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Action Research

“How can I improve my student in balancing chemical equation?”

Dawa Tshering (B.Ed. IVS Sci ‘A’)

BE 091909

Samtse College of Education

Samtse

(Royal University of Bhutan)

EDN 411

Action Research Project

Mr. Kinley

5th October, 2012

Action research- “How can I improve my student in balancing chemical equation?”

Samtse College of EducationRoyal University of BhutanP.O. Box No. 329, Samtse, Bhutan

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Student Name: Dawa Tshering Student Number: BE 091909

Module No & Title: EDN 411, Action Research Project

Assignment No & Title: How can I improve my students in balancing chemical equation Submission Date: 5th October, 2012

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Table of ContentsAbstract......................................................................................................................................4

Dawa Tshering (B.Ed. IVth. Yr. S Sci “A”) Page 2


Introduction................................................................................................................................5

Methodology..............................................................................................................................6

Tools for data collection.............................................................................................................6

Reconnaissance..........................................................................................................................6

Situational analysis.....................................................................................................................7

Competence................................................................................................................................7

Literature review........................................................................................................................8

Aim and Objectives of my research.........................................................................................10

Data collection tools/ Methodology.........................................................................................10

Baseline data results.................................................................................................................11

Intervention strategies..............................................................................................................14

Understanding language of chemistry..................................................................................14

Motivation............................................................................................................................14

Steps:....................................................................................................................................15

Methods of balancing ………………………………………………………………………………………………..15

Post Data Analysis...................................................................................................................17

Finding……………………………………………………………………………………......21

Recommendation……………………………………………………………………………..21

Acknowledgement ……………………………………………………………………….…..22

Conclusion……………………………………………………………………………………23

References................................................................................................................................24

Appendix..................................................................................................................................25

Abstract



As well-known students finds chemistry a difficult subject. In regard to balancing chemical

equation it is the stand problem. This paper would give the gist to intervene poor ones and

would help to enhance the skill in balancing. It is a part included in newly formed module

“Educational Research”. This module was adopted since 2009, first to the PgDE and later to

the four year program student teachers. This module aims to give the life time skill and

practice in research. Thus in our new module we are made to do action research.

This paper particularly stresses on my issue “How can I improve my students in balancing

chemical equation?” I chose this issue thinking it is still a stand problem to the students

across the country. They find it difficult and they must know the language of chemistry that

will enhance balancing skills. Moreover student must know the clear steps and methods of

balancing which is necessary to solve the problem of balancing chemical equation.

My research was conducted in Phuntsholing Middle Secondary School. I started my research

by identifying my research class with the help of my mentor. IX ‘C’ was my participant

comprising of 30 students in total with one critical friend. I worked out best possible

approach to improve my students in balancing equation. To help my student, first I studied

their area of weakness through baseline data. Then accordingly intervention was done. My

critical friend helped me in various possible areas and has given effective ways in doing my

research.

At the end there was remarkable progress in balancing chemical equation. They knew

different methods on balancing chemical equation, particularly, “Hit and Trial and

Algebraic method”. I could see at the end of my research student could balance chemical

equation correctly.

Introduction



Action research, according to Maxwell (2003) defines as “a systematic collection of data in

order to answer a research question for the purpose of improvement”. For LoCastro (1995) is

“one form of classroom centered research which is seen as being small scale and situational

focused on a particular problem, to try to understand and perhaps solve some concrete

problem in an individual teacher’s classroom” (as cited in Rinchen, 2009).

Thus action research solves the problem and brings improvement to the student nationwide.

It gives the area to the teacher in solving the problem faced by the students. There are three

methods of doing action research, quantitative, qualitative and mix method. This paper

focuses on quantitative methods where results are quantified and analyzed accordingly.

Research has become primary elements in education system around the world. With the

developmental stages in the country, research would help to face adverse competition. It will

moreover help to understand the need of the society and will help accordingly to bring

development.

With stage changes must happen. Different disciplines of sciences Biology, Chemistry and

Physics are of importance now a day. Coming to chemistry, student across the country finds

it a difficult subject to learn. They even go to the extent of losing interest to study. Thus my

action research will motivate and inculcate interest in Chemistry, especially balancing

chemical equation where student finds it difficult.

Methodology



There are different methods in action research namely; Qualitative, quantitative and mix

method. In my action research I used quantitative method.

Tools for data collection

1. Test

2. Observation/Assessment: Class work and Homework correction and then maintaining

records.

