. Evaluation: 15 minutes Teacher evaluates the lesson by asking the following questions: Complete the following equations and balance: 1.

___ NaOH + ___ CuSO4 ---> _________________________________________

2.

___ NH4OH + ___ CuSO4 ----> _______________________________________

3.

___ NH4OH + ___ Zn(NO3)2 -----> ____________________________________

4.

What is the insoluble solid that is produced generally called?

Assignment: Teacher gives the students take home assignment due for submission the next class 1. Complete the following equations and balance i. Cr + S8----> CrS ii. NaHCO3----> Na2HCO3 + CO2 + H20 2. Why must we balance chemical equations?

115

LESSON 2:

FOR EXPERIMENTAL GROUP

School:

As Applicable

Subject:

Chemistry

Specific Topic:

Limiting and Excess Reagent

Class:

SS II

Number in Class:

As Applicable

Average Age:

17 Years

Sex:

Mixed

Time:

80 minutes

Date:

As Applicable

Behavioural objectives: At the end of the lesson, students should be able to: i. Explain limiting and excess reagents; ii. Carry out activities to determine limiting and excess reagent of a chemical reaction. Instructional Materials: Vinegar (5% acetic acid, HC2H3O2), 100ml sodium bicarbonate; NaHCO3 (baking soda), Balloons, 5g Funnel, Test tubes, Test tube rack, metric ruler. Safety precaution: Student should wear protective goggles throughout the activity. Inflating balloons should be behind a protective shield. Previous knowledge: Students are able to understand the characteristics that indicate a chemical reaction. They have experienced constructing line graphs from activity/lab data.

Instructional Procedure/Presentation Content

Time

Development

(mins)

Introduction

5

Linking

the

Teacher’s activities

Students’ activities

The teacher introduces the lesson by Students asking

students

mention

the

the questions asked by the

students’

characteristics that indicate that a teacher.

previous

chemical reaction has taken place

knowledge

Expected answers: 1. Decrease in the mass of the

116

answer

reaction system 2. Volume of a gaseous product 3. Amount of precipitate formed 4. Change in intensity of colour Change in Ph Step I

10

Reacting mass

The teacher leads the students to Students

Step II:

35 to

Teacher instructs students to carryout activities to determine the limiting reagent,

limiting reactant,

appropriate stoichiometric proportions

excess reactant,

of reactants that generate a gas. Using

and

household

idea

Stoichiometry proportions the reactants.

the

there are any.

determine

the

to

explain reacting mass, limiting and teacher and ask question if excess reagent mean?

Activities

listen

excess

reagent

vinegar

and

and

the

sodium Students’

interact

in

bicarbonate, balloons and so on. The groups and carryout the of

teacher groups students into smaller activity as directed by the groups.

teacher. They follow the

He ask them to do the following instructions step by step activities:

and

record

1. Weigh out the following quantities observations. of baking soda into separate balloons. Use a funnel to add the baking soda to each balloon. Be sure to insert the funnel test-tube into the balloon to be sure that the baking soda is deposited in the bottom of the balloon. Balloon1- 0.18g, Balloon2- 0.35g, Balloon3– 0.52g, Balloon4- 0.70g, Balloon5- 1.00g, Balloon6- 1.70g 2. Add 10ml of vinegar to each of the six test-tubes. 3. Attach a balloon containing the

117

their

baking soda to each test tube, being careful not to let the baking soda mix with the vinegar. 4. After the balloons are securely attached to the test tubes, place them in a rack in order of increasing quantity of baking soda. 5. Lift the balloons one at a time to allow the baking soda to mix with the vinegar in the test tube. 6. Observe, paying special attention to the size of the balloons after the reactions. You can measure the diameter of each balloon. Hold a ruler horizontally and measure the largest diameter across each balloon, being careful not to change the shape of the balloon. 7. Record your observations for each test tube on the table below. Balloon

Diameter

of

Balloon(mm) 1 2 3 4 5 6 8. Draw a graph of the diameters vs. balloon

number.

Make

balloon

number the independent variable. 9. Use your observations and the

118

graph to compare the degree to which each balloon inflated

Summary: 15 minutes The teacher explains that in this activity, it can be realized that there is a limiting reactant and excess reactant in tube 1, 2, 3, 5 and 6 while test tube 4 has approximately idea stoichiometric proportions of the reactants because both reactants are used up simultaneously. Having observed that in test tube 1 through 4 each succeeding balloon inflates more than the one in the previous tube must be as a result of a greater mass of sodium bicarbonate reactant being added to the constant mass of vinegar in each test tube. While, balloons attached to tube 4 through 6 has approximately the same size, even though more baking soda has been added to these balloons (i.e. in tube 5 and 6, no more carbon dioxide was produced). Evaluation: 15 minutes The teacher evaluates the lesson by asking the following questions: 1. What does the degree of inflation of the balloons tell you about the reactions in the test tubes? 2. Which test-tube has approximately stoichiometric proportions of the reactants? Why? Assignment: Teacher gives the students take home assignment due for submission the next class: 1. Explain limiting and excess reagent

