A Structural equation model of students’ learning mind maps on the topic of ionic bonds and ionic compounds in high school chemistry

Background and Objectives: The present research aims to examine the concepts that constitute the “ionic bonds and ionic compounds” topic in high school chemistry. The relationships between these concepts are discovered using structural equation modeling as a concept map. Methods: This fundamental research is descriptive-correlational, and its statistical population includes all high school students in Qom, Varamin, and Kuhdasht, Iran in the academic year 2014-2015, out of which 208 individuals participated using the convenience sampling method. The tool was a researcher-made exam consisting of 35 four-choice items, the validity of which was assessed using content and face validity, and the Cronbach’s alpha was calculated as 0.934. The data were analyzed using “Factor Analysis” and “Path Analysis of SPSS 21 and AMOS software. Findings: After the factor analysis, 7 factors or concepts were extracted: naming of atoms, ions, and their effect on reactivity; naming of ions and changes in ionic radius in periodic table; ionic bonding and properties of ionic compounds; properties of ionic compounds and the definition of lattice energy; properties of ionic compounds, their identifications, and factors affecting lattice energy; properties and characteristics of polyatomic ions and ionic compounds; and lastly, the chemical formula of ionic compounds. In the final experimental model, the correlation matrix for all direct and indirect relationships were calculated. The beta coefficients for direct relationships were obtained in the range of 0.163 to 0.473. The fitting of the model was evaluated using RMR, GFI, and AIC, obtaining the values of 0.032, 0.99, and 53.244, respectively suggesting that the proposed model is appropriate. Conclusion: The model shows that seven specific concepts are effective in learning this topic. This model indicates which concept directly or indirectly influences the learning of other concepts, and which concept serves as a prerequisite and facilitates understanding other concepts.