BIBLIOGRAPHY

NIMFA P. DEL ROSARIO. November 2006. Misconceptions in General
Inorganic Chemistry. Benguet State University, La Trinidad, Benguet.

Adviser:
Louisa P. Pladio, M. S. Chemistry
ABSTRACT

This study was conducted to identify and determine the level of
misconceptions in General Inorganic Chemistry on basic physical concepts and
matter and chemical reactions among engineering students of the University of
Baguio and determine if there are significant relationships in the students’ level of
misconception as affected by attitude toward chemistry, academic performance,
and students’ background such as high school grade in chemistry, ethnic
background, and parent’s educational background.

Findings have shown that the students’ level of misconception in General
Inorganic Chemistry is high. Moreover, it was found out that the level of attitude
of the students towards chemistry ranged from poor to fair; the students’ level of
academic performance is poor, and most of the students’ high school grade in
chemistry is fair. It was also found out that majority of the students are non-
Cordillerans and most of the respondents have parents with at least one parent
reaching tertiary education.

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Statistical analyses have shown that students are more misconcepted on
basic physical concepts and matter than on chemical reactions. From regression
analysis, it was found out that attitude towards chemistry and academic
performance has significant effects on the students’ level of misconception.
However, students’ background which includes students’ high school grade in
chemistry, ethnic background, and parent’s educational attainment have
insignificant relationships on the students’ level of misconception.




ii

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TABLE OF CONTENTS





















Page


Bibliography………………………………………………………… i

Abstract …………………………………………………………….
i

Table of Contents …………………………………………………..
iii

INTRODUCTION



Background of the Study …………………………………..
2


Statement of the Problem …………………………………..
4


Objectives of the Study …………………………………….
5


Importance of the Study ……………………………………
5


Scope and Delimitation of the Study ………………………
6

REVIEW OF LITERATURE


On Misconceptions …………………………………………
8


On Attitude Toward Chemistry …………………………….
14


On Students’ Academic Performance……………………….
17


On Ethnicity ………………………………………………..
24


Conceptual Framework of the Study ……………………….
26


Definition of Terms …………………………………………
28

Research Hypotheses …………………………………….…
30

METHODOLOGY


Locale and Time of Study …………………………………. .
32

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Respondents of the Study …………………………………...
34


Research Method ……………………………………………
34


Statistical Treatment of Data ………………………………..
35

RESULTS AND DISCUSSION

Common
Misconceptions



Basic Physical Concepts and Matter…………………
40
Chemical
Reactions…………………………………. 42


Students’ Level of Misconception



Basic Physical Concepts and Matter…………………
44
Chemical
Reactions…………………………………. 45


Comparison Between Misconception Scores

of Basic Physical Concepts and Matter and
Chemical
Reactions…………………………………………. 46


Variables Affecting Misconceptions



Students’ Level of Attitude Towards Chemistry…….
47

Academic
Performance……………………………… 50





Students’
Background




High School Grade in Chemistry ……………
50
Ethnic
Background
………………………….. 52
Parents’
Educational
Attainment
…………….
55


Relationship Between Level of Misconception

and the Variables Affecting Students’ Misconception


On
Attitude
Towards
Chemistry………………………
55



On Academic Performance ……………………………
57

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Students’
Background




On High School Grade in Chemistry…. ………
59
On
Ethnic
Background
………………………...
60
On
Parents’
Educational
Attainment
………….
61

Regression
Analysis
…………………………….…….
62

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary
…………………………………………………… 64

Conclusion
…………………………………………………. 66


Recommendations
………………………………………….
67

LITERATURE CITED …………………………………………….
69

APPENDICES



A. Course Syllabus: General Inorganic

Chemistry 1…………………………..…………………
74


B. Permission to Float Questionnaire …………………..….
80


C. Survey Questionnaire………………………………..…..
81


D. Profile of the Respondents………………...…………….
87


E. Distribution of Respondents’

Responses on Misconceptions……………………………
91


F. Distribution of Responses on

Attitude Survey …………………………….…………….
97

GTables…………………………..…………………………. 100

BIOGRAPHICAL SKETCH ………………………………………..
104

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INTRODUCTION



Of all the sciences, chemistry is probably the one which has the closest
links with all the others. Chemistry not only provides the basis for much of what
goes on in our world but it is a vital, continually growing science. It is an
extremely practical science and has been very influential in its impact on our daily
living, health care, conservation of natural resources, protection of the
environment, and provision of our everyday needs for food, clothing, and shelter.
It is also probably the one which is the most difficult to divide into tidy watertight
compartments. The result is that, although the ordinary citizen might like or need
to know about chemistry, it is very difficult for him or her to get started.
Chemistry education is an important factor for global competitiveness. Learning
chemistry requires both the assimilation of many new concepts and the
development of analytical skills.

Many students view chemistry as one of the most difficult subjects to
study in all levels of schooling. Students at all ages hold a wide variety of
scientifically faulty knowledge structures called “misconceptions” (Arizona State
University, 2001). As far as misconceptions in chemistry are concerned, college
students are no exception. Learning chemistry places many demands on students
and teachers that seem insurmountable. Instructors display mathematical
formulas, chemical symbols, and scientific measurements simultaneously to
describe phenomena that are not readily apparent to students. Moreover, the
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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concepts of chemistry are often seen as abstractions confined to the classroom and
not applicable outside of school. These perceived difficulties are part of the
context in which these students develop chemical concepts and problem-solving
skills.

To deal with such difficulties, chemistry educators have devoted
considerable time to developing curricula that help students visualize the
molecular world and connect classroom concepts to observable phenomena.
Hence, a specialized science subject such as chemistry should be taught by
competent teachers.

Background of the Study

Most students cannot grasp the full depth and detail of any chemical
concept the first time that it is presented to them. It has been found that most
people learn effectively by first being given a basic description of the concepts
then developing their detailed understanding over time. Despite the best efforts of
educators, a few misconceptions are at times introduced by attempting to avoid a
detailed description in introductory courses (Novak, 1999).

Over the past years, there have been many studies of students’
understandings and misunderstandings with regards to science, in general, and to
chemistry, in particular. Many of these studies have found that students hold
concepts which are different than those accepted as correct by the scientific
experts. These alternative views have been given several names such as
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“alternative frameworks”, “children’s science”, and “misconceptions” (Chemistry
Education Research, 2005).