119

LESSON 3:

EXPERIMENTAL GROUP

School:

As Applicable

Subject:

Chemistry

Specific Topic:

Mole Ratio (Stoichiometric ratio)

Class:

SS II

Number in Class:

As Applicable

Average Age:

17 Years

Sex:

Mixed

Time:

80 minutes

Date:

As Applicable

Behavioural objectives: At the end of the lesson, students should be able to: i. Explain stoichiometric ratio; and ii. Carry out activities to show how to determine the ideal mole ratio of reactants in a chemical reaction. Instructional Materials: 0.10 M calcium chloride (CaCl2) and 0.10 M sodium oxalate (Na2C2O4), Water, test-tube sets, beral pipette, and toothpick or plastic stirrer. Safety precaution: Do not ingest the chemicals. Wash your hands after working with the chemicals. Previous knowledge: Students are able to understand molarity. They are able to write and balance equations, including net ionic equations. They have also learnt about precipitate, limiting reagent and excess reagent. Instructional procedure/presentation: Content

Time

Development

(mins)

Introduction

10

Linking

the

Teachers activities

Students activities

The teacher introduces the lesson by asking Students answer the students to explain molarity, molar mass, mole, questions asked by

students’ previous

and precipitate.

knowledge

Expected answer: Molarity is the concentration of a solution in mole per dm3

120

the teacher

Molar mass of any substance is the mass of one mole of that substance expressed in grams (g/mol1

).

Mole is the amount of substance as many formular units as there are atoms in 12grams of carbon-12 Step I

5

reacting

mole

The teacher leads the students to explain reacting Students listen to mole ratio or stoichiometric ratio.

ratio

the teacher and ask

Mole ratio in which reactants combine and questions if there is products are formed given the stoichiometry of any the reactions. This is depicted by a balanced chemical equation.

Step II

35

Teacher instructs students to carryout activities to

Activities

to

determine the idea reacting mole ratio of reactants

determine

the

in a chemical reaction that will lead to both

ratio of reacting

reactants being used up at the same time. Using

moles

set of two solutions supplied by the teacher.

in

a

chemical reaction

The teacher groups students into four groups of 9 Students’ interact in students in each group. They should carry out the groups and carryout following activities: 1. Place 4 drops of water in each of 9 test-tubes in the tube rack.

the

activity

directed teacher. follow

by

as the They the

2. For students each groups, Add 1 drop of 0.10M instruction step by calcium chloride (CaCl2) to test-tube 1, 2 drops to step and record test-tube 2, 3 drops to test-tube 3, etc., until you their observations add 9 drops to test-tube 9. 3. Add 9 drops of 0.10M sodium oxalate (Na2C2O4) to test-tube 1, 8 drops to test-tube 2, 7 drops to test-tube 3, etc. until you add 1 drop to test-tube 9.

121

4. Mix the contents of each filled test-tube in the plate by gently shaking, being careful not to spill any of the contents. You can also stir with a toothpick or plastic stirrer. Be sure to wash the stirrer after each use. Allow about 5 minutes for any observed precipitate to settle. 5. Observe the solids in each of the test-tube and visually determine which test-tube has the most precipitate. If two test-tubes are difficult to rank, redo those. Recall the drop ratio of CaCl2 to Na2C2O4 for these test-tubes. 6. Prepare a table on which you record the testtube number, the number of drops of each solution and the test-tube with the most precipitate. 7. Compare your results with other lab groups to determine which test-tube was identified most often as the one with the maximum precipitate. Test-

Drops

Drops

Drops

tube

of H2O

of

Na2C2O4

CaCl2 1

4

1

9

2

4

2

8

3

4

3

7

4

4

4

6

5

4

5

5

6

4

6

4

7

4

7

3

8

4

8

2

9

4

9

1

122

of Max ppt(X)

Summary: 15 minutes Teacher summarizes the lesson thus; If two solutions have equal concentrations (molarity) and equal volumes, the number of moles in the samples will be equal. Therefore, in this activity the solutions have the same molarity (0.10M). Since we have equal volumes (drops) of two of these solutions that produced maximum precipitate in test-tube 5, therefore the number of moles in the sample will be equal. Remember that the number of drops used represents the relative number of moles of solute. Therefore, the ideal mole ratio in this experiment is 1:1 (CaCl 2 to Na2C2O4). That ratio corresponds to test-tube 5 in which there is equal volume of CaCl2 as Na2C2O4 and, therefore, equal number of moles of CaCl2 and Na2C2O4.Hence the mole ratio test-tube 5 is the ideal mole ratio leading to no CaCl2 and Na2C2O4 left when the reaction is stop. Evaluation: 15 minutes 1. Which test-tube did your group identify as the one with the maximum precipitate? 2. Which test-tube was identified by most of the other lab groups in the class? 3. What does the amount of precipitate tell you about the chemical reaction that took place in the test-tubes in the rack? 4. What were the concentrations of the solutions in the test-tube identified as having the most precipitate? 5. What were the number of drop of each solution in that test-tube? 6. What factor in the molarity equation does the number of drops represent? 7. Given your answers to questions 4-6, what must be true about the number of moles of each solute in the identified test-tube? Assignment: Teacher gives the students take home assignment due for submission the next class i. Explain molarity ii. Explain stoichiometric ratio

