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Chemistry Education 2018 Journal of Organic & Inorganic Chemistry
ISSN: 2472-1123 Page 25
August 27-28, 2018
Zurich, Switzerland
8th Edition of International Conference on
Chemistry Education
and Research
Understanding stoichiometry is fundamental to chemistry
learning just like basic mathematical operation is to
mathematics. Students with difficulty in stoichiometry will
be unable to solve many problems in various chemistry
topics. Unfortunately, chemistry students have difficulty
in stoichiometry globally. This problem cannot be solved
without a thorough analysis and assessment of chemistry
teachers’ stoichiometry pedagogical content knowledge
(CTSPCK) among other things. This cannot be underscored
because of the central role teacher’s play in the development
of students’ understanding of stoichiometry. To this end,
this study carried out an assessment of stoichiometry
pedagogical content knowledge (SPCK) of chemistry teachers.
The components of SPCK measured in this study were:
knowledge of instructional strategy in stoichiometry (KISS),
knowledge of stoichiometry (KS), and the knowledge of
students’ understanding in stoichiometry (KSUS). The study
further examined the influence of the level of CTSPCK on their
students’ achievement in stochiometry. The study adopted an
expo-facto approach to survey, the sample comprised of 19
chemistry teachers selected from senior secondary schools
Ijebu-Ode Local Government Area of Ogun State and their
students (512). The instruments for data collection were: topic
specific pedagogical content knowledge for stoichiometry
questionnaire and students’ knowledge of stoichiometry test.
The result revealed that the mean score in KS components of
CTSPCK was very good ( x=6.05). On the other hand, mean
score in the two other essential components of CTSPCK: (KISS;
x =3.17) and (KSUS; x =1.21) were very poor. Based on the total
score of teachers’ SPCK, they were categorised as: novice (16),
basic (2), developing (1) and experts (0). The study also found
out that the level of CTSPCK has a significant influence on
students achievement in stoichiometry (F (2,518)=47.11; p<0.05).
The main recommendation is an urgent effort to develop
CTSPCK most especially KISS and KSUS components.
Biography
Nathaniel Ayodeji Omilani has completed his PhD in Science Education from
the University of Ibadan, Ibadan, Oyo State, Nigeria. He currently holds an ad-
junct position in the Department of Science Mathematics and Technology
Education in the same university. He has supervised many undergraduate
and graduate students in the area of chemistry education and elementary
science education. He has also taught courses preparing preservice chem-
istry and elementary science teachers both at the Department of Integrated
Science, Federal College of Education, Osiele, Abeokuta and University of
Ibadan. He has published 12 papers in reputed journals and has also read
more than 9 papers in national and international conferences. His areas
of interest and expertise in science/chemistry education are conceptual
change and misconceptions in chemistry, integration of information com-
munication and technology to science and chemistry, development of
science teachers’ pedagogical content knowledge and science curriculum
(secondary and primary). He is also vast in data analysis in education re-
search and instrumentation.
Assessment of chemistry teachers stoichiometry pedagogical
content knowledge and its implication chemistry students
achievement in stoichiometry
Nathaniel Ayodeji Omilani1 and Ajibola Ime2
1Federal College of Education Abeokuta, Nigeria
2University of Ibadan, Nigeria
Nathaniel Ayodeji Omilani et al., J Org Inorg Chem 2018, Volume 4
DOI: 10.21767/2472-1123-C5-014