In the constructivist theory of learning, the learner’s role is taken to be an
active role, not a passive role. Learners base their understanding on their previous
knowledge. It is the knowledge and experiences that students bring with them that
have the greatest influence in their learning. Therefore, an understanding of the
concepts students hold prior to instruction is of paramount importance for
effective instruction.

The difficulty with science education is that so much of it is actually
reeducation. It was observed that when educators teach something about which
the students have never heard, the students generally both welcome and
understand the topic. But when they have to teach something which they have
already learned incorrectly, that is when the educators start to identify with
Sisyphus (Fraser, 1996). Although vernacular and factual misconceptions can
often be easily corrected, even by the students themselves, it is not effective for a
teacher simply to insist that the learner dismiss preconceived notions and
ingrained nonscientific beliefs. Recent researches on students’ conceptual
misunderstandings of natural phenomenon indicate that new concepts cannot be
learned if alternative models that explain a phenomenon already exist in the
learner’s mind. Although scientists commonly view such erroneous models with
disdain, they are often preferred by the learner because they seem more
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reasonable and perhaps are more useful for the learner’s purpose (Mayer, 1987 as
cited by Nap, 2000). These beliefs can persist in a student’s mind and can hinder
further learning (McDermott, 1991 as cited by Nap, 2000).

Statement of the Problem

The major purpose of this study was to identify and determine the level of
misconceptions on general theories in General Inorganic Chemistry, and its
correlation to attitude and academic performance among engineering students of
the University of Baguio.

Specifically, answers to the following questions were determined:
1.
What are the misconceptions in General Inorganic Chemistry on
basic physical concepts and matter and chemical reactions among engineering
students of the University of Baguio?
2.
What is the level of attitude of engineering students towards
chemistry?
3.
What is the students’ level of academic performance in General
Inorganic Chemistry?
4.
What is the extent of relationship in the students’ levels of
misconceptions considering student’s background such as high school grade in
chemistry, ethnic background, and parent’s educational
attainment,
attitude
toward chemistry, and academic performance?

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Objectives of the Study

The objectives of this study were as follows:
1.
To identify and determine the level of misconceptions in General
Inorganic Chemistry on basic physical concepts and matter and chemical
reactions among engineering students of the University of Baguio.
2.
To determine the students’ level of attitude towards chemistry.
3.
To determine the students’ level of academic performance in
General Inorganic Chemistry.
4.
To determine the relationship between students’ level of
misconception in General Inorganic Chemistry and the variables attitude towards
chemistry, academic performance in General Inorganic Chemistry, and student’s
background such as high school grade in chemistry, ethnic background, and
parent’s educational background.

Importance of the Study

The researcher finds that the present study is important on the following
grounds:
1.
Identifying key misconceptions could help in redesigning the
course to enable the students to have a better understanding of familiar concepts.
2.
The world of misconceptions is a window into how students
actually think. Teachers could gain a sound understanding of how students think.
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3.
Clarification of common misconceptions could improve academic
performance of students.
4.
Awareness of these misconceptions will help the students
formulate better ideas or new concepts.
5.
Knowing the causes, and consequently, corrections of these
misconceptions could improve the students’ attitude towards the subject.
6.
Determining the students’ attitude towards chemistry would enable
chemistry teachers to improve their teaching methodology.

Scope and Delimitation of the Study

This study aimed to determine misconceptions in General Inorganic
Chemistry on basic physical concepts and matter and chemical reactions. The
selection of topics were based from the course syllabus ENGCHM 1 used by the
University Of Baguio College Of Engineering during the First Semester School
Year 2005 – 2006. Appendix A shows the course syllabus for ENGCHM 1.
The intervening factors which were investigated in this study included the
following demographic data; high school rating in chemistry, ethnic background,
parents’ educational attainment, attitude towards chemistry, and academic
performance. Gender was not included since the respondents were all male, given
that engineering is a course dominated by male.
The actual number of respondents who participated in this study was
predicted to diminish as compared to the actual number of enrollees indicated in
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the official student list by the Engineering Dean’s Office. This was due to the
number of students who dropped or withdrew the subject in the succeeding
months. Other reasons for the exclusion of a respondent include insufficient data
from the registrar’s office records, transferee student with incomplete transfer
credentials, and a new student who has not submitted any credentials to the
registrar’s office.