3. Questionnaire:

To check previous knowledge of the students

To check in which area students lacks to balance chemical equation (symbol writing/

formula writing/ in actual balancing)

Data sets

Correctness in writing symbol and chemical formula

Methods of balancing chemical equation

Common errors students commit

Reconnaissance

The term reconnaissance is derived from the French term ‘reconnaitre’ which denotes to look

at. According to Maxwell (2003), Reconnaissance consists of three parts:

1. Situational Analysis

2. Competences

3. Literature Review

Situational analysis

Country



Bhutan is situated in the eastern Himalayas on the Indian subcontinent. Total land area of

Bhutan is 38,394 square kilometers (RGB, 2005). It has 470 kilometers long bordered by the

Tibet region of China to the north and northwest, and 605 kilometers with Indian state of

Sikkim to the west, West Bengal to the southwest, Assam to the south and southwest, and

Arunachal Pradesh to the east (NSB, 2010). It has the total population of 695,822 with the

annual population growth rate of 1.8 (NSB, 2010). Its unemployment rate is 3.7 (NSB, 2010).

Bhutan’s Gross Domestic Product was 61,223.5 Million Ngultrum (NSB, 2010).The per

capita GDP was 89,639.1 Ngultrum (NSB, 2010).

University

As per the net information (n.d), Samtse College of Education (SCE) was founded as the first

teacher-training institute (TTI) in the country of Bhutan in 1968. Our beloved late king, His

Majesty Jigme Dorji Wangchuck inaugurated the college on 29th May 1968 with an initial

enrolment of 41 students. This historic milestone in the country’s education history is

observed as the College Foundation day every year. Samtse College of Education is one of

the premier institutions of learning in the country, which provides training to Primary and

Secondary teachers. It is also the center for a number of in-service programmes conducted

during winter breaks. With the introduction of the Bachelor of Education (B.Ed) Secondary

programme in 1983, the erstwhile TTI was renamed the National Institute of Education

(NIE). After becoming a member college of the Royal University of Bhutan on June 2nd

2003, the NIE was once more renamed Samtse College of Education.

Competence

The researcher is under-graduate of Samtse College of education. He is undergoing B.Ed

secondary course taking biology and chemistry as his main electives. He has got research

idea learnt in new module, Educational Research. Moreover he has done conventional

research with the groups and has got the ideas of doing research. Mr.Tashi Gyeltshen is

module tutor, who is one of the well versed and research head of the college.

With researcher he has got one critical friend. She is also the student teachers of Samtse

College of Education. She has also got research knowledge. Her electives are physics and

math. She will be able to give feedback and can do re-tracking if researcher happens to

commit mistake in the process of conducting research.

Student Competence:



Phuntsholing middle secondary school is located just above the town. There by students have

access to various facilities. Especially they got internet facilities everywhere and they might

be accessed to many new information. Thus student might have greater idea on balancing

chemical equation. Their parents on other hand are educated and might have learnt from

them.

Literature review

What is chemical equation?

According to Risteski, (2008), “chemical equation is only a symbolic representation of a

chemical reaction”. Actually, every chemical equation is the story of some chemical reaction.

A chemical equation is not only the shorthand writing of the chemist, but it should be a

mental picture of an actual reaction. They also tell you how much of each substance is

involved in the reaction. ToKatz (2004), “A chemical equation is a chemist’s shorthand

expression for describing a chemical change”.

What is balanced chemical equation?

Helmenstine, (n.d) defined as “an equation for a chemical reaction in which the number of

atoms for each element in the reaction and the total charge are the same for both the reactants

and the products”.

Murry& Fay (2008) states, “balanced equation is in which each equation, the numbers and

kinds of atoms on both sides of the reaction arrow are identical”.

Why chemical equation should be balanced?

“All the chemical equations must be balance because atoms are neither created nor destroyed

in chemical reactions. The numbers and kinds of atoms must be the same in the products as in

the reactants. A balanced equation assures that the Conservation Law of matter is obeyed.

The total mass of reactants must equal the total mass of products. A balanced equation is like

a recipe. It tells you the proportional quantities of each substance involved”. (Murry and Fay,

2008)



Problems to the beginners

Nakleh (1992) and Garnet (1995) found teachers of beginning chemistry students frequently

report difficulties which many students experience in developing an understanding of

chemical processes. Students appear to struggle to construct the forms of mental model and

conceptual representations needed to understand and comprehend the actions of the

unobservable entities such as atoms and molecules which are involved in chemical equations

(as cited in Garnett, Oliver and Hackling, n.d).

