IMPROVING OF BALANCING CHEMICAL EQUATION LEARNING THROUGH HAND`S ON PROBLEM-SOLVING APPROACHES:

AN INVESTIGATION OF CHALLENGES AND PROPOSED SOLUTIONS IN SECONDARY SCHOOL CHEMISTRY

抄録

This mixed-methods study investigates challenges Zambian secondary school students face in balancing chemical equations and evaluates a hands-on problem-solving intervention. Students encounter conceptual misconceptions, procedural errors, language barriers, and systemic constraints, undermining STEM education goals. Grounded in constructivism and cognitive load theory, a six-week quasi-experimental intervention involved 120 Grade 11 students from three Copperbelt schools (CS-PS1, CS-NS1, GM-SS3). The experimental group, using collaborative tasks, manipulatives (e.g., bottle caps), scaffolding, and instruction, achieved significant gains (M=3.55, SD=1.30, p<0.001, d=1.82) compared to the control groups traditional methods (M=0.90, SD=0.95, p<0.001, d=0.35). Qualitative findings highlight reduced misconceptions, enhanced engagement, and bilingual supports value. The intervention outperforms rote learning, advocating for curriculum reform aligned with Zambia’s 8NDP, Educating Our Future Policy, and SDG 4.