نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش شیمی، دانشگاه فرهنگیان، صندوق پستی ۸۸۹-۱۴۶۶۵، تهران ایران
2 گروه آموزش روان شناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889- 14665 تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: Despite the inclusion of conventional reaction balancing methods in textbooks and educational resources, upper secondary school students encounter difficulties in identifying the appropriate starting point and correctly balancing certain chemical reactions. This study aimed to identify existing educational gaps and propose an effective alternative method to facilitate determining the starting point and addressing limitations of conventional approaches. Materials and Methods: This applied, descriptive–analytical study involved all tenth-grade students in the experimental and mathematics tracks in Zahedan (N = 2079), of whom 330 were selected via one-stage cluster random sampling. The research instrument was a researcher-developed multiple-choice questionnaire consisting of four questions: two based on textbook content and two assessing students’ ability to solve problems beyond the textbook. Reliability for each question category was separately calculated and confirmed using the test–retest method, considering their different difficulty levels. Content validity was confirmed by eight chemistry faculty members and experienced teachers. Data were analyzed using paired-sample t-tests and effect size (Cohen’s d) in SPSS. Findings: Students performed significantly worse on questions that could not be answered with limited textbook instruction (p < 0.05, d = 0.71). Conclusion: Revision of textbook content with emphasis on practical concepts is recommended. Future studies may also evaluate the effectiveness of the experimental method introduced in this study. Limitations include the focus on six schools in a single geographic area and a relatively small sample size.
کلیدواژهها [English]
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