Much of the explanation and description of the processes involved chemical reactions is

given in terms of the actions of the various submicroscopic particles representing atoms and

molecules. Student finds it difficult in visualizing this submicroscopic world and its

components. This factor creates a major barrier to their development and understanding of

many chemistry concepts. Beginning chemistry students often demonstrate a wide range of

unusual conceptions about the molecular basis of chemical reactions. They also display

limitations in their ability to write balanced equations, to interpret the symbolic

representations used in equations, and to solve problems based on equations (Garnett, Oliver

and Hackling, n.d).

Andersson (1986) and Ben-Zvi (1987) found that many students hold a static rather than

dynamic view of chemical reactions. Students often failed to visualize chemical reactions as

dynamic processes in which particles and molecules react to produce new particles and

molecules.

Laugier and Dumon (2004) display in 1995, the French Ministry of Education published a

study on the pupils' knowledge at the end of Grade 4 (of French lower secondary school).

Chemistry came out worse than physics. Generally speaking, at the end of Grade 4, pupils do

not seem to have mastered the language of chemistry. Moreover all of them have not known

basic rules and symbols or, when they know them, they do not grasp their meanings well.

Beek and Louters (1991), Marais and Jordaan (2000), Danili and Reid (2004) points out, if

teachers for example use the terms atoms, molecules and ions indiscriminately

misconceptions will, invariably, be the result. Difficulties in the learning of chemistry can be

precipitated by a lack of chemistry language skills (as cited in Bradley and Steenberg n.d).

Aim and Objectives of my research



The general objective is to draw interest towards chemistry through motivation. Following

are some of my aims and objectives of my action research pertaining to my action research

question:

i. I want my student to know basis of balancing chemical equation (symbol and formula

of different compound).

ii. I want my student to know the steps in balancing chemical equation.

iii. I want my student to know different methods to balance the equation (at least two, hit

and trial and algebraic method).

iv. After my intervention, overall I want 80-90% improvement in balancing.

Data collection tools/ Methodology

First I identified the research class with the help of my mentor. While identifying the research

class I looked into their performance level. In first class test, from five sections of class IX I

chose IX “C” as they have scored less comparatively. At the same time I aimed in working

closely with IX ‘C’ students so that I can bring improvement in them.

To collect the baseline data, I used different tools like; questionnaire, test and

observation/assessment. Questionnaire encompasses in total nine items, all describing the

basis in balancing chemical equation. The test was conducted to find out area of weakness in

balancing that will help me work accordingly during my intervention. Observation was done

through class work and home work. Every time when I assign my student with work they

were marked accordingly and recorded.

Baseline data results

1. Questionnaire

Students were made to tick against their degree of acceptance against each item. After

collecting the baseline data I counted the total number of students in each item against [SD-

strongly agree (4), A-Agree (3), DA- Disagree (2) and SD-Strongly disagree (1)].Then I have

taken the percentage of each item and analyzed it.

Out of nine items, the highest score is 50% and the lowest score is 35% for item A and G

respectively which means students know and have better understanding of item A and have



least idea of the item G. Looking into the scores for each item, intervention was done

accordingly and concept was taught well in the class.

Note: Refer “Appendix ‘A’” for items in Questionnaire

2. Test

I conducted test on balancing chemical equation. The total mark was out of 10. The area

aimed in conducting test was the steps and accuracy in balancing chemical equation. Marks

were given only to the accurately balanced equation to facilitate accurate balancing in future

test. Out of 30 participants, the highest score was 7 and the lowest 0. On counting the

number of students against high, average and low scorers only one of them scored high, 11 of

them had scored average and 17 of them scored low which indicated their weakness in

balancing equation.

After critical analysis I found that student don’t even know simple symbol, formula of

compound and with balancing they were facing difficult. Thus I concluded to work hard

when teaching language of chemistry which will definitely help my students in understanding

balancing chemical equation better.


