Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana

Michael Owusu; Humphrey Darkeh Assem; Theophilus Aquinas Ossei-Anto; Frank Owusu Ansah

doi:doi:10.11648/j.her.20240905.14

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Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana

Michael Owusu

, Humphrey Darkeh Assem

, Theophilus Aquinas Ossei-Anto, Frank Owusu Ansah

Published in Higher Education Research (Volume 9, Issue 5)

Received: 5 September 2024 Accepted: 25 September 2024 Published: 29 October 2024

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Abstract

This study investigates challenges in understanding the mole concept among pre-service teachers in Ghanaian Colleges of Education. Chemistry education is fundamental for fields such as medicine and engineering, yet students often face difficulties due to inadequate foundational knowledge and ineffective teaching methods. The mole concept is crucial for grasping various chemical phenomena, but its complexity frequently results in significant learning challenges. This study employs a mixed-method explanatory design, combining quantitative diagnostic tests and qualitative interviews with 1,211 pre-service teachers from six selected colleges. The study identifies key challenges in learning the mole concept, including difficulties in translating word problems into equations, determining mole ratios, deriving empirical and molecular formulae, and understanding the relationship between stoichiometric coefficients and moles. The analysis categorizes these challenges into comprehension, transformation, process skills, and encoding errors, with process skills and transformation challenges being the most prevalent. Findings reveal that many students struggle to solve problems without formulae, highlighting a lack of conceptual understanding. Interviews with pre-service teachers confirm quantitative data, indicating that students often rely on rote memorization rather than conceptual grasp. The study concludes that improvements in teaching methods are needed, emphasizing the importance of understanding over memorization and recommending small group collaborative learning. Contributions include filling empirical gaps in the literature regarding pre-service teachers’ challenges and suggesting practical recommendations for enhancing chemistry education.

Published in	Higher Education Research (Volume 9, Issue 5)
DOI	10.11648/j.her.20240905.14
Page(s)	116-130
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Mole Concept, Pre-Service Teachers, Chemistry Education, Pedagogical Content Knowledge, Educational Materials, Teaching Methods

References

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Owusu, M., Assem, H. D., Ossei-Anto, T. A., Ansah, F. O. (2024). Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana. Higher Education Research, 9(5), 116-130. https://doi.org/10.11648/j.her.20240905.14

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Owusu, M.; Assem, H. D.; Ossei-Anto, T. A.; Ansah, F. O. Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana. High. Educ. Res. 2024, 9(5), 116-130. doi: 10.11648/j.her.20240905.14

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Owusu M, Assem HD, Ossei-Anto TA, Ansah FO. Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana. High Educ Res. 2024;9(5):116-130. doi: 10.11648/j.her.20240905.14

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@article{10.11648/j.her.20240905.14,
  author = {Michael Owusu and Humphrey Darkeh Assem and Theophilus Aquinas Ossei-Anto and Frank Owusu Ansah},
  title = {Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana},
  journal = {Higher Education Research},
  volume = {9},
  number = {5},
  pages = {116-130},
  doi = {10.11648/j.her.20240905.14},
  url = {https://doi.org/10.11648/j.her.20240905.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20240905.14},
  abstract = {This study investigates challenges in understanding the mole concept among pre-service teachers in Ghanaian Colleges of Education. Chemistry education is fundamental for fields such as medicine and engineering, yet students often face difficulties due to inadequate foundational knowledge and ineffective teaching methods. The mole concept is crucial for grasping various chemical phenomena, but its complexity frequently results in significant learning challenges. This study employs a mixed-method explanatory design, combining quantitative diagnostic tests and qualitative interviews with 1,211 pre-service teachers from six selected colleges. The study identifies key challenges in learning the mole concept, including difficulties in translating word problems into equations, determining mole ratios, deriving empirical and molecular formulae, and understanding the relationship between stoichiometric coefficients and moles. The analysis categorizes these challenges into comprehension, transformation, process skills, and encoding errors, with process skills and transformation challenges being the most prevalent. Findings reveal that many students struggle to solve problems without formulae, highlighting a lack of conceptual understanding. Interviews with pre-service teachers confirm quantitative data, indicating that students often rely on rote memorization rather than conceptual grasp. The study concludes that improvements in teaching methods are needed, emphasizing the importance of understanding over memorization and recommending small group collaborative learning. Contributions include filling empirical gaps in the literature regarding pre-service teachers’ challenges and suggesting practical recommendations for enhancing chemistry education.},
 year = {2024}
}

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TY  - JOUR
T1  - Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana
AU  - Michael Owusu
AU  - Humphrey Darkeh Assem
AU  - Theophilus Aquinas Ossei-Anto
AU  - Frank Owusu Ansah
Y1  - 2024/10/29
PY  - 2024
N1  - https://doi.org/10.11648/j.her.20240905.14
DO  - 10.11648/j.her.20240905.14
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
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PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20240905.14
AB  - This study investigates challenges in understanding the mole concept among pre-service teachers in Ghanaian Colleges of Education. Chemistry education is fundamental for fields such as medicine and engineering, yet students often face difficulties due to inadequate foundational knowledge and ineffective teaching methods. The mole concept is crucial for grasping various chemical phenomena, but its complexity frequently results in significant learning challenges. This study employs a mixed-method explanatory design, combining quantitative diagnostic tests and qualitative interviews with 1,211 pre-service teachers from six selected colleges. The study identifies key challenges in learning the mole concept, including difficulties in translating word problems into equations, determining mole ratios, deriving empirical and molecular formulae, and understanding the relationship between stoichiometric coefficients and moles. The analysis categorizes these challenges into comprehension, transformation, process skills, and encoding errors, with process skills and transformation challenges being the most prevalent. Findings reveal that many students struggle to solve problems without formulae, highlighting a lack of conceptual understanding. Interviews with pre-service teachers confirm quantitative data, indicating that students often rely on rote memorization rather than conceptual grasp. The study concludes that improvements in teaching methods are needed, emphasizing the importance of understanding over memorization and recommending small group collaborative learning. Contributions include filling empirical gaps in the literature regarding pre-service teachers’ challenges and suggesting practical recommendations for enhancing chemistry education.
VL  - 9
IS  - 5
ER  -