123

LESSON 4:

FOR EXPERIMENTAL GROUP

School:

As Applicable

Subject:

Chemistry

Specific Topic:

Percent Yield of a Chemical Reaction

Class:

SS II

Number in class:

As Applicable

Average Age:

17 Years

Sex:

Mixed

Time:

80 minutes

Date:

As Applicable

Behavioural objectives: At the end of the lesson, after carrying out activities, students should be able to: i. Explain theoretical yield, actual yield, and percent yield; and ii. Carry out activities to determine the percent yield of a reaction. Instructional Materials: beakers, weigh balance, burner or dry oven, sodium bicarbonate NaHCO3, HCl Safety precaution: Do not ingest the chemicals. Wash your hands after working with the chemicals. Previous knowledge: Students are able to make conversion (gram to moles) and compute percentage. Instructional Procedure/Presentation Content

Time

development

(mins)

Introduction

5

Teacher activities

Student activities

The teacher introduces the lesson by asking Students answer the

Linking the

students to convert gram to mole

students’

For example; find the amount of NaCl teacher

previous

(sodium chloride) in 200g

knowledge

Solution: mass (g) of NaCl =2.00g NaCl gmol-1 of NaCl

questions asked by the

58.44g NaCl mol-1 = 0.034mol

Step I

10

The teacher leads the students to explain The students listen to the

124

Percent yield

theoretical yield, actual yield, and percent teacher and ask question if yield of a reaction.

Step II

30

there are any.

The reaction in these activities uses sodium

Activities

to

bicarbonate and hydrochloric acid. The

determine

the

equation for this reaction shows that mole

percent yield of a

relationships for the reaction. The yield for Students’

reaction

NaCl will be determined and compared groups and carryout the

involving

with the theoretical yield.Hcl+NaHCO3(s)- activities as directed by

sodium

-NaCl(aq)+CO2(g)+H2O(l)

bicarbonate and

The teacher ask the student to carry out the the instructions step by

hydrochloric

following activities

step

i. Weigh a clean dry 250ml beaker.

observations

ii. Add approximately 1.5g NaHCO3 to the beaker. iii. Accurately weigh the beaker and NaHCO3 iv. Slowly add the HCl solution (about 1015ml) and observe. (You may use a dropper to add the acid or just pour very slowly.) v. When the reaction has apparently stopped, add a few more milliliters of the HCl solution to be sure all NaHCO3 has reacted. vi. Evaporate the solution to recover the product, NaCl. Step III:

10

Data Analysis

Prepare a data chart as shown Mass of empty beaker ___________ Mass of beaker and NaHCO3 ____________ Mass of NaHCO3 ____________ Mass of beaker and NaCl after evaporating

Summary: 10 minutes

125

interact

in

the teacher. They follow

and

record

their

The students have learnt about percent yield in a chemical reaction. The teacher also explained that suppose NaHCO3 used in this activity is contaminated with NaCl, the assumed mass of NaHCO3 would be too large, making the theoretical yield of NaCl too large. Thus the calculated percent yield will be too low.

Evaluation: 15 minutes Teacher evaluates the lesson by asking the following questions: 1. From gram NaHCO3 used, calculate mol NaHCO3 used and mass NaCl formed 2. Using the mass NaCl recovered, calculate mol NaCl recovered. 3. Calculate the percent yield for the reaction from the actual yield (g NaCl recovered) and the theoretical yield (g NaCl calculated in question 1) % yield= actual yield recovered ×100 Theoretical Yield Assignment: Teacher gives the students take home assignment due for submission the next class 1. Suggest reason why the percent yield does not equal 100% (it may be greater than 100%)

126

APPENDIX V

LESSON NOTES

DEMONSTRATION LESSON NOTES FOR CONTROL GROUP

LESSON 1

School:

As Applicable

Subject:

Chemistry

Specific Topic:

Balancing Chemical Equations

Class:

SS II

Number in class:

As Applicable

Average Age:

17 Years

Sex:

Mixed

Time:

80 minutes

Date:

As Applicable

Behavioural objectives: At the end of the lesson, students should be able to: i.

Explain the requisite concepts on effective balancing of chemical equations (Stoichiometry of reactions, law of conservation of mass, chemical equation, and a balanced chemical equation);

ii.

Apply the Law of Conservation of Matter; and

iii. Carry out activities to balance chemical equations. Instructional Materials: Solution of NaOH, Solution of CuSO4, Solution of NH4OH, Solution of Zn(NO3)2, Four 3 oz. plastic cups , Three 5 oz. plastic cups, Balance, Graduated cylinder, Solubility Chart, biros/pencils. Safety precaution: Do not ingest the chemicals. Wash your hands after working with the chemicals. Previous knowledge: Students are acquainted with chemical symbols, formulae and nomenclature.