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REVIEW OF LITERATURE

On Misconceptions

In science, there are often many concepts that are frequently
misinterpreted. This may be the result of students coping with making sense of
abstract concepts. Moreover, science is constantly changing to adapt to new
discoveries and methods, hence some misconceptions may be due to old ideas or
legends.
The term ‘misconception’ is used to encompass both those alternative
conceptions that may arise from formal interventions, such as classroom study,
and those that are a result of students’ own interactions with and observations of
their environment.
Teachers often discover that many students show misunderstanding on a
number of concepts. When there is misunderstanding, it can be persistent and can
readily affect the student’s understanding of the lesson or subject. When students
fail to understand a concept, they tend to employ a rote learning strategy in order
to pass their examinations. Teachers can be astonished to learn that despite their
best efforts, students do not grasp fundamental ideas covered in the class. Even
some of the best students give the right answers but are only using correctly
memorized words (Arnorsdottir, et al, 2004). A significant number of
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misconceptions are widespread and tend to be tenacious, some persisting in
students up to the university levels.
According to Nap (2000), misconceptions can be categorized as follows:
• Preconceived notions
• Nonscientific beliefs
• Conceptual misunderstandings
• Vernacular misconceptions
• Factual misconceptions
Biggs (1999) reported that in the course of knowledge construction,
students inevitably create misconceptions which need to be corrected. But first,
one has to find out what they are by formative assessment. This does not
necessarily mean formal teaching, although trial runs on final assessments can be
useful, but probing students’ knowledge as it is being constructed, so that any
misunderstanding can be set right, literally in the formative stage. To do this
requires a technique where students will feel free to admit error. If they think they
might be graded on the result, they will be very defensive.
Hess and Azuma (1991), as cited by Biggs (1999), defined a technique
used by Japanese teachers called ‘sticky probing’. A single problem is discussed
for hours by students, with the teacher mediating, until a consensus acceptable to
teacher and students is reached. The focus of the probing is a particular students’
error, which the teacher believes would be instructive to unpack and reconstruct
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publicly, with the students’ focus of public correction. Japanese students don’t
appear to see this as a punishment for making a mistake, but as part and parcel of
learning.
Tabor (1998) pointed to the strong preference of most of their students for
common sense reasoning, everyday analogies, visible effects and changes, and
common nonscientific word usage. He observed that students actively rejected the
use of scientific vocabulary in favor of colloquial speech, which led them into
many misunderstandings.
Along this line, Schmidt (1997) discussed how misconceptions form a
meaningful and coherent alternative framework in students’ minds, which is very
hard and difficult to change. He then focused on the role of everyday meanings of
words in fostering misconceptions.
Johnstone (1993) noted that some current researchers have begun to look
beyond the classification of misconceptions toward understanding what underlies
the difficulties that students have when approaching complex topics such as
chemical equilibrium, molecular orbital theory, or reaction kinetics. In particular,
chemistry education research has shifted focus to explore students’ specific
difficulties with understanding the representations of chemical phenomena at
multiple levels as well as the forms chemists give these representations.
Experienced chemists take for granted that chemical phenomena occur at multiple
levels – the submicroscopic, the macroscopic, and the symbolic. Johnstone’s
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model for the nature of chemistry, involving macro, sub micro and symbolic
aspects, suggests that successful problem solving requires mastery of all three.
In addition to Johnstone’s report, Banerjee (1995) added that although
chemists may easily discern the relationships between chemical phenomena at the
symbolic, submicroscopic, and macroscopic levels and represent the phenomena
with several representations, students have considerably more difficulty.
Ahtee and Varjoli (1998) found that approximately 10% of eighth graders
in Finland failed to distinguish between substances and atoms. The same
percentage of secondary school students and university students made the same
mistake.
According to Sue-Ho (1999), student teachers who opted to major in
science are entering the college with misconceptions about a number of basic
chemistry concepts. Analysis of examination scripts of first year students over the
past eight years has revealed that some misconceptions persist even after
instruction. This is of concern since misconceptions affect their ability to gain a
sound understanding of the subject matter and, if not addressed, will hamper their
chances of becoming effective chemistry teachers, and will lead to transmission of
and perpetuation of misconceptions.
Harrison and Treagust (1996) classified the kinds of models which can be
built of a physical phenomenon, and then observed how the students used various
models and types of models to build a picture of a phenomenon. They deduced
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that none of the 48 students completing a chemistry course had come to
understand that the models they were using were only models which served the
development and testing of ideas, not the depiction of reality. Only one of the 48
seemed to be on the verge of achieving this understanding.
Bodner’s (2003) work, spanning nearly 20 years, studying freshmen
through to graduate students, and covering chemistry domains (general, organic,
inorganic, and physical) indicates that successful problem solving is linked to the
number and kinds of mental models that students have.

Hong Kwen Boo (1998) emphasizes that students have a difficult time
understanding the abstract concept of energy, and to the difficulty students have
in bridging the gap between perceptual thinking and the use of “concepts about
particles and their interactions.” He said that students failed to understand the
nature of sciences as a process of construction of predictive conceptual models
and the nature of scientific concepts and principles, that is, their applicability
across the entire range of chemical phenomena.

In their article on Connected Chemistry, Stieff and Wilensky (2000) noted
that considerable research has been devoted to identifying and classifying
misconceptions in chemistry. To this end, educational researches have
underscored how traditional chemistry curricula, replete with lectures and drill-
and-practice exercises, are unsuccessful at providing students with a solid
conceptual understanding of the theories and expressions found in chemistry.
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Unfortunately, despite decades of research and curriculum development, students
today still do not adequately learn the necessary concepts to succeed in this field.
Misconceptions also arise from preconceptions. Students enter a class with
physically incorrect and/or inconsistent alternative conceptions about the
workings of the world around them. These preconceptions form the mental
framework, the scaffolding on which students build all subsequent knowledge.
Alternate frameworks come in 2 varieties: misconceptions about what
actually happens, and alternative explanations of what happens. In the former
case, the concepts are simply empirically wrong; in the latter situation, the notions
may be internally consistent but contrary to chemists’ accepted views (De Jong,
2000).
The constructivist view of learning leads to the expectation that it is not
easy to bring about a reconstruction of a misunderstood concept already
embedded in the mind (Tomlinson et al., 2000).
Students can also get their misconceptions from the media, where the
reporters don’t use the right definitions for the concepts. Students, then, try to
construct meanings of concepts based on their perceptual experiences (Go, 2001).
Other sources of these misconceptions can, in many cases, be traced to
textbooks or to teachers, who may have presented the concept incomprehensibly
or incorrectly. “Defective textbooks blot the educational landscape like booby
traps and land mines. Faulty books destroy minds mincingly but, overtime,
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extensively, like the misty rain, coming softly but flooding the river. What seems
to be more confusing to students is that text and instructors often do not point out
the nature of the simplification being presented” (Go, op cit).
Misconceptions in any field in science are a continuous phenomenon and
may be caused by several other factors. But whatever the misconceptions are, the
key to success is ensuring that students are constructing or reconstructing a
correct framework for their new knowledge (Science Teaching Reconsidered,
2000).
Hence, a stronger emphasis on the basic concepts must be focused. This
study attempts to highlight where student understanding of fundamental concepts
of matter and chemical reactions differ from accepted scientific concepts in order
to aid instructors in the development of new and better curricula that bring
students more rapidly to a simpler desired understanding.

On Attitude Toward Chemistry

According to Novak (1999), there are two extreme attitudes toward
Science/Chemistry:
1)
Baconian Vision (after philosopher Francis Bacon) states that the
progress of mankind can be only achieved through the development and
application of Science and Technology in the exploitation of natural resources.
Knowledge is power! The improvement in the physical environment will
subsequently lead to better social environment and to the more humane society.
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Most scientists and governments subscribe to this belief which originated during
the Age of Enlightenment in Western Europe.
2)
Frankensteinian Vision ( after the novel by Marie Shelley)
expresses concern at unrestrained development of Science and Technology (“Man
playing God”) and points out the role of Science and Technology in the
development of weapons of mass destruction and environmental degradation.
Many people in the Green Movements subscribe to this view of science.

As cited by Holt (2005), the term ‘attitude’ deals with a disposition to
react favorably or unfavorably to a class of objects. She expanded on this idea by
stating that attitude is an outcome of the categorization process, this process being
influenced by the social environment. Attitudes can be classed as items of social
knowledge that are continually formed, strengthened and modified. They can
therefore be defined as mediated reactions that have been strongly influenced by
social context. Attitude is a means of adjusting to and making changes in one’s
social environment. It is does learnt and can often persist, however it can also be
modified by experience.

