Identifying Conceptual Gaps: An Analysis of Least Mastered Competencies in Balancing Chemical Equations

The study aimed to assess senior high school learners’ conceptual understanding in balancing chemical equations by determining their scores on a needs assessment and identifying the least mastered competencies. Data were collected from 50 purposively selected students from Iligan City East National High School using a 30-item validated multiple-choice questionnaire aligned with the Department of Education’s Most Essential Learning Competencies (MELCs). Quantitative methods, including mean, frequency, and standard deviation, were used for analysis. Findings revealed that 10% of learners scored within the “Did Not Meet Expectation” range, 70% in the “Fairly Satisfactory” range, and 20% in the “Satisfactory” range, with no learners achieving higher performance levels, indicating that no learner met the minimum required benchmarks for passing. Analysis of topic-specific performance showed that “Applying Law of Conservation of Mass in Chemical Equations” was the least mastered competency, with a mean percentage score (MPS) of 58.10%, which falls under the “Low Mastery” level. These findings confirm significant gaps in foundational chemistry knowledge and emphasize the need for strategic instructional support and targeted intervention to enhance learner understanding in these critical areas of chemistry.

Balancing, Chemical Equations, least mastered competencies, Chemistry

1. Candidus, U. et al (2024). Effect of Collaborative Learning Method on Students’ Academic Achievement in Writing and Balancing of Chemical Equation. Retrieved from: www.ajstme.com.ng (p. 27) [Google Scholar] [Crossref]

2. Ekere, U. “Analysis and classification of student’s learning difficulties in the writing and balancing of chemical equations,” University of Nigeria, (p. 27) [Google Scholar] [Crossref]

3. Jariun, A. (2025). Learners’ Mastery of Competencies in Chemical Reaction. DOI: dx.doi.org (p. 28) [Google Scholar] [Crossref]

4. Johnstone, H. “Teaching of Chemistry – Logical or Psychological?,” Chem. Educ. Res. Pract., vol. 1, no. 1, pp. 9–15, 2000, Doi: 10.1039/A9RP90001B. (p. 27) [Google Scholar] [Crossref]

5. Ogundiji, O. (2024). Diagnosis of Students’ Difficulties in Balancing Chemical Equations in Some Selected Senior Secondary Schools in Ibadan, Nigeria. Retrieved from: journal-gehu.com (p. 27) [Google Scholar] [Crossref]

6. Olatunde, “Analysis of students’ difficulties in balancing chemical equation,” University of Ibadan, Ibadan, 2021. (p. 27) [Google Scholar] [Crossref]

7. Tuffour, P. (2023). Effect of Activity-based Method on Pupils’ Performance in Balancing Chemical Equations. Retrieved from: 41.74.91.244 (p. 27) [Google Scholar] [Crossref]

8. Verangel, G. & Prudent, M. (2022). Students’ Conceptual Understanding and Confidence on Balancing Chemical Equations Using Particulate Drawings. Retrieved from: The Normal Lights Volume 16, No. 1 (2022) (p. 27) [Google Scholar] [Crossref]

• Green Synthesis of Cobalt Oxide/Gold (Coo/Au) Bimetallic Nanoparticles Using Sinapinic Acid: A Comprehensive Study
• Advances in Solar Cell Technologies: A Comprehensive Review of Material Synthesis, Structural Properties, Efficiency and Diverse Applications
• Thermal Decomposition of Co-Fe-Cr-Citrate Complex Via Structural and Spectral Study
• Surface Activity and Thermodynamic Assessment of Surfactants Derived from Oreochromis Niloticus Oil (Nile Tilapia Fish)
• Green Synthesis of Robust Metal-Organic Frameworks: A Sustainable Approach for Advanced Applications