Chemistry instructors may not be spending sufficient time teaching problem solving skills appropriate for stoichiometry. 197 general chemistry students were exposed to three distinct learning modules, each featuring a different way of teaching stoichiometry. Qualitative feedback revealed that students appreciated how the modules help them better visualize the stoichiometry problem, more so than the method. Post examination results revealed that when students could describe the stepwise process, these students scored statistically higher (avg. 84, p < 0.001) than that those who could not (avg. 60). This study was repeated the next semester with 126 students and the same result was obtained. Students who were able to describe the process scored significantly higher (avg. 83, p < 0.01) than those who did not (avg. 68). Incidentally, those students that answered using an operational method (avg. 86, p < 0.01) consistently scored higher than those that answered using dimensional analysis (avg. 71).

Problem solving step trumps instructional method used for solving stoichiometry problems in the classroom

245th National Meeting (2013)

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