Favorable or unfavorable dispositions toward a school subject influence
students’ academic performance. Quisumbing (1986) described the role of
attitude, thus:



Attitude involve both affective and cognitive
components.
These
components
interact



intimately with one another, so that cognition



about attitudinal objects are not felt to be
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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meaningfully
analyzable
without
considerations
of
affective
forces… and thus attitude is



defined as an enduring organization of
motivational,
emotional,
perceptual,
and

cognitive
processes,
with
respect
to
some
aspects
of
the
individual
world.

According to the Chemistry Education research (2005), one of the major
concerns in the chemistry community internationally has been the decline in the
status of chemistry as an “enabling science”. What is most relevant is the decline
in the staff/student ratios and correlated funding. Although this problem has many
facets, two of the challenges are to teach in a comprehensive manner, as well as to
attract and retain chemistry undergraduate students.
Banya (2005), in a study on the factors affecting attitudes of high school
female students toward chemistry, noted that chemistry is a human endeavor that
relies on basic human qualities like creativity, insights, reasoning and skills. He
added that chemistry depends on habits of the mind: skepticism, tolerance of
ambiguity, openness to new ideas, intellectual honesty, curiosity, and
communication.

Durrani (1998) noted that the declining popularity of science is a well-
known fact. He observed that the number of 18 year-olds taking science and math
at A-level in England and Wales fell from 42% in 1963 to just 16% in 1993.
In his study on the attitudes and views of medical students toward science,
Peña (2005) concluded that there are students who showed favorable attitudes
toward science, as most respondents claim to repute science as the best source of
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knowledge. Nevertheless, he noted that a sizable portion of students have some
reservations concerning science and technology since more than half of the
respondents think that science has made lives more stressful and they believe that
most scientists serve political power.
In a recent survey on what professional chemists do, Meakins (1996)
found that there was an over-all positive attitude towards chemistry with the
majority of those polled being aware of the benefits that chemistry can bring.
Osborne et al (1998), in their article Attitude to Science: Issues And
Concerns summarized young people’s attitude to science, how these affect subject
choice and achievement. The authors concluded that the recent introduction of
Compulsory Science Education to 16 year-olds in England, Wales, and Northern
Ireland has not succeeded in changing the level of interest in science and that
attention needs to be turned to the content of the curriculum to make it more
relevant and engaging.

Rivera’s (2000) study on Psychosocial Learning Environment in
Chemistry Classroom in the Philippines showed that attitude is directly related to
chemistry achievement and that learning environment is directly related to attitude
and chemistry achievement.

On Students’ Academic Performance

The following works present the general atmosphere affecting the
academic performance of students.
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It is said that the performance of an individual is the result of the interplay
of simple responses such as habits, motives, attitudes, emotions, language, and
personality, all of which are the products of learning.
For this reason, individuals differ in all sorts of ways, and any one of these
differences may affect how well he performs in his work, in his studies, and even
in society (Etulle, 1995).
Nebres and Vistro-Yu (1998) stated that various assessments and surveys
report downward trends in student performance in science. The results were found
to be consistent, but a major concern is whether such results are used as a starting
point when new programs and activities in science and math education are
organized.
Tomlinson et al (2005) concluded that improved student performance in
general chemistry courses is correlated in varying degrees with higher reasoning
ability, better math skills and logical-thinking ability, previous chemistry
background, better attitudes about the course, as well as higher placement
examination scores.
Hahn and Polik (2004) also cited that in physical chemistry, logical
thinking ability as well as previous successful courses in math and physics,
students’ study skills and motivation were shown to be predictors of success.
According to Mastroprieri and Scruggs (2000), students at risk for school
failures come from diverse environments and they represent all racial, ethnic and
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linguistic background. Capel et al (1996) identified the term “at risk” in the
following ways: low educational attainment and self-esteem, dwindling
participation in school activities, truancy, dropping out, behavioral problems and
delinquency.

Capel et al (op cit.) wrote that the authors of the report for the
Organization for Economic Cooperation and Development identified factors that
could be used to predict the aforementioned outcomes. These factors are family
poverty, ethnic minority status, single parenthood, uneducated parents, cramped
housing, no relations between home and school, physical and mental abuse, poor
grasp at the language instruction, the type and location of the school and
community failings.

Weis (1995) stated that some pupils have a more positive attitude toward
school and learning. These pupils are therefore more likely to work hard, behave
in the classroom and succeed in education. Right attitude and perseverance are
responsible for approximately 75% of achievement.

Marks-Beale (2002) said that the learning-how-to-learn skill of a student
help him succeed in his academics. Possession and use of effective and efficient
learning skills mean that the person feels confident in his ability to learn and he
spends less time learning more. These skills are learning by doing, discovering is
learning style, creating concentration, learning time management, smart studying,
taking notes from lectures, taking notes from reading materials, reading
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comprehension skills, survival reading skills, mastering tests, using his creative
and critical mind, finding information on the web, and writing in the real world.

According to Burger (2000), researchers find differences in academic
performance between Type A and Type B college students. He wrote that such
investigation found that Type A students receive more academic honors and
participate more in extra-curricular activities than Type B students. Type A
people are strongly motivated to overcome obstacles, driven to achieve and meet
goals, attracted to competition, enjoy power and recognition. They are easily
aroused to anger and action, dislike wasting time and do things in a vigorous and
efficient manner, and find more easy-going people a source of irritation. Type B
people are relaxed and unhurried, work hard on occasion and Type B’s are less
likely than Type A’s to seek competition or to be aroused to anger or action.

Cohen et al (1996) pointed out that ability and motivation are inseparable
partners in the pursuit of academic success. As such, a number of instruments are
designed to look beyond ability and toward factors such as habits, interests, and
attitudes. These instruments are based on the following premises:
• Good students are the best judges of important and effective study
techniques.
• The child’s interests help the teachers design instructional activities.
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• Positive reaction to school may increase the likelihood that students
will stay in school, develop a lasting commitment to learning, and use
the school setting to advantage.
Helmenstine (2005) identified top five reasons why students fail
chemistry. These include cramming or trying to absorb chemistry concepts in the
least available period, insufficient math preparation, not reading the textbook,
negative attitude towards chemistry, and unable to do one’s work alone.
Brady (2005) emphasized that teacher factors that include teachers’
characteristics are linked to effective learning and academic achievement.
According to Elliot et al (1996), schools are effective when teachers staff
them because there is a link between teacher characteristics and a smoothly
functioning classroom contributing to students’ achievement.
Beerens (2000) added that education reformers say student achievements
are imposed when teachers’ performance and quality are also improved.
Steinberg and Noguera (2000) shared their different and yet
complimentary perspectives on the cultural, familial, and institutional factors that
have the most potent influence on student learning and academic performance.
Furthermore, Steinberg (2000) discussed that the parental involvement
that makes the biggest difference in student performance at the high school level
is the type that actually draws parents into schools physically: attending school
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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22
programs, watching their kids in extracurricular activities, and showing up for
parent-teacher conferences.

