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