127

Instructional Procedure/Presentation Content

Time

Development

(Mins)

Introduction

5

Linking

the

Teacher’s activities

Students’ activities

The teacher introduces the lesson by asking Students answer the students to write some chemical symbols, questions asked by the

students’ previous

formulae and nomenclature.

teacher.

knowledge Step I

10

The teacher explains to the students what is The students listen to

Explanation of the

meant by Stoichiometry of reactions, law of the teacher

requisite concepts

conservation of mass and a balanced

and the step wise

chemical equation mean.

sequence involved

(Stoichiometry is the study of quantities

in

relationships

Balancing

Chemical Equation

between

reactants

and

products involved in a chemical balanced reaction. While law of conservation of mass state that matter (mass) is neither created nor destroyed in chemical reactions. This law implies that the number of atoms, hence the moles, of each element is the same on both sides (reactants and products) of a chemical equation and that when an equation is balanced the number of each type atom is the same on each side of the equation. represents

While a

a

balanced

chemical

equation

reaction

that

conforms to the law of conservation of mass). Step II

15

Teacher explains the relationship of law of The students listen to

Apply the Law of

conservation of mass to balancing of the teacher

Conservation

of

chemical equation. He explains that for a

Matter

in

chemical equation to be said to be balanced,

balancing chemical

such equation must obey the law of

128

equations

conservation of mass. He/she illustrate that, For example, Take the synthesis reaction between hydrogen gas and oxygen gas. The product of this reaction is water. The unbalanced chemical equation for this reaction is H2 (g) + O2 (g) -----> H2O (l) If you count up the number of hydrogen atoms on each side, then you find that each side has 2 hydrogen atoms each. Now count up the oxygen atoms on each side of the chemical equation. The left side of the equation has two oxygen atoms and the right side has only one. This is obviously not equal. Now let's look at the balanced equation. 2H2 (g) + O2 (g)---> 2H2O If you recount the number of atoms on each side for each substance, then you have 4 atoms H + 2 atoms O---> (equals) 4 atoms of H and 2 atoms oxygen. Here both sides are equal. Therefore, it is the Law of Conservation of Matter that sets the ground rules that must be followed to correctly balance chemical equations.

Step III

25

Teacher demonstrates these activities before

Activities on

the class to test skill of observation and

NaOH and CuSO4

inference to balance chemical equation.

NH4OH

Using solution of NaOH, solution of

and

CuSO4 NH4OH Zn(NO3)2

CuSO4, solution of NH4OH, solution of and

Zn(NO3)2 and so on. The teacher ask the students to watch the

129

following activities:

Students

1. The teacher measure 60 ml of NaOH solution in a graduated cylinder and then

watch

activities demonstrated by their teacher.

pour into a small (3 oz) clean plastic cup. 2. The teacher rinses the graduated cylinder completely

before

making

the

next

measurement. 3. He measure 60 ml of CuSO4 solution in the graduated cylinder and then pour it into a clean 5 oz cup. 4. He Carefully place the two solutions on the balance, making sure the solutions do not mix. Mass the solutions and the cups together and record the combined mass. 5. The teacher pours the NaOH into the 5oz cup with the CuSO4 solution. Allow the solutions to mix. Record your observations. 6. He masses both cups and the mixture again. Record the new mass. By how much did the mass change? 7. He repeat the process in steps 1-4 above for the combinations listed in the data section below. Reaction

Initial

Final

Mass

mass

NaOH and CuSO4 NH4OH and CuSO4

130

Observation

Students observations

make and

inference from activity demonstrated by the teacher

Summary: 10 minutes The teacher summarizes the lesson thus; i.

A balanced equation has equal numbers of each type of atom on each side of the

equation i.e. a balanced equation must have equal numbers of each type of atom on both sides of the arrow. ii.

An equation is balanced by changing coefficients in a somewhat trial-and-error

fashion. iii.

It is important to note that only the coefficients can be changed, never a subscript.

iv.

The Law of Conservation of Mass is the rationale for balancing a chemical equation.

And nothing is created; an equal quantity of matter exists both before and after the activity; the quality and quantity of the elements remain precisely the same; and nothing takes place beyond changes and modifications in the combination of these elements. Evaluation: 15 minutes Teacher evaluates the lesson by asking the following questions: Complete the following equations and balance: 1. ___ NaOH + ___ CuSO4 ---> _________________________________________ 2. ___ NH4OH + ___ CuSO4 ----> _______________________________________ 3. ___ NH4OH + ___ Zn(NO3)2 -----> ____________________________________ 4. What is the insoluble solid that is produced generally called? Assignment: Teacher gives the students take home assignment due for submission the next class 1. Complete the following equations and balance i. Cr + S8----> CrS ii. NaHCO3----> Na2HCO3 + CO2 + H20

131

LESSON 2:

FOR CONTROL GROUP

School:

As Applicable

Subject:

Chemistry

Specific Topic:

Limiting and Excess Reagent

Class:

SS II

Number in Class:

As Applicable

Average Age:

17 Years

Sex:

Mixed

Time:

80 minutes

Date:

As Applicable

Behavioural objectives: At the end of the lesson, students should be able to: i. Explain limiting and excess reagents; ii. Carry out activity to determine limiting reagent and excess reagent of a chemical reaction. Instructional Materials: Vinegar (5% acetic acid, HC2H3O2), 100ml sodium bicarbonate; NaHCO3 (baking soda), Balloons, 5g Funnel, Test tubes, Test tube rack, metric ruler. Safety precaution: Student should wear protective goggles throughout the activity. Inflating balloons should be behind a protective shield. Previous knowledge: Students are able to understand the characteristics that indicate a chemical reaction. They have experienced constructing line graphs from activity/lab data. Instructional Procedure/Presentation Content

Time

Development

(Mins)

Introduction:

5

Linking

the

Teacher’s activities

Students’ activities

The teacher introduces the lesson by asking

students

mention

Students

characteristics that indicate that a teacher

knowledge

chemical reaction has taken place Expected answers: 1. Decrease in the mass of the

132

the

the questions raised by the

students’ previous

reaction system

answer

2. Volume of a gaseous product 3. Amount of precipitate formed 4. Change in intensity of colour Change in pH Step I

10

Reacting mass

Teacher explains to students that Students

listen

as

the

limiting reagent is the reactant that is teacher explains completely

consumed

during

a

chemical reaction i.e. Is the reactant which run out first, and limiting reagent determine how much product you can make, while excess reagent is the reactant which left over during a chemical reaction. Step II Using

35 Vinegar

and bicarbonate

Teacher demonstrates this activity Students’

watch

the

before the class to determine the teacher as he demonstrates limiting reagent, excess reagent and the activity before them

reaction

to

the idea stoichiometric proportion of and take note of the

explain

reacting

reactants in a chemical reaction such activities done by the

mass ratio

that both reactants are used up teacher. simultaneously.

Using

vinegar,

bicarbonate and balloons. The teacher ask the students to watch the following activities i. The teacher adds’ 10ml of vinegar to each of six test-tubes and place these test-tubes in a test-tube rack. ii.

He obtain six small round

partly balloons, the same size iii.

He weighs into one of the

balloons using funnel add 0.18g of baking soda, and ensure that the baking soda goes to the bottom of

133

the balloon and none remains near the opening. iv.

He repeats step iii for the

remaining five balloons containing 0.35g, 0.52g, 0.70g, 1.00g, 1.70g respectively. v.Attach each of the six balloons to the test-tubes prepare in step i, taking care not to mix the contents of the balloons and test-tubes. vi.

After

the

balloons

are

securely attached to the test-tubes, he lifts the balloons one at a time and allows mixing of the contents of the balloon and the test-tubes. The teacher measures the diameter of each balloon. vii.

The

teacher

record

the

observations for each test tube on the table viii. The teacher make a graph of the diameters vs. balloon number on the chalkboard xi. the teacher use the observations and the graph to compare the degree to which each balloon inflated

Summary: 15 minutes The teacher explains that, they can realize that there is a limiting reactant and excess reactant in tube 1, 2, 3, 5 and 6 while test tube 4 has approximately idea stoichiometric proportions of the reactants because both reactants are used up simultaneously. Having

134

observed that in test tube 1 through 4 each succeeding balloon inflates more than the one in the previous tube must be as a result of a greater mass of sodium bicarbonate reactant being added to the constant mass of vinegar in each test tube. While, balloons attached to tube 4 through 6 has approximately the same size, even though more baking soda has been added to these balloons (i.e. in tube 5 and 6, no more carbon dioxide was produced).

Evaluation: 15 minutes Teacher evaluates the lesson by asking the following questions: 1. Does each balloon inflate to some degree? Why? 2. What does the degree of inflation of the balloons tell you about the reactions in the test tubes? 3. Which reactant was limiting in test tube 1?,2?, 3?, 4?,5? and test-tube 6? 4. Which reactant was excess in test tube 1?,2?, 3?, 4?,5? and test-tube 6? 5. Which test-tube has approximately stoichiometric proportions of the reactants? Why

Assignment: Teacher gives the students take home assignment due for submission the next class 1. Explain limiting and excess reagents

135

LESSON 3:

FOR CONTROL GROUP

School:

As Applicable

Subject:

Chemistry

Specific Topic:

Mole Ratio (Stoichiometric ratio)

Class:

SS II

Number in class:

As Applicable

Average Age:

17 Years

Sex:

Mixed

Time:

80minutes

Date:

As Applicable

Behavioural objectives: At the end of the lesson, students should be able to: i. Define stoichiometric ratio; and ii. Carry out activities to show how to determine the ideal mole ratio of two reactants in a chemical reaction.

Instructional Materials: 0.10 M calcium chloride (CaCl2) and 0.10 M sodium oxalate (Na2C2O4), Water, test-tube sets, beral pipette, and toothpick or plastic stirrer. Previous knowledge: Students are able to understand molarity. They are able to write and balance equations.