Thorkildsen et al (2002) reported that family stability, regardless of
whether children live in non-conventional, conventional, or single-parent
households, has been associated with high grades in school. When adults
continuously talk about how children can do their work, children who have
difficulty sustaining attention are likely to persist on difficult tasks. Moreover,
children benefit when adults help them select learning-oriented rather than
performance-oriented goals and offer feedback on the effectiveness of their choice
strategies.
According to Elliot et al (op cit.), the extent to which the parents support
the schools objective directly affects their children’s academic performance. He
stated that low parental expectations for their children often reflect the parents’
own educational experiences. If parents themselves encountered difficulties in
school, they may exercise a negative impact on their children’s attitudes,
expectations, and performance.
According to Jones and Jones (2001), the Coleman Report is perhaps the
best-known study of the effect of peer norms among high school students. This
study shows that the major factors are the socio-economic composition and
achievement orientation of fellow students. When students attend schools in
which academic achievement is valued, their interest in academic endeavors and
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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23
their academic achievement increases. Similarly, attendance at schools in which
academic performance is not valued tends to decrease students’ academic interest
and achievement.
Asher and Cole (1990), as cited by Seifert (1999), stated that students who
are extremely withdrawn socially or are actively rejected by their peers tend to
perform less well academically and think poorly of themselves socially.

Steinberg (op cit.) reported that the contemporary American society pulls
teenagers away from schools toward social and recreational pursuits. There is
widespread peer pressure not to succeed academically. One of five students says
that their friends make fun of people who try to do well in school. More than one-
half of all students say they never discuss their schoolwork with friends.
Steinberg (op cit.) also stressed that one of the worst offenders distracting
youngsters from academics is after-school employment. He found that students
who were working more than 20 hours a week were earning lower grades,
spending less time on homework, cutting class more often, and cheating more
frequently. However, he cited that this scenario happens in a country where this
level of working during school is commonplace, especially among students who
have their sights set on continuing their education beyond high school.
Guskey (2000), in a recent research by the Consortium for Policy
Research in Education in 1996, pointed to certain practices that boost student
achievement. These involve: (1) making achievement the school’s primary goal
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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24
which includes developing specific objectives among teachers, parents, and
members of the community, and then developing a comprehensive plan for
meeting these objectives, (2) enhancement of the curriculum and making sure
students are engaged in challenging academic programs, and (3) the appropriate
management of money, resources, people, and time at the school levels. The
principal should serve as facilitator of this process, rather than as an authority
figure that makes all of the important decisions. Most importantly, the work of the
teachers must focus directly on increasing student learning.
The question posed by Orduña (1994), “How can learning occur
effectively and efficiently so the performance yields are superior?” is a challenge
to every institution engaged in education.
Though there are factors that affect an individual’s performance, the
degree of such factors differs for every individual and may become sharpened or
suppressed in the process of learning or even as the individual is beset by factors
such as gender, ethnic affiliations, educational background, and parents’
educational attainment (Segnaben, 1996).

On Ethnicity
Aimé Césaire (2004) quoted, “No race holds the monopoly of beauty, of
intelligence, of strength, and there is place for all at the rendezvous of victors.”

In an article by Detterman (2004), he noted the numerous researches
which have found differences in measured IQ between different self-identified
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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25
racial and ethnic groups. However, he concluded that a person’s racial or ethnic
identification cannot be used to infer his or her intelligence.

With the publication of The Bell Curve (1994), authors Herrnstein and
Murray wrote that some of the racial differences in average IQ were partly due to
genetic factors.

Some scientists believed that the causes of racial and ethnic differences in
IQ scores are entirely environmental. In this view, certain racial and ethnic groups
do poorer on IQ tests because of cultural and social factors that put them at a
disadvantage, such as poverty, less access to good education, and prejudicial
attitudes that interfere with learning (Encarta, 2004).

In a research on why some ethnic groups, particularly Asian Americans,
perform very well academically compared to other groups, Detterman (op cit)
pointed to Asian cultural values and family practices that place central importance
on academic achievement and link success in school with later occupational
success.

In his article, Trachtenberg (2005) said that subtle reminders of common
cultural stereotypes can affect students’ academic performance.

Dr. Leman’s (2003) analysis on the Indicators of Academic Performance
showed that, in different subject areas, the students’ gender, ethnicity, and to a
lesser extent the type of school they attended, interact in different ways to produce
variations in academic outcomes depending on the subject area.
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26

In her study analyzing racial and cultural identity, Oyserman (2005)
concluded that minority youths get better grades in school if they have seen their
racial identity as connected to academics. She observed that when students are
made to focus on their status as both an in-group member and a member of a
group that is discriminated by a larger group, a positive sense of belonging
develops and further leads to improved academic performance.

Conceptual Framework of the Study


Each individual has inherent capabilities that may influence his
comprehension, behavior, and consequently his performance in every undertaking
he engages himself in. A student’s future success lies in his performance even as
he is surrounded by several factors that may affect his behavior or performance.

Conceptual change should become more plausible, more intelligible, and
more fruitful for the students. The formation of new concepts, particularly in
science, is based on building the foundation of old ones.

This study was meant to generate an awareness of some of the common
misconceptions found in General Inorganic Chemistry, specifically on basic
physical concepts and matter and chemical reactions, and aimed to determine the
extent by which these misconceptions or alternate conceptions are affected by
factors such as attitude toward chemistry, academic performance as measured by
the student’s final grade in General Inorganic Chemistry, and student’s
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27
background which includes high school grade in chemistry, ethnic background,
and parent’s educational attainment.
The level of attitude of engineering students of the University of Baguio
toward a basic chemistry course was determined, as well as the extent to which
attitude affects misconceptions in chemistry. Is it merely to satisfy a requirement?
Thus, getting a passing grade maybe a student’s only motivation for studying
chemistry.

