Learners’ Mastery of Competencies in Chemical Reaction

Learners’ Mastery of Competencies in Chemical Reaction

Adzriana S. Jariun, *Edna B. Nabua, Monera A.  Salic-Hairulla, Arlyn R. Alcopra, Marvin Jose F. Fernandez

Mindanao State University University – Iligan Institute of Technology

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000138

Received: 22 April 2025; Accepted: 28 April 2025; Published: 03 June 2025

ABSTRACT

This study aimed to determine the learners’ level of conceptual understanding in chemical reaction. Particularly, this study covered topics in chemical reactions such as balancing chemical equation, type of reaction, examples of chemical reaction, and conservation of mass. Descriptive statistics such as the mean and standard deviation was employed to determine the real-life status of learners in terms of their mastery in chemical reaction. Moreover, the results revealed that 100% of the learners did not meet expectations leading to “failed” remarks. The mean score of 13.5 and a standard deviation of 3.759 further indicate the low performances of learners. The study revealed that Balancing Chemical Equation is the least mastered competency of the grade 11 learners with mean percentage score of 20.15, followed by the Type of Reaction with mean percentage score of 21.35, Examples of Chemical reaction with MPS of 25.86, and the Conservation of Mass with an MPS of 40.29 having the highest mean percentage score and the only one to have an average mastery among other topics. Based on the results, the researcher recommends benchmarking this study in developing effective chemistry instructional materials that could enhance learners’ conceptual understanding in balancing chemical equation.

Keywords: balancing chemical equation, chemical equation, and needs assessment.

INTRODUCTION

Science and Technology have been powerful catalysts for rapid global development, fundamentally altering the skills needed for active participation and contribution to society (Stewart, 2010). Knowing the crucial role of science education in providing learners with essential 21^st-century skills, the National Science Teachers Association (2011) emphasizes its importance at all educational levels.

Recognizing the importance of science education in driving economic growth, the Department of Science and Technology (DOST) has established specific goals to accelerate the development of Science and Technology (S&T) human resources and improve the quality of basic education through the visions outlined in the National Science and Technology Plan (NSTP) 2002-2020. To support these visions, several programs are being pursued in the short, medium, and long term to meet the targets. The programs comprise components for improving teachers’ capability, learning environment, and infrastructure, as well as promoting S&T understanding and consciousness.

Furthermore, the success of the government’s support to science education requires commitment and involvement of all sectors in society. Programs for developing human resources, maintaining and improving science laboratory facilities, curriculum and teaching materials must be properly aligned. Good leadership and management of the system, both at the macro (national and regional) and micro (schools) is a primary prerequisite.

One of the challenges in accomplishing the Sustainable Development Goals (SDGs) is the role of education for sustainable development (ESD). The objective of ESD is to develop competencies. The current study aligns with the United Nations Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (United Nations, 2015).

It has been noted Filipino learners continue to perform poorly in national and international science exams. Following the Philippines’ low score in the 2018 Programme for International Student Assessment (PISA), the Philippine Department of Education (DepEd) has acknowledged the need to address the issue of scientific literacy.

Chemistry, as a branch of science, is frequently perceived as a challenging and complex subject. Numerous studies have highlighted the difficulties students face in mastering various chemistry concepts, particularly chemical reactions. According to Nitereka et al. (2023), many learners struggle to understand and apply the principles underlying chemical reactions, which hinder their overall performance and interest in the subject.

Considering the mentioned gaps, this study aimed to determine the level of learners’ competencies in chemical reaction to provide supporting evidence of learners’ performances in the area of chemistry specifically on chemical reactions. This study could help future researchers or educators to benchmark in the development of instructional materials that would enrich the teaching and learning process in the classroom.

Objectives of the Study

The main objective of this study determined the learners’ level of conceptual understanding in chemical reaction. Specifically, this aims to:

1. determined the learners’ scores on chemical reaction.
2. determined the least mastered competency in Grade 11 senior high school learners.

METHODOLOGY

This study employed a quantitative descriptive research design, which involved the collection of numerical data from participants’ scores in a needs assessment. The data were analyzed and interpreted using statistical tools such as mean, frequency, and standard deviation to identify the learners’ least mastered competencies in specific topics under chemical reactions.