Instructional procedure/presentation: Content

Time

Development

(Mins)

Introduction

10

Teachers activities

Students activities

The teacher introduces the lesson by asking Students answer the

Linking the

students to explain molarity, molar mass, mole, questions asked by

students’

and precipitate.

previous

Expected answer: Molarity is the concentration

knowledge

of a solution in mole per dm3

the teacher

Molar mass of any substance is the mass of one mole of that substance expressed in grams (g/mol-1).

136

Mole is the amount of substance as many formular units as there are atoms in 12grams of carbon-12 Step I

5

Teacher explains to students what is meant by Students listen as the

reacting mole

precipitate, coefficient, and reacting mole ratio teacher explains

ratio

(Mole ratio (also called stoichiometric ratio) fraction expressing the relationship of moles of one substance in a chemical reaction to moles of some other substance in the reaction. The mole ratio is derived from the coefficients in the chemical reaction)

Step II

35

Activities

to

determine

the

Teacher carries out the following activities Students’ watch the before the class to enable students to understand teacher

as

that there is an ideal ratio of mole of reactants in demonstrates

he the

ratio of reacting

a chemical reaction such that both reactants are activity before them

moles

used up at the same time. Using set of two and take note of the

in

a

chemical

solutions supplied by the teacher.

activities done by

reaction

The teacher ask the students to watch the the teacher. following activities: 1. The teacher place 4 drops of water in each test-tube in the 9 test-tube of the tube rack. 2. The teacher add 1 drop of 0.10M calcium chloride (CaCl2) to test-tube 1, 2 drops to testtube 2, 3 drops to test-tube 3, etc., until you add 9 drops to test-tube 9. 3. Then, the teacher adds 9 drops of 0.10M sodium oxalate (Na2C2O4) to test-tube 1, 8 drops to test-tube 2, 7 drops to test-tube 3, etc. until you add 1 drop to test-tube 9. 4. The teacher mix the contents of each filled test-tube in the plate by gently shaking.

137

He

allows it for about 5 minutes for any observed precipitate to settle. 5. He observes the solids in each of the test-tube and visually determines which test-tube has the most precipitate. 6. He prepare a table on the chalkboard on which he record the test-tube number, the number of drops of each solution and the test-tube with the most precipitate. Test-

Drops

Drops Drops of Max

tube

of H2O

of

Na2C2O4

ppt(X)

CaCl2 1

4

1

9

2

4

2

8

3

4

3

7

4

4

4

6

5

4

5

5

6

4

6

4

7

4

7

3

8

4

8

2

9

4

9

1

Summary: 15 minutes The teacher summarizes the lesson thus; If two solutions have equal concentrations (molarity) and equal volumes, the number of moles in the samples will be equal. Therefore, in this activity the solutions have the same molarity (0.10M). Since we have equal volumes (drops) of two of these solutions that produced maximum precipitate in test-tube 5, therefore the number of moles in the sample will be equal. Remember that the number of drops used represents the relative number of

138

moles of solute. Therefore, the ideal mole ratio in this experiment is 1:1 (CaCl 2 to Na2C2O4). That ratio corresponds to test-tube 5 in which there is equal volume of CaCl2 as Na2C2O4 and, therefore, equal number of moles of CaCl2 and Na2C2O4.Hence the mole ratio test-tube 5 is the ideal mole ratio leading to no CaCl2 and Na2C2O4 left when the reaction is stop.

Evaluation: 15 minutes Teacher evaluates the activity by asking the following questions: 1. What does the amount of precipitate tell you about the chemical reaction that took place in the test-tubes in the rack? 2. What were the concentrations of the solutions in the test-tube identified as having the most precipitate? 3. What were the number of drop of each solution in that test-tube? 4. What factor in the molarity equation does the number of drops represent? (M= n/V) 5. Given your answers to questions 4-6, what must be true about the number of moles of each solute in the identified test-tube?

Assignment: Teacher gives the students take home assignment due for submission the next class 1.

Explain molarity

2.

Explain stoichiometric ratio

139

LESSON 4:

FOR CONTROL GROUP

School:

As Applicable

Subject:

Chemistry

Specific Topic:

Percent Yield of a Chemical Reaction

Class:

SS II

Number in class:

As Applicable

Average Age:

17 Years

Sex:

Mixed

Time:

80minutes

Date:

As Applicable

Behavioural objectives: At the end of the lesson, after carrying out activities, students should be able to: i. Define theoretical yield, actual yield, and percent yield; and ii. Carry out activity to determine the percent yield of a reaction. Instructional Materials: beakers, weigh balance, burner or dry oven, sodium bicarbonate NaHCO3, HCl Safety precaution: Do not ingest the chemicals. Wash your hands after working with the chemicals. Previous knowledge: Students are able to make conversion (gram to moles) and compute percentage Instructional procedure/presentation: Content

Time

development

(Mins)