Figure 1 shows the research paradigm.
STUDENT BACKGROUND
A. High school grade in
chemistry
B. Ethnic background
C. Parents’ educational
attainment






STUDENTS’ LEVEL

OF

MISCONCEPTIONS

IN

GENERAL

INORGANIC

CHEMISTRY



ACADEMIC

ATTITUDE
PERFORMANCE
TOWARD
IN CHEMISTRY

CHEMISTRY

Figure 1. Research Paradigm
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Definitions Of Terms
Academic
Performance. This refers to the knowledge attained or skills
developed, usually designated by grades or marks assigned by teachers, as
transmitted from the total raw scores. In this study, it is the final grade of the
respondents in General Inorganic Chemistry for first semester SY 2005-2006.
Attitude. These are tendencies or dispositions to react favorably or
unfavorably to situations. Attitudes also refer to a relatively enduring way of
thinking, feeling, and behaving toward an object, group, or idea. In this study,
attitudes refer to behavior of the students toward a subject.
Basic Physical Concepts. These are introductory topics discussed in
General Inorganic Chemistry which includes the general essence of chemistry,
measurements, temperature, density, specific gravity, heat, and energy.
Chemical Reaction. A process in which one or more substances are
converted into other substances. This is also referred to as chemical change
(Brown et al, 2002).
Educational Attainment. This refers to the educational degree attained by
an individual. In this study, parent’s educational attainment was used to refer to
the highest educational degree reached by either of the parents.
Ethnic Background. This investigates the societal background of the
respondent, indicating the social class or group which he belongs. It is based on
the cultural background to which the student was brought up by his parents. In
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29
this study, ethnic background referred to being Cordilleran, students coming from
the Cordilleras, or Non-Cordilleran, students coming from the other regions.
Frequency. The number of times a particular result occurs in a statistical
survey.

General Inorganic Chemistry. This is a branch of chemistry that deals with
the study of the structures, properties, and reactions of the chemical elements and
their compounds. In this study, it refers to ENGCHM 1 course which covers the
scope of General Inorganic Chemistry for engineering students of the University
of Baguio, as outlined in the course syllabus. (Appendix A)

Level of student misconception. This indicates the category or rank of the
student’s understanding on common fundamental concepts in general inorganic
chemistry based on the scores of wrong answers the students garnered from the
questionnaire.

Level of student attitude. This determines how a student reacts toward
chemistry, whether favorably or unfavorably. This will utilize the modified survey
attitude by Hand (Appendix C) and rated using a five-point Likert’s scale.

Level of academic performance. This represents how the student rated in
class based on his final grade in General Inorganic Chemistry (ENGCHM 1).
Matter. It is anything that occupies space and has mass.
Misconception. This is defined as a mistaken idea or view resulting from a
misunderstanding of something. Misconception or alternate conception is when
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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30
students, teachers or anybody’s idea differs from the definitions accepted by the
experts. For this study, misunderstandings and intuitive conceptions/alternate
conceptions that are not in keeping with the ideas accepted by the scientific
community are referred to as misconceptions.
Percentage. The comparative portion or share of an entry relative to a
larger group.
Rank. A position relative to others.
Regression
Analysis. It is concerned with the study of the dependence of
one variable, the dependent variable, on one or more other variables, the
explanatory variables, with a view to estimating and/or predicting the mean or
average value of the former in terms of the unknown of the fixed (in repeated
sampling) values of the latter.
Standard
Deviation. A statistical measure of the amount by which a set of
values equal to the square root of the mean of the differences’ squares.

Research Hypothesis

The following hypotheses guided the researcher in the conduct of this
study:
1.
Misconceptions on basic physical concepts and matter and
chemical reactions of engineering students in the University of Baguio are
insignificant.
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31

2.
Engineering students in the University of Baguio exhibit positive
attitude toward science, in particular, chemistry.
2.1
There are no significant differences in the students’ levels
of attitude toward chemistry.
3.
The academic performance of engineering students of the
University of Baguio is fair.

4.
There are no significant relationship between the students’ levels
of misconception and the following variables: attitude toward chemistry,
academic performance, and students’ background such as high school grade in
chemistry, ethnic background, and parents’ educational attainment.










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METHODOLOGY

Locale and Time of the Study

This study was conducted in the University of Baguio located at General
Luna Road, Baguio City (Figures 2 and 3). It was conducted during the First
Semester of the school year 2005 – 2006, the week before the final examinations
week.

Figure 2. Vicinity Map
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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33



Figure 3. Campus Map
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34
Respondents of the Study

The respondents included the engineering students of the University of
Baguio enrolled in Engineering Chemistry 1 (ENGCHM 1) during the first
semester of school year 2005-2006. Students from 5 different class sections
participated in this study as respondents. Table 1 presents the distribution of
respondents from each class. The researcher was handling 3 of the 5 engineering
chemistry classes offered for the first semester of school year 2005-2006.

Table 1. Distribution of the Number of Respondents Per Class

CLASS FREQUENCY PERCENTAGE






1
28
19.58





2
30
20.98





3
27
18.88





4
27
18.88





5
31
21.68
TOTAL 143
100.00



Research Method

This study made use of the descriptive survey method of research, with the
survey questionnaire as the data-gathering tool.

The survey questionnaire (Appendix C) was composed of the following:
the respondents’ profile or background consisting of ethnic background and
parent’s educational attainment; the determinants of misconceptions in General
Inorganic Chemistry; and the survey on the students’ attitude towards the subject
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35
by Hand (1953). The questionnaires were personally administered by the
researcher.
To determine student misconceptions, a 40-item questionnaire on selected
topics in General Inorganic Chemistry was administered to the respondents one
week before the final examination week. The determinants of misconceptions
were gathered from the compilation of Arizona State University’s key
misconceptions and preconceptions in chemistry (2001) and evaluated by science
teachers at the Integrated Physics and Chemistry Modeling Workshop held at the
Arizona State University.

The student’s level of misconception was determined from the scores of
incorrect answers obtained by the respondents in the 40-item True-or-False
questionnaire, which is composed of 20 items on Basic Physical Concepts and
Matter, and 20 items on Chemical Reactions.

The researcher asked permission from the University Registrar’s Office to
retrieve the respondents’ high school grades in Chemistry. Likewise, permission
from the University Of Baguio College Of Engineering was sought to float the
survey questionnaires.

