Enhancing Understanding of 11th Grade Students in the Topic of Factors Affecting the Rate of Chemical Reactions at the microscopic levels by Laboratory Based Learning and Models

Abstract

       This study aimed at developing students’ understanding on factors affecting chemical reaction rates and exploring their satisfaction towards the use of laboratory-based learning (LBL) and models on classroom management. Research instruments included two sets of test to evaluate students’ understanding on factors influencing chemical reaction rates before and after using the LBL and a questionnaire to survey their satisfaction with the models. This research is a experimental design study that the data were gathered before and after the use of the LBL and models. The data were analyzed with average, percentage, and standard deviation respectively. 
       It was found that the average score of the post test ( 7.24, S.D. 1.72) was higher than the pretest ( 2.38, S.D. 1.00). This made overall students understanding level about the factors affecting chemical reaction rates after learning with LBL methodology and models statistically increased at 0.01 by percentage of progressive score in very high level, high level, medium level and low level is 28.79, 31.82, 36.36 and 3.03 respectively. Moreover, students’ satisfaction was at very high level. The use of the LBL and models motivated them to get more involved in classroom activities. They could explain phenomena in a daily life at the microscopic level by exemplifying, practicing and self-studying. This promoted their learning progress by allowing them to connect observable results of the experiments with models representing thoughts at the microscopic level. It finally led to an ability to write chemical equations at the symbolic level within the students.