Session S55b (Tuesday, 5:15pm, Willaman Gateway)

P595: Stoichiometry: Is there a better way?

Kenneth Abayan (University of Texas – Arlington, USA)

In our study, approximately 250 General Chemistry I students completed a series of activities which included three distinct modules, each featuring a different way of teaching stoichiometry. The methodologies were taken from science education literature and included: Dimensional analysis; use of ratios; and an operational method.1-3 The on-line experiment was conducted using a treatment-control model.  Preliminary results showed, students that were exposed to the ratio method of stoichiometry analysis scored lower overall (avg. 42% sd. 30) on examinations compared to the dimensional analysis, operational methods, and the control group (avg range. 70%, sd.30). However, in this limited analysis, there was no statistically significant difference between the groups.   The data will further be analyzed using analysis of covariance (ANCOVA).  Qualitative data revealed that students paid particular attention to the stoichiometry map provided which many agreed it helped them solve the particular stoichiometry problem regardless of the method that was presented.


1. Cook, E.; Cook, R. L., Cross-Proportions: A Conceptual Method for Developing Quantitative Problem-Solving Skills. Journal of Chemical Education 2005, 82 (8), 1187-1189.

2. Selvaratnam, M.; Canagaratna, S. G., Using Problem-Solution Maps To Improve Students’ Problem-Solving Skills. Journal of Chemical Education 2008, 85 (3), 381-385.

3. Theodore E. Brown, e. a., Chemistry: The Central Science. 10th ed.; Pearson; Prentice Hall: 2006


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