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Author Information

Michael Owusu

Department of Teacher Education, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

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http://orcid.org/0009-0002-5612-8663
Humphrey Darkeh Assem

Department of Teacher Education, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

http://orcid.org/0000-0001-8847-7388
Theophilus Aquinas Ossei-Anto

Department of Teacher Education, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
Frank Owusu Ansah

Department of Teacher Education, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

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Owusu, M., Assem, H. D., Ossei-Anto, T. A., Ansah, F. O. (2024). Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana. Higher Education Research, 9(5), 116-130. https://doi.org/10.11648/j.her.20240905.14

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ACS Style

Owusu, M.; Assem, H. D.; Ossei-Anto, T. A.; Ansah, F. O. Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana. High. Educ. Res. 2024, 9(5), 116-130. doi: 10.11648/j.her.20240905.14

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AMA Style

Owusu M, Assem HD, Ossei-Anto TA, Ansah FO. Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana. High Educ Res. 2024;9(5):116-130. doi: 10.11648/j.her.20240905.14

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@article{10.11648/j.her.20240905.14,
  author = {Michael Owusu and Humphrey Darkeh Assem and Theophilus Aquinas Ossei-Anto and Frank Owusu Ansah},
  title = {Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana},
  journal = {Higher Education Research},
  volume = {9},
  number = {5},
  pages = {116-130},
  doi = {10.11648/j.her.20240905.14},
  url = {https://doi.org/10.11648/j.her.20240905.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20240905.14},
  abstract = {This study investigates challenges in understanding the mole concept among pre-service teachers in Ghanaian Colleges of Education. Chemistry education is fundamental for fields such as medicine and engineering, yet students often face difficulties due to inadequate foundational knowledge and ineffective teaching methods. The mole concept is crucial for grasping various chemical phenomena, but its complexity frequently results in significant learning challenges. This study employs a mixed-method explanatory design, combining quantitative diagnostic tests and qualitative interviews with 1,211 pre-service teachers from six selected colleges. The study identifies key challenges in learning the mole concept, including difficulties in translating word problems into equations, determining mole ratios, deriving empirical and molecular formulae, and understanding the relationship between stoichiometric coefficients and moles. The analysis categorizes these challenges into comprehension, transformation, process skills, and encoding errors, with process skills and transformation challenges being the most prevalent. Findings reveal that many students struggle to solve problems without formulae, highlighting a lack of conceptual understanding. Interviews with pre-service teachers confirm quantitative data, indicating that students often rely on rote memorization rather than conceptual grasp. The study concludes that improvements in teaching methods are needed, emphasizing the importance of understanding over memorization and recommending small group collaborative learning. Contributions include filling empirical gaps in the literature regarding pre-service teachers’ challenges and suggesting practical recommendations for enhancing chemistry education.},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana
AU  - Michael Owusu
AU  - Humphrey Darkeh Assem
AU  - Theophilus Aquinas Ossei-Anto
AU  - Frank Owusu Ansah
Y1  - 2024/10/29
PY  - 2024
N1  - https://doi.org/10.11648/j.her.20240905.14
DO  - 10.11648/j.her.20240905.14
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 116
EP  - 130
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20240905.14
AB  - This study investigates challenges in understanding the mole concept among pre-service teachers in Ghanaian Colleges of Education. Chemistry education is fundamental for fields such as medicine and engineering, yet students often face difficulties due to inadequate foundational knowledge and ineffective teaching methods. The mole concept is crucial for grasping various chemical phenomena, but its complexity frequently results in significant learning challenges. This study employs a mixed-method explanatory design, combining quantitative diagnostic tests and qualitative interviews with 1,211 pre-service teachers from six selected colleges. The study identifies key challenges in learning the mole concept, including difficulties in translating word problems into equations, determining mole ratios, deriving empirical and molecular formulae, and understanding the relationship between stoichiometric coefficients and moles. The analysis categorizes these challenges into comprehension, transformation, process skills, and encoding errors, with process skills and transformation challenges being the most prevalent. Findings reveal that many students struggle to solve problems without formulae, highlighting a lack of conceptual understanding. Interviews with pre-service teachers confirm quantitative data, indicating that students often rely on rote memorization rather than conceptual grasp. The study concludes that improvements in teaching methods are needed, emphasizing the importance of understanding over memorization and recommending small group collaborative learning. Contributions include filling empirical gaps in the literature regarding pre-service teachers’ challenges and suggesting practical recommendations for enhancing chemistry education.
VL  - 9
IS  - 5
ER  -

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