A B C D E F G H I0%5%

10%15%20%25%30%35%40%45%50%

50%

41%45% 46%

37%40%

35%

43%

36%

Fig 1: figure showing baseline data scores (%) in each item (Questionnaire)

Items

perc

enta

ge (%

)

Test Scores out of 10No. of students

High (7 and above) 1

Average(between 4-6) 11

Low( 3 and below) 17


Table no.1: Table showing number of students scoring high, average and low in pre-test

Observation /Assessment

Observation was made indirectly through class work and home work. It was out of 10% and

5% each for home work and class work. But the observation was only done after my

intervention but before collection of post intervention data. It was observed twice, one

immediately after intervention (considered as pre-data) and the other after students enough

practice on balancing (considered as post data). After analysis it was found that students were

doing comparatively well in class work as well as in home work after my intervention than

before and could see commendable progress. The observation was aimed into finding area of

weakness even after my intervention strategies and to make correction. In class and

homework 40% (12 students) have scored high, 56.6% (17 students) have scored average and

3.3% (1 student) have scored low. Thus it shows that most of my students are doing well in

balancing chemical equation after my intervention.


02468

1012141618

1

11

17

Fig no.2: figure showing test scores (Baseline data)

No. of students

Scores

No.

of st

uden

ts


Tabe no.2: Showing the number of students that have scored high, average and low

( in %)

High Average Low0%

10%

20%

30%

40%

50%

60%

40.00%

56.60%

3.30%

Fig.3: graphs showing number students scoring high, average and low

%

Perc

enta

ge

Intervention strategies

Understanding language of chemistryStudent should be familiar with the language of chemistry so that they can easily balance

chemical equation. Knowing symbols, knowing the difference between ions, atoms,

molecules and compound will invariably play important role. And knowing formula of

compound will also help to easily balance the chemical equation but students find it difficult.

According to Beek and Louters (1991), Marais and Jordaan (2000) &Danili and Reid (2004)

also states “Difficulties in the learning of chemistry can be precipitated by a lack of chemistry

language skills”. They provides following recommendation to maximize students learning:

1) Students’ exposure to chemical language should be maximized.

2) Teachers should not assume that students are familiar with chemical terms and terms

should be introduced carefully.


Observation/Assessment

Sl.no level of Scores

Number of students %

1 High 12 40%2 Average 17 56.60%3 Low 1 3.30%


Marais and Jordaan (2000) found that students experienced greater problems in interpreting

symbols than words correctly. Based on their findings, they recommended that:

1) Students’ understanding of symbols should be tested by including meaning items in

contentrelatedtests,

2) Students’ should be discouraged from regarding chemical symbols as merely short-hand

notations which could be adapted to suit the individual user,

3) Students’ should be provided with a glossary of symbols, and

4) Students should be given group or individual exercises to supply correct symbolic notation

(as cited in Bradley and Steenberg, n.d).

Thus after baseline data analysis I looked into area of difficulties and then accordingly

intervened taking extra care when teaching language of chemistry in class IX which had

helped my students in balancing chemical equation easily.

MotivationAccording to Johnstone and Kellett(1980)they state that there is no doubt that motivation to

learn is an important factor controlling the success of learning and teachers face problems

when their students do not all have the motivation to seek to understand. (as cited in Sirhan,

2007).

Motivating students in learning chemistry played key role when teaching my student

balancing chemical equation. Whenever they get their equation correctly balanced I reinforce

them and motivated for future learning. Through motivation my student participated more

and more and has given me interest to work hard at the same time.

Steps in balancing chemical equation:According to Helmenstine (n.d) a chemical equation describes what happens in a chemical

reaction. The equation identifies the reactants (starting materials) and products (resulting

substance), the formulas of the participants, the phases of the participants (solid, liquid, gas),

and the amount of each substance. Balancing a chemical equation refers to establishing the

mathematical relationship between the quantity of reactants and products. It takes practice to

be able to write balanced equations. There are essentially three steps to the process:

1. Write the unbalanced equation.

Chemical formulas of reactants are listed on the left hand side of the equation.

Products are listed on the right hand side of the equation.



Reactants and products are separated by putting an arrow between them to show the

direction of the reaction. Reactions at equilibrium will have arrows facing both

directions.

2. Balance the equation.

Apply the Law of Conservation of Mass to get the same number of atoms of every

element on each side of the equation. Tip: Start by balancing an element that appears

in only one reactant and product.

Once one element is balanced, proceed to balance another, and another, until all

elements are balanced.

Balance chemical formulas by placing coefficients in front of them. Do not add

subscripts, because this will change the formulas.

3. Indicate the states of matter of the reactants and products.

Use (g) for gaseous substances.

Use (s) for solids.

Use (l) for liquids.

Use (aq) for species in solution in water.