Statistical Treatment of Data
After the questionnaires were collected, the responses were tabulated and
analyzed using frequency, percentage, mean, ranks, standard deviation, chi-
square, Z-approximation test, analysis of variance, and multiple regression.
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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36

To obtain the level of misconception both for basic physical concepts and
matter and on chemical reactions, the following scale was used:
NUMBER OF WRONG ANSWERS
INTERPRETATION


16 - 20


Very highly misconcepted



11 - 15


Highly misconcepted



6 - 10


Moderately misconcepted



0 - 5


Slightly misconcepted to not






misconcepted

This scale was interpreted as follows: respondents who get a total of 16-
20 wrong answers were considered very highly misconcepted; those with wrong
answers ranging from 11-15 were considered highly misconcepted; those with 6-
10 wrong answers were considered moderately misconcepted; and those with 0 - 5
incorrect answers were considered slightly misconcepted to not misconcepted.

A test for the significance of the level of misconceptions between Basic
Physical Concepts and Matter and Chemical Reactions was done using paired t-
test analysis or the Z-approximation test for large samples at 5% level of
significance. Under the standard normal table, the critical region at 5% level of
significance will be all│Z│ ≥ Z0.025 = 1.96. This means that the level of
misconception for Basic Physical Concepts and Matter and Chemical Reactions
are significantly different when the absolute value of computed Z is greater than
or equal to 1.96.

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37

The survey on attitude by Hand (1953) was utilized in determining
students’ attitude towards chemistry. The survey questionnaire was answered
using a five-point Likert’s scale as follows:
SCALE RANGE INTERPRETATION


1

1.00 – 1.50

Strongly Disagree



2

1.51 – 2.50

Disagree



3

2.51 – 3.50

Moderately Agree



4

3.51 – 4.50

Agree









5

4.51 – 5.00

Strongly Agree


To obtain the student’s level of attitude (SUMATT), the sum of the
student’s responses for the twenty questions on attitude survey was computed and
the mean was determined. The level of attitude was classified as follows based on
the five-point Likert’s scale:


1.00 – 1.50 - Worst Attitude


1.51 – 2.50 - Poor Attitude


2.51 – 3.50 - Fair Attitude


3.51 – 4.50 - Good Attitude

4.51 – 5.00 - Excellent Attitude

The respondent’s academic performance (CHFINAL) was determined
from the respondent’s final grade in engineering chemistry for the first semester
of 2005-2006.
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38

Based from the University of Baguio’s grading system, the final grades
were grouped as follows:


Below 75 - Poor



75 - 79 -
Low



80 - 84 - Fair



85 - 89 - Good



90 - 94 -
Very Good


95 and above - Outstanding
The respondents’ high school grade in chemistry (HSGRADE) was
grouped as follows:

Below 75 -
Poor


75 – 79 -
Low


80 – 84 - Fair


85 – 89 - Good


90 – 94 -
Very Good


95 and above - Outstanding


Parents’ educational attainment (PAREDUC) was ranked according to the
highest degree attained by either one of the surviving parent or guardian of the
respondent. The assigned ranks were represented as follows:


1 – Up to elementary level



2 – Up to high school level

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39


3 – Up to college level


4 – Up to post graduate level or higher


Chi square test for goodness-of-fit was employed to determine the
students’ level of attitude toward general inorganic chemistry at 5% level of
significance. Two variables being analyzed using chi square are significantly
related if the probability values obtained is less than 0.05.

Analysis of variance (ANOVA) was utilized to see if there are significant
differences between the moderator variables (ethnic background, high school
grade in chemistry, parents’ educational attainment, academic performance, and
level of attitude) in relation to misconceptions at 5% level of significance.

Multiple regression analysis is a statistical method used to determine the
best statistical relation among the variables or simply to know the degree of
relationship among variables (Hardy, 1993). For this study, this was used to
determine which of the different variables has the most influential effect on
student misconception at 5% level of significance.



Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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RESULTS AND DISCUSSION

Common Misconceptions


Basic Physical Concepts and Matter


The distribution of the student’s responses on the 20-item questions for
Basic Physical Concepts and Matter was tabulated (Appendix E) and the common
misconceptions, questions which were wrongly answered by most of the
respondents, were identified.
The top five questions that were wrongly answered by most of the
respondents were the following:

1. Chemical knowledge is truth.

2. Chemistry is or should be concerned primarily with solving


practical problems.

3. Bubbles from boiling water consist of air and oxygen.

4. Temperature is a measure of the body’s heat.

5. Mass is conserved but not the number or species of atoms.
Figure 4 shows the graphical presentation of the frequency distribution of
the misconception scores for basic physical concepts and matter, where the total
numbers of incorrect responses are indicated.


.
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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140
133
120
114
e 120
97
c
or 100
97
80
e
p
t
i
on S
60
40
i
s
c
onc
20
M
0 1 3 5 7 9 11 13 15 17 19
Question Number

Figure 4. Frequency Distribution: Misconception Scores in Basic Physical Concepts and Matter
41

Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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42
Chemical Reactions
The distribution of the student’s responses on the 20-item questions for
Chemical Reactions was tabulated (Appendix E) and the common misconceptions
were identified.
Topping the list of the questions wrongly answered by most of the
respondents were the following:

1. Chemical reactions are caused by the mixing of substances.

2. Chemical reactions must be driven by external intervention, for


example, heat.

3. Breaking chemical bonds release energy.

4. Chemical reactions are reactions which produce irreversible


changes.

5. If a reaction includes oxygen, it is an oxidation reaction.
The frequency distribution of the misconception scores for Chemical
Reactions is presented in Figure 5, indicating the scores for the common
misconceptions.


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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120
117
117
107
110
107
s
100
c
ore
80
S
60
c
e
p
t
i
on
40
i
s
c
on
20
M
0
1
3
5
7
9
11 13 15 17 19
Question Number

Figure 5. Frequency Distribution: Misconception Scores in Chemical Reactions
43
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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44

Students’ Level of Misconception Based on Scores
of Wrong Answers To Questions on General
Inorganic Chemistry


Basic Physical Concepts and Matter
As presented in Table 2, it can be seen that 60.84% of the respondents (87
out of 143) have incorrect answers between 11-15 out of 20 questions in Basic
Physical Concepts and Matter. This means that more than half of the respondents
are highly misconcepted and 27.97% of the respondents are moderately
misconcepted.