A 50-items multiple-choice questionnaire served as the primary research instrument. The items were constructed based on the Most Essential Learning Competencies (MELCs) outlined by the Department of Education (DepEd) to ensure the instrument’s relevance, curricular alignment, and contextual appropriateness to learners’ experiences.

The questionnaire underwent content validation by three experts in the field of education to ensure its clarity, accuracy, and appropriateness. It was then pilot-tested among a group of Grade 11 learners not included in the actual study sample. Based on the pilot test results, necessary revisions were made to improve item quality and coherence. The reliability of the instrument was determined using Cronbach’s alpha, yielding a coefficient of 0.791, which indicates an acceptable level of internal consistency.

The final instrument was administered to 50 Grade 11 learners from a public school in Iligan City, Lanao del Norte, selected through purposive sampling.

The following tables present the interpretation of data gathered in this study. To determine learners’ level of mastery, the Department of Education’s (DepEd) Mastery Level Scale, based on the Mean Percentage Score (MPS), was utilized. Additionally, summary scores were interpreted using DepEd’s performance index system.

Table 1: Mastery/Achievement Level

This table presents the classification of learners’ mastery levels. MPS was computed by dividing the total number of correct responses per topic by the total possible score (i.e., number of test items per topic multiplied by the number of respondents), and then multiplying the result by 100.

Table 2: Interpretation of Learners’ Performance

This table provides a summary interpretation of learners’ overall performance based on the DepEd’s performance index.

RESULTS AND DISCUSSION

This section presents the results of the assessment conducted from a public school in Iligan City, Lanao del Norte selected through purposive sampling. It includes a summary table of learners’ performance categorized by mastery levels, a consolidated table showing the overall mastery of competencies. These data representations aim to provide a clear overview of learner achievement and the general level of competency mastery observed in the assessment.

The table below presents a summary of learners’ performance based on their mastery index scores. The assessment results are organized according to frequency and percentage distributions, with performance levels categorized as Outstanding, Very Satisfactory, Satisfactory, Fairly Satisfactory, and Did Not Meet Expectations. This statistical overview highlights the general trend in learner achievement and the extent to which the assessed competencies were mastered.

Table 3: Summary of Assessment Results

Table 3 shows the data reflecting the distribution of performance among the 50 Grade 11 learners from a public school in Iligan City, Lanao del Norte participated in the assessment. All learners (100%) scored within the “Did Not Meet Expectations” range, with none achieving higher performance levels. This result indicates that no learner met the minimum required benchmarks for passing. The mean score of 13.5 and standard deviation of 3.759 further emphasize the clustering of scores in the lower range, indicating a generally low level of mastery with minimal variation among learners. Overall, the results confirm that the group did not meet the expected level of competency, highlighting a critical area for instructional intervention and support.

Table 4: Overall Mastery of Competencies

Table 4 presents results on the level of mastery of learners in the needs assessment. The lowest mastery was observed in the topic “Balancing Chemical Equation”, which recorded the lowest mean score of 20.14652 or 20.15%. This topic fall under the “Low Mastery” category, indicating that learners struggled significantly in this foundational area. It shows the frequency distribution based on learners’ difficulties balancing chemical equations. Based on finding, the learners inability to identify limiting reagents in a reaction, inability to identify reactants in a chemical reaction, inability to interrogate with O to make sense of subscript in a chemical reaction, by implication learners do not understand atomicity. This finding is consistent with the WAEC report [5], which identified learners writing trivial names instead of chemical formulae, having inadequate knowledge of chemical concepts, inability to write the correct formula of a compound, having poor knowledge of the mole concept, and using wrong symbols to represent ions. Also, the result agrees with the WAEC report [5], which linked learners’ poor performance in balancing chemicals to inadequate knowledge of learners about fundamental concepts in chemistry. The results corroborate Johnstone [2], who argued that balancing chemical equations is among the chemistry concepts that are abstract and difficult to teach. The findings are consistent with Olatunde [1], who established that students cannot balance chemical equations, identify reactants and products in a chemical reaction, make sense of subscripts, and lack accuracy in balancing chemical equations. This finding was also reported by Ekere [3], who acknowledged that learners have difficulties in balancing chemical equations and broadly supports [4], who asserted that students usually have persistent difficulties in topics related to balancing chemical equations. Inevitably, the practical implication of identifying such difficulties in balancing chemical equations can bring about improved learning outcomes in chemistry; it can help the teachers refine their teaching strategies. It can also boost learners’ confidence in chemistry, help them retain information, and be better equipped to handle advanced chemistry topics.

CONCLUSION

This study sought to assess Grade 11 learners’ conceptual understanding of chemical reactions by (1) determining their scores on a needs assessment and (2) identifying the least mastered competencies. Using a 50-item validated multiple-choice questionnaire aligned with the Department of Education’s Most Essential Learning Competencies (MELCs), data were collected from 50 purposively selected students from a public school in Iligan City, Lanao del Norte. Quantitative methods, including statistical tools such as mean, frequency, and standard deviation, were employed to analyze the assessment results.

Findings revealed that all learners (100%) scored within the “Did Not Meet Expectations” category, with a mean score of 13.5 out of 50, indicating a generally low level of mastery in chemical reaction topics. This result fulfilled the first objective, which was to determine the learners’ performance scores.

In relation to the second objective, analysis of topic-specific performance showed that “Balancing Chemical Equations” emerged as the least mastered competency, with a mean percentage score of only 20.15%, classified under the “Low Mastery” level. This was followed by “Types of Reactions” and “Examples of Chemical Reactions,” which also fell within the same mastery category. These findings confirm significant gaps in foundational chemistry knowledge and support prior studies highlighting the abstract nature of balancing chemical equations and related concepts.

The results emphasize the need for strategic instructional support and targeted intervention to enhance learner understanding in these critical areas of chemistry. Addressing these gaps can contribute to improved academic performance and better preparation for more complex chemistry topics in future learning stages.

RECOMMENDATION

Based on the findings of this study, it is recommended that future researchers use this study as a benchmark for the development of instructional materials in Chemistry, particularly to enhance learners’ conceptual understanding of chemical reactions. Materials should be designed in alignment with identified least mastered competencies to ensure relevance and effectiveness.

Future researchers are also encouraged to explore the potential effects of integrating PhET simulations on learners’ learning outcomes in Chemistry. Given the visual and interactive nature of PhET, it may significantly aid in simplifying abstract concepts such as balancing chemical equations and improving learner engagement and understanding. Investigating its impact through experimental or quasi-experimental research designs could provide valuable insights into its effectiveness as a technology-enhanced teaching strategy.

Moreover, the results of this study may contribute to the on-going enhancement of science education, particularly in the use of innovative tools to support meaningful learning experiences and improved academic performance in Chemistry.

ACKNOWLEDGEMENT

The researcher sincerely acknowledges the invaluable contributions of the individuals and institutions that supported the successful completion of this study.

Gratitude is extended to the Grade 11 learners who participated in this study. Their willingness to contribute their time, insights, and responses provided essential data that greatly enriched the findings of this study.

And most of all, our Almighty God for giving us the strength and wisdom and sustaining us to make this study success. To Him belongs all glory and praise!

REFERENCES

1. Olatunde, “Analysis of students’ difficulties in balancing chemical equation,” University of Ibadan, Ibadan, 2021.
2. H. Johnstone, “Teaching of Chemistry – Logical or Psychological?,” Chem. Educ. Res. Pract., vol. 1, no. 1, pp. 9–15, 2000,         doi: 10.1039/A9RP90001B.
3. Nitereka, F. (2023). Explaining the difficulties of understanding the concepts in the study of general chemistry in Burundi universities: Applied Mathematical Sciences. vol. 17, no. 1, pp. 114.https://doi.org/10.12988/ams.2023.917263.
4. U. Ekere, “Analysis and classification of student’s learning difficulties in the writing and balancing of chemical equations,” University of Nigeria,
5. Ampiah, “Senior High School Students’ Understanding and Difficulties with Chemical Equations,” 2012.
6. WAEC, “WAEC Chief Examiner’s Report: 2019, 2020, 2021, 2022,” Lagos, 2022.