Write the state of matter immediately following the formula of the substance it

describes.

4. Method of Balancing chemical equation

Inspection method

According to Alexander (n.d) when balancing chemical equation by inspection needs

following tips but it takes a lot of practice mater it.

Tips

Remember, subscripts in the formulas may not be changed. Only the coefficients in

front of the formulas may be manipulated.

Look for special groups of elements that appear unchanged on both sides of the

equation, such as NO3, PO4, and SO4. Treat them as units when balancing.



Begin by balancing both the special groups and the elements that appear only once on

both sides of the equation.

If an element appears more than once on the same side of an equation, balance it last.

When an element has an “odd” number of atoms on one side of the equation and an

“even” number on the other side, try multiplying the “odd” side by 2.

Balancing equations by inspection is somewhat of a trial-and-error process.

Algebraic method

A new aspect of this treatment is the mathematical formulation of a third condition involving

a balance between oxidation and reduction. The treatment begins with the three general

conditions that a balanced chemical reaction must satisfy. These conditions are then

expressed in mathematical form that enables the stoichiometric coefficients to be determined.

The mathematical form is in terms of linear algebraic equations involving the unknown

stoichiometric coefficients. The overall strategy is to generate as many algebraic equations as

possible from the three conditions which in most cases generates a linear dependent (i. e. over

complete) set of equations (Olson, 1997).

According to Andersen and Bjedov, the algebraic method is perhaps best grasped byway of

an example. The combustion of methane in oxygen can be represented by the chemical

equation

x1C H4 + x2O2 x3CO2 + x4H2O

Our task is to determine the unknown coefficients x1, x2, x3, and x4. There are three elements

involved in this reaction: carbon (C), hydrogen (H), and oxygen (O). A balance equation can

be written for each of these elements:

Car bon (C): 1×x1 + 0×x2 = 1×x3 + 0×x4

Hydrogen (H): 4×x1 + 0×x2 = 0×x3 + 2×x4

Oxygen (O): 0×x1 + 2×x2 = 2×x3 + 1×x4

We write these as homogeneous equations, each having zero on its right hand side:

x1 – x3 = 0

4x1 – 2x4 = 0

2x2 – 2x3 – x4 = 0

At this point, we have three equations in four unknowns. To complete the system, we define

an auxiliary equation by arbitrarily choosing a value for one of the coefficients:



x4 = 1 x = x/0.5

x = 1, 2, 1, 2

Thus, the balanced equation is

CH 4 + 2O2 CO2 + 2H2O

Post Data Analysis

After intervention I started collecting post data’s. I used the same tools to collect data;

Questionnaire, test and observation/assessment. I used different strategies considering the

learning difficulties of the students when teaching how to balance the chemical equation. The

intervention strategies were:

a) Making student understand language of chemistry

b) Motivating students in learning

c) Teaching valid steps and methods (esp. Hit and trial and Algebraic) in balancing

chemical equation.

After my intervention I analyzed the following data’s:

1. Questionnaire

The respond made by the student in each item (questionnaire) are compared. First I took the

percentage of each item and then I calculated the average percentage of both base and post

data’s and comparative analysis was done. During pre-data collection only 41% of the

students have accepted that they know the concepts stated in each item of the questionnaire.

In post data collection in average 81% of the students has accepted that they know stated in

each item. After implementation of intervention strategies I could see commendable

improvement of about 40% in understanding the concept stated in each item (questionnaire)

which is clearly indicated in figure no.4.

Student’s exposure to the language of chemistry was maximized through concept teaching.

The chemical terms used were explained in detail. Differences between atoms, molecules and

compound were made clear. The only way student could learn Symbol and formula of

different compound was through rote learning, memorization. Thus above strategies have



given area to learn and improvement was seen at the same time in my students after my

intervention.

pre data post data0%

20%

40%

60%

80%

100%

41%

81%

Figure no.4 : Graph showing the traingula-tion of two data

Questionnaire

Perc

enta

ge (%

)

2. Test

I used the similar question patterns like that of base data test question. This was because I

particularly wanted see area of improvement. Students were doing very well in balancing

after intervention with fewer mistakes. Out of 30 participants one was absent both during

pre and post data collection (Refer Appendix B). In average only 33% of the students

have done well in the test during pre-data collection. During post data collection in

average 68% of the student have done quite well. Thus there was improvement of about

35% which is clearly shown (figure no.5) which indicated they have done better in post-

test.