Table 2. Students’ Level of Misconception based on scores of wrong answers to

questions on Basic Physical Concepts and Matter

SCORES

LEVEL OF MISCONCEPTION
FREQUENCY %
(Wrong Answers)


16-20
VERY HIGHLY MISCONCEPTED
14
9.79
11-15
HIGHLY MISCONCEPTED

87
60.84
6-10
MODERATELY MISCONCEPTED
40
27.97
0-5
SLIGHTLY MISCONCEPTED

2
1.40





TOTAL 143
100.00


χ 2
c = 116.5*
Probability = 0.00


* significant



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45

Chemical Reactions
As shown in Table 3, for the questions on Chemical Reactions, 63.64% of
the respondents (91 out of 143) have wrong answers ranging from 11-15 out of 20
questions, also falling under the category of highly misconcepted and 24.48% of
the respondents were very highly misconcepted. This shows that although the
misconception determinants questionnaire was administered one week before the
final examinations, that is, after all the topics in General Chemistry were
discussed, majority still were found to be highly misconcepted.
These findings
agree with Sue-Ho (1999) who stated that misconceptions persist even after
instruction. Schmidt (1997) also mentioned that misconceptions are strongly and
persistently held by students.

Table 3. Students’ Level of Misconceptions based on scores of wrong answers on

questions on Chemical Reactions

SCORES
LEVEL OF MISCONCEPTIONS
FREQUENCY %
(Wrong Answers)


16-20
VERY HIGHLY MISCONCEPTED
35
24.48
11-15
HIGHLY MISCONCEPTED

91
63.64
6-10
MODERATELY MISCONCEPTED
16
11.19
0-5
SLIGHTLY MISCONCEPTED

1
0.69









TOTAL


143
100.00


χ 2
c = 130.09*
Probability = 0.00


* significant
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46

Results of the chi square test done on the frequency of respondents for
each category of Basic Physical Concepts and Matter and Chemical Reactions
suggest that most of the respondents are highly misconcepted. This indicates that
most students have little to meager understanding of the concepts both on Basic
Physical Concepts and Matter and on chemical reactions.

Comparison between misconception scores
of basic physical concepts and matter
and chemical reactions

The test for the significance of the difference of misconceptions in Basic
Physical Concepts and Matter and in Chemical Reactions was computed using the
Z-approximation test for large samples at 5% level of significance.

From the standard normal table, critical region at 5% level of significance
will be all values of Z in absolute value equal or greater than 1.96. Since the
computed Z is equal to -5.609 which is greater than 1.96 in absolute value, then
the null hypothesis that the level of misconception on basic physical concepts and
matter and chemical reactions of engineering students in the University of Baguio
are insignificant was rejected. This implies that the student’s level of
misconception on Basic Physical Concepts and Matter and Chemical Reactions
differ significantly at 5% level of significance. Moreover, from Table 4, the
computed means signify that the misconception scores for chemical reactions are
significantly higher than the misconception scores for basic physical concepts.

Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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47

Table 4. Comparison between the misconception scores in Basic Physical


Concepts and Matter and Chemical Reactions

PARTS

MISCONCEPTION MISCONCEPTION
Scores
(Obs)
Mean
Std.
Dev.

Basic Physical Concepts
1540

10.77
9.29
and Matter
Chemical Reactions
1724

12.06
9.57


│Z c│= │-5.609│
>
1.96
Decision:
Reject
HO


The result was agreeable to the studies of Johnstone (1993), Banerjee
(1995), Harrison and Treagust (1996), and Hong (1998) who wrote that students
have more difficulties with understanding complex topics such as chemical
phenomena which includes chemical equilibrium and reaction kinetics and their
applicability.

Variables Affecting Misconceptions

Student’s Level of Attitude Towards Chemistry


The level of attitude of the students toward chemistry was measured using
a survey questionnaire of 20 questions (Appendix F).


Analysis of the data gathered showed that the level of attitude of the
students towards chemistry, as depicted in Figure 6, tends to lean on fair attitude
(44.06%) to poor attitude (36.36%) and only a total of 11.89% has good to
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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50
44.06
)
36.36
%
40
y (
30
nc
20
9.79
7.69
r
e
q
ue
F
10
2.1
0
r
fair
od
t
worst
poo
go
len
cel
ex
Level of At itude

Figure 6.
Frequency Distribution: Level of Attitude (SUMATT)
48
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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49
excellent attitude towards the subject. This implies that most of the respondents
have poor to fair inclination or interest towards the subject.

The chi-square test statistic (sig. =0.000) in Table 5 strongly suggests that
there is a good evidence to support the idea that most students tend to have poor
to fair attitude towards Chemistry. As Weis (1995) stated, right attitude and
perseverance are responsible for approximately 75% of achievement. Thus, from
these results, the null hypothesis that there are no significant differences in the
students’ level of attitude toward chemistry is rejected.
These findings were supported by the study done by Durrani (1998) and
an article in the Chemistry Education Research (2005) which pointed out the
declining popularity of chemistry in the science community. Helmenstine (2005)
added that one of the top 5 reasons why students fail in chemistry is the negative
attitude of the students toward this subject.

Table 5. Student’s level of attitude towards Chemistry


OBSERVATION
LEVEL OF ATTITUDE
N



(Groups)





(Obs.)













1.00 – 1.50

Worst Attitude

11



1.51 – 2.50

Poor Attitude

52



2.51 – 3.50
Fair Attitude

63



3.51 – 4.50

Good Attitude

14



4.51 – 5.00

Excellent Attitude

3




χ 2
c = 101.720*

(df) = 4


*significant




(sig.) = 0.000
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50

Academic Performance

Academic performance in this study refers to the student’s final grade in
chemistry for the first semester of SY 2005-2006.

After a semester’s course in College Chemistry, it can be seen in Figure 7
that most of the respondents (46.15%) have final grades (CHFINAL) from 75-79
which is categorized as low. Furthermore, 45 out of 143 or 31.47% of the
respondents have failed the subject. A total of 20.98% of the respondents (30 out
of 143 respondents) have grades 80 and above (fair to outstanding).

These results show that the students’ level of academic performance in
general inorganic chemistry ranges from poor to low. Thus, the null hypothesis
that the academic performance of engineering students of the University of
Baguio is fair is rejected.

Student Background

High School Grade in Chemistry. The high school grade of the
respondents in Chemistry provides a most useful insight in the students’
preparation for College Chemistry. Secondary Chemistry Education is the
foundation of the basic principles in general college chemistry.


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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50
46.15
40
)
31.47
%
y (
30
nc
20
9.09
F
r
e
que
5.59
4.9
10
1.4
0 5
9
4
9
4
-7
-8
up
low 7
75
80
85-8
90-9
95
Be
Final Grade in Colege Chemistry

Figure 7.
Frequency Distribution: Academic Performance in General Inorganic Chemistry
51
(