Introduction

5

Teacher activities

Student activities

The teacher introduces the lesson by asking Students answer the

Linking the

students to convert gram to mole

students’ previous

For example; find the amount of NaCl the teacher

knowledge

(sodium chloride) in 200g Solution: mass (g) of NaCl =2.00g NaCl gmol-1 of NaCl

58.44g NaCl mol-1 = 0.034mol

140

questions asked by

Step I An

10

activity

determine percentage of

a

to

The teacher explains to the student what is Students listen to the meant by theoretical yield, actual yield and teacher explanations

the

percent yield.

yield

Theoretical yield quantity of that product

chemical

predicted from the Stoichiometry of the

reaction.

reaction. And actual yield quantity of product is obtained when the reaction is carried out. While percent yield fraction of the theoretical yield is actually obtained expressed as a percent % yield = (Actual yield/theoretical yield x 100)

Step II An

30

activity

determine percentage of

a

reaction.

to the

The reaction in this activity uses sodium Students’ watch the bicarbonate and hydrochloric acid. The teacher

as

equation for this reaction shows that mole demonstrates

he the

yield

relationships for the reaction. The yield for activity before them

chemical

NaCl will be determined and compared with and take note of the the theoretical yield.

activities done by the

Hcl+NaHCO3(s)NaCl(aq)+CO2(g)+H2O

teacher.

The teacher carries out following activities before the class to determine the percentage yield of a chemical reaction. Using sodium bicarbonate and diluted hydrochloric. The teacher weigh’s a clean dry 250ml beaker and ask students to watch. Teacher then add approximately 1.5g NaHCO3 to the beaker, and weigh the beaker and NaHCO3. Teacher adds’ slowly the HCl solution (about 1015ml) and observe. The teacher evaporates the solution to recover the product, NaCl.

141

Step III

10

Data Analysis

Prepare a data chart as shown Mass of empty beaker ___________ Mass of beaker and NaHCO3_________ Mass of NaHCO3 ____________ Mass of beaker and NaCl after evaporating__ Mass of NaCl recovered________

Summary: 10 minutes The students have learnt about percent yield in a chemical reaction. The teacher also concluded that suppose NaHCO3 used in this activity is contaminated with NaCl, the assumed mass of NaHCO3 would be too large, making the theoretical yield of NaCl too large. Thus the calculated percent yield will be too low. Evaluation: 15 minutes Teacher evaluates the activity by asking the following questions: 1. From gram NaHCO3 used, calculate mol NaHCO3 used and mass NaCl formed Answer: 1.501g of NaHCO3 X 1mol NaHCO3

=

1.787 x 10-2 mol NaHCO3

84.01g NaHCO3 1.501g of NaHCO3 X 1mol NaHCO3 X 1 mol NaCl X 84.01g NaHCO3 1mol NaHCO3 = 1.044g NaCl

58.44 NaCl 1mol NaCl

Assignment: Teacher gives the students take home assignment due for submission the next class 1. Suggest reason why the percent yield does not equal 100% (it may be greater than 100%)

142

APPENDIX W

MAIN STUDY DATA ANALYSIS

{DataSet01} C:\Users\Documents\Oluwatosin Victor Ajayi.sav

Univariate analysis of variance of SAT Between-Subject Factors Value Label Group 1 Experimental 2 Control Sex 1 Male 2 Female

N 146 146 158 134

Between-Subject Factors Group Sex Experimental Male Female Total Control Male Female Total Total Male Female Total

N 77 69 146 81 65 146 158 134 292

DEMOGRAPHIC DATA Method

Frequency Valid

Hands-on Activities Demonstration Method Total

Percent

146 146 292

Valid Percent

56.7 43.3 100.0

Cumulative Percent

56.7 43.3 100.0

Gender

Valid

Male Female Total

Frequency 158 134 292

Percent 50.2 49.8 100.0

143

Valid Percent 50.2 49.8 100.0

Cumulative Percent 50.2 100.0

56.7 100.0

RQ 1: Mean & Standard Deviation Scores of Pretest & Posttest of Students taught Stoichiometry using Hands-on Activities & Demonstration Methods Method Pre-Test Post-Test Hands-on Activities Mean 10.7937 24.1807 N 146 146 Std. deviation 1.42440 1.86284 Demonstration Method Mean 10.7244 16.3543 N 146 146 Std. deviation 1.39250 2.27392 Total Mean 10.7591 20.2675 N 292 292 Std. deviation 1.39845 2.06838

