The Effect Of Numeracy On Attitude And Conceptual Understanding Of Mole Concept By Grade 11 Students.
Volume 3 - Issue 9, September 2019 Edition
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Misheck Mukuta, Asiana Banda
Chemistry education, Effect, Mole concept, Numeracy
The achievement of students in chemistry and in mole concept in particular in Zambia’s secondary schools has remained low. One of the reasons contributing to the low achievement is the failure by the students to deal with the mathematical aspect of the mole concept. This study therefore, sought to investigate the effect of mathematical aspect of the mole concept on the achievement of the learners. In addition, the study sought to determine learners’ attitude towards the mathematical aspect of the chemistry subject. The study further sought to determine whether the effect of numeracy on achievement differ by gender. The study used a Pre-Post-test quasi experimental research design. The target population was 100 grade eleven pupils at a Secondary School in Zambia. Simple random sampling was used to select and assign two classes to be used as the experimental and control groups. The data collection instruments were Chemistry Performance Assessment Test (CPA) and a Likert scale Chemistry Related Attitude Questionnaire (CAQ).Data was presented descriptively using frequency tables and analysed using means and percentages while hypotheses were tested using the independent sample t-test. The results show that incorporating the teaching of basic mathematics concepts in the teaching and learning of the mole concept has a positive effect on student’s achievement. When incorporated, the understanding of the concept is enhanced and this results in high achievement. The results also show that positive attitude towards the mathematical aspect of chemistry subject fosters high achievement. However, the results showed that numeracy skills has no effect on achievement in mole concept depending on one’s gender. These results have an implication to teaching and learning of mole concept.
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