In intervention strategies, methods of balancing were considered important. Most of the

students were using ‘Hit and Trial’ method to balance chemical equation. According to

Alexander (n.d) states that balancing by inspection takes time and needs lot of practice.

After intervention and student long practice student could balance better and creditable

improvement was shown in post-test.



5. Observation/Assessment:

Both the base data and pre-data (observation) was collected only after my intervention. First

was collected/ assessed immediately after intervention and the other after long practice. Thus

with practice I could see improvement in balancing equation where student could get easily

solved correctly. During base data collection student in average scored 62% in class and

home work. After my intervention and student’s practice the score was 71% as clearly

depicted in fig.no.6. There was admirable improvement in maintaining class and homework

book. This improvement was brought about by the researcher’s intervention. When student

do their work correctly on time they were reinforced and motivated at the same time. Sirhan,

(2007) in his article pronounce the key to successful learning of the students are through

motivations. When reinforced and motivated, student do their work on time and do it

correctly.


Pre Data Post Data0%

10%

20%

30%

40%

50%

60%

70%

80%

33%

68%

Fig 5: Triangulation of pre and post data (Test).

Average

Perc

enta

ge


Base Data Post Data

56%58%60%62%64%66%68%70%72%

62%

71%

Fig no.6: graphs showing triangulation of pre data and pst data

Average Pe

erce

ntag

e

Findings:

In the course of doing this action research I found most of the student takes less interest in

learning chemistry as they find it difficult. They are less motivated as their exposures to

chemical languages are very less during their lower classes. Student moreover finds

difficult to cope with those complex chemical languages in chemistry, thus they take less

interest. Students even don’t have clear understanding on atoms, molecules and

compound which are the fundamental of chemistry.

Particularly coming to balancing chemical equation they were doing it badly. To balance

word equation was their difficult part in balancing. They were facing difficult to write

symbol of the element and formula of the compound correctly. Students were also having

narrow ideas on different methods of balancing. The idea they have was ‘Hit and Trial’

and they were unaware of the method they use.

Recommendation



According to Beek and Louters, 1991 gives following recommendation to maximize

students learning:

1) Students’ exposure to chemical language should be maximized.

2) Teachers should not assume that students are familiar with chemical terms and terms

should be introduced carefully (as cited in Bradley and Steenberg, n.d). To researcher

above recommendation has helped to the maximum and is necessary when teaching

student the skill of balancing.

Moreover when teaching, student must be provided with a glossary of symbols of

different elements and formulas of different compounds and make them to rote learn.

Teaching student clear rules and steps and making them follow strictly is another way to

enhance learning. Using video clips on balancing will also enhance student’s

understanding as we take them to different mode of teaching.

Acknowledgement

I heartily acknowledge everybody who has helped me in successful completion of my action

research. Their willing help made a lot difference. Without their help my research would not

have been successfully ended. Therefore I would like to acknowledge following list of

helpers:

My critical friends, Dechen Wangmo for helping me keep track of my research.

Students ( participant), IX “C” PMSS who have cooperatively helped me in

responding to various activities involved in my research

Principal, teaching and non teaching staffs of PMSS for allowing me do to action

research and for their never ending helps.

IT department for giving us the opportunity to use the computer lab from which I was

able to get more information.

Lastly I would give my hearty thanks to EDN tutor for teaching research ideas and

providing us the area to use it.



Conclusion

My research was successful. There were improvements in terms of balancing chemical

equation. The success was due to the quality intervention strategies that were put forward by

different author. Following were the strategies; understanding the language of chemistry,

motivation, steps and different method in balancing.

Getting student exposed to language of chemistry was the best way to enhance student

understanding. When student were taught with different chemical languages, like differences

between ions, atoms, molecules, symbol and formula of the compound, student learn with

ease. Motivation on other hand brings students interest and participation into teaching and

learning process. Steps and methods helped student accurately balance without difficulties.

Action research helped me boom my professional qualities. Moreover this gives us area to

learn ourselves and bring forth best improvement in our teaching. Research participant

benefit as researcher put forward best learnt strategies in process of answering research issue.

Thus action research is very helpful especially to benefit oneself and community at large.



References

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fromhttp://elrond.scam.ecu.edu.au/oliver/docs/98/ICCE.pdf

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fromhttp://chemistry.about.com/cs/stoichiometry/a/aa042903a.htm

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India.

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http://www.chymist.com/Equations.pdf

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difficult to overcome. Retrieved October 20, 2010

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Appendix (1): student’s respond against each item, Questionnaire (baseline data).

1. Questionnaire (Pre-data)Sl.

No# Item SA A D

ASD %

A I know what is atom, element, molecule and compound 1 10 8 10 50%

B I know basic rules in writing symbols 1 6 11 11 41%C I know how to write chemical formula of a compound 1 5 12 11 45%

D I know the difference between the reactant and the product 2 12 8 7 46%

E I know weight, molecular weight, valency of various elements. 1 2 8 18 37%

F I know basic rules in balancing chemical equation 0 4 11 14 40%G I know different methods to balance the chemical equation 1 0 10 18 35%

H I know at least 20 symbols of various elements from the periodic table 0 3 15 12 43%

I I know some significance and principles involving in balancing chemical equation 0 3 8 18 36%

average %41.24

%



Appendix A (2): student’s respond against each item after intervention,

Questionnaire (post data).

1. Questionnaire (Post data)

Sl. No# Item S

A A DA

SD %

A I know what is atom, element, molecule and compound 21 8 0 0 83%

B I know basic rules in writing symbols 15 14 0 0 73

%

C I know how to write chemical formula of a compound 14 14 1 0 83

%

D I know the difference between the reactant and the product 23 6 0 0 92%

E I know weight, molecular weight, valency of various elements. 9 20 0 0 80

%

F I know basic rules in balancing chemical equation 8 20 0 0 77

%

G I know different methods to balance the chemical equation 6 19 4 0 74

%

H I know at least 20 symbols of various elements from the periodic table 17 1

1 0 0 84%

I I know some significance and principles involving in balancing chemical equation 12 1

3 4 0 79%

Average81%

Appendix B: student scores in class test (both base and post data).

2. TestRoll

Number Name Baseline data

Post Intervention data

1 AmitKapchake 2 72 Chencho Gyaltshen 7 73 Deepak 4 64 DiwasRai 3 45 Dorji Wangchuk Namgyel 4 66 Karma Tenzin 2 77 Kezang Chophel 5 58 Khandu Wangchuk 1 7

9 Khandu Wangchuk Tamang 3 6

10 Kinley Drakpa 3 711 Nima Tshering 3 5



12 Norbu Tamang Pema 4 713 Pema Gyaltshen 5 714 Rinchen Wangdi 3 715 Sonam Gyaltshen 3 716 Sonam Tobgay 5 717 Tashi Tshering Absent Absent18 Tashi Gyaltshen 1 719 Wangyel Dorji 4 820 Yeshi Dorji 3 821 ChimiDema 3 722 Chundo Zangmo 2 623 ChenchoPelma 4 624 DamchePelmo 4 825 Dawa Dema 0 426 Deki Om 3 827 DevyaniAley 2 628 KinzangDolker 5 1029 NgawangPemo 3 830 Nima Dema 4 9

Average 3.3 6.8Percentage 33% 68%

Appendix C: Student’s total marks in class and home work (both baseline and post

intervention data).

3. Observation/AssessmentRoll

Number Name Baseline data (Total)

Post intervention data (total)

1 AmitKapchake 6 7.52 Chencho Gyaltshen 6 7.53 Deepak 5.5 7.54 DiwasRai 6 6

5 Dorji Wangchuk Namgyel 5 76 Karma Tenzin 6 6.57 Kezang Chophel 4.5 6.58 Khandu Wangchuk 6 7.5

9 Khandu Wangchuk Tamang 5.5 8.510 Kinley Drakpa 5.5 6.511 Nima Tshering 5.5 6.512 Norbu Tamang Pema 5 6.5



13 Pema Gyaltshen 6 614 Rinchen Wangdi 7.5 7.515 Sonam Gyaltshen 7.5 7.516 Sonam Tobgay 6.5 7.517 Tashi Tshering 6.5 718 Tashi Gyaltshen 5.5 719 Wangyel Dorji 6.5 720 Yeshi Dorji 7.5 721 ChimiDema 822 Chundo Zangmo 6.5 7.523 ChenchoPelma 6 8.524 DamchePelmo 6 6.525 Dawa Dema 6.5 8.526 Deki Om 6.5 6.527 DevyaniAley 7.5 728 KinzangDolker 7.5 829 NgawangPemo 7 6.530 Nima Dema 7.5 6.5

Average 6.2 7.1Percentage 62% 71%


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