RQ 2: Mean & Standard Deviation Scores of Pretest & Retention Test of Students taught Stoichiometry using Hands-on Activities & Demonstration Methods Method Pre-Test Retention-Test Hands-on Activities Mean 10.7937 24.3313 N 146 146 Std. deviation 1.42440 1.77473 Demonstration Method Mean 10.7244 14.2283 N 146 146 Std. deviation 1.39250 2.32102 Total Mean 10.7591 19.2798 N 292 292 Std. deviation 1.39845 2.04788 RQ 3: Mean & Standard Deviation Scores of Pretest & Posttest for Male and Female Students taught Stoichiometry using Hands-on Activities. Gender Pre-Test Post-Test Male Mean 10.6047 24.4651 N 77 77 Std. deviation 1.10910 1.77473 Female Mean 10.2500 23.8750 N 69 69 Std. deviation 1.68783 1.60990 Total Mean 10.4274 21.1701 N 146 146 Std. deviation 1.39837 1.82446 RQ 4: Mean & Standard Deviation Scores of Pretest & Retention Test for Male and Female Students taught Stoichiometry using Hands-on Activities. Gender Pre-Test Retention-Test Male Mean 10.6047 24.6520 N 77 77 Std. deviation 1.10910 1.69912 Female Mean 10.2500 24.2234 N 69 69 Std. deviation 1.68783 1.63036 Total Mean 10.4274 24.4377 N 146 146 Std. deviation 1.39837 1.66474

144

Ho1: ANCOVA Tests of Between-Subjects Effects for Mean Achievement Scores of Students taught Stoichiometry using Hands-on Activities & those taught using Demonstration Method.

Dependent Variable; Post-Test Source

Type III Sum

𝒅𝒇

Mean Square

𝑭

Sig

of Squares 1700.332a

2

425.083

135.821

.000

Intercept

1792.021

1

1792.021

501.841

.000

Pre-test

297.305

1

297.305

56.184

.000

Method

1634.888

1

1634.888

555.374

.000

Error

901.361

289

3.130

Total

109366.000

292

2601.693

291

Corrected Model

Corrected Total

a. R squared = .654 (Adjusted R Squared= .649)

Ho2: ANCOVA Tests of Between-Subjects Effects for Mean Retention Scores of Students taught Stoichiometry using Hands-on Activities & those taught using Demonstration Method.

Dependent Variable; Retention-Test Source

Type III Sum

𝒅𝒇

Mean Square

𝑭

Sig

of Squares 3668.557a

2

917.139

304.742

.000

Intercept

1694.134

1

1694.134

562.912

.000

Pre-test

202.482

1

202.282

51.825

.000

Method

3536.532

1

3536.532

117.523

.000

Error

866.754

289

3.010

Total

102150.000

292

4535.311

291

Corrected Model

Corrected Total

a. R squared = .806 (Adjusted R Squared= .803)

145

HQ 3: ANCOVA Tests of Between-Subjects Effects for Mean Achievement Scores of Male & Female Students taught Stoichiometry using Hands-on Activities.

Dependent Variable; Post-Test Source

Type III Sum

𝒅𝒇

Mean Square

𝑭

Sig

of Squares 1014.434a

2

407.217

102.108

.000

Intercept

1336.755

1

1336.755

390.385

.000

Pre-test

211.098

1

211.098

67.876

.000

Gender

14.244

1

14.244

4.160

.064

Error

558.144

143

3.424

Total

75044.000

146

572.578

145

Corrected Model

Corrected Total

a. R squared = .025 (Adjusted R Squared= .013)

HQ 4: ANCOVA Tests of Between-Subjects Effects for Mean Retention Scores of Male & Female Students taught Stoichiometry using Hands-on Activities.

Dependent Variable; Retention-Test Source

Type III Sum

𝒅𝒇

Mean Square

𝑭

Sig

of Squares 1011.125a

2

5037.217

102.007

.000

1497.950

1

1336.755

390.385

.000

Pre-test

198.879

1

198.879

66.190

.000

Gender

8.636

1

8.636

3.117

.079

Error

451

143

3.424

Total

75044.000

146

572.578

145

Corrected Model Intercept

Corrected Total

a. R squared = .024 (Adjusted R Squared= .012)

146

HQ 5: ANCOVA Tests of Between-Subjects Effects for Interaction Effects between Methods and Gender on Students’ Achievement in Stoichiometry.

Dependent Variable; Post-Test Source

Type III Sum

𝒅𝒇

Mean Square

𝑭

Sig

of Squares Corrected

Model

2067.954a

2

425.977

65.115

.000

Intercept

1525.111

1

1525.111

31.546

.000

Pre-test

221.371

1

221.371

61.503

.000

.034

1

.034

0.11

.317

Error

901.361

289

2.239

Total

119364.000

292

2901.293

291

Methods*Gender

Corrected Total

a. R squared = .434 (Adjusted R Squared= .427)

HQ 6: ANCOVA Tests of Between-Subjects Effects for Interaction Effects between Methods and Gender on Students’ Retention in Stoichiometry.

Dependent Variable; Retention-Test Source

Type III Sum

𝒅𝒇

Mean Square

𝑭

Sig

of Squares Corrected Model

1310.496a

2

321.748

121.212

.000

Intercept

1072.069

1

1072.069

312.787

.000

Pre-test

224.831

1

224.831

60.876

.000

4.877

1

4.877

1.620

.202

Error

891.091

289

2.090

Total

111370.000

292

2108.327

291

Methods*Gender

Corrected Total

a. R squared = .208 (Adjusted R Squared= .198)

147