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Volume 1 - Issue 8 (August 2021)

Relationship between Conceptual Transition and Learning of Chemistry in Bhutanese Secondary Schools: A Case Study in Samtse District


- Bhim Bahadur Rai *, Nandu Giri

Abstract

This study explored on conceptual transition of students from grade VII integrated science to grade IX chemistry and its impact on learning of grade IX chemistry in Bhutanese secondary schools. The study employed convergent parallel mixed method design and the data were collected through survey questionnaires, semi-structured interviews and document analysis. A total of 321 participants comprising of students both males and females (n=296), teachers (n=25), participated in the study. The quantitative data were analysed using SPSS and thematic analysis for qualitative data. The result of the study revealed that, about 59% of the students under study face difficulties in the learning of grade IX chemistry because around 50% of the concepts introduced in grade IX chemistry were totally new for the students which were not introduced and familiarized in grade VII and VIII integrated science. The study confirms that the students specifically face learning difficulties on the topics like organic chemistry, chemical bonding, mole concepts, thermodynamics and stoichiometry due to their poor foundation and the conceptual knowledge on such topics in grade IX chemistry. The study also, revealed that there is significant relationship between the transition of chemistry concepts from grade VII and VIII integrated science and learning difficulty of grade IX chemistry. Therefore, based on findings, the study recommends that the introduction and familiarization of IX chemistry concepts should start from grade VII itself in order to have strong conceptual foundation towards enhancing the learning of IX chemistry.

Keywords: Learning difficulty, Concepts, Bifurcated Science, Basic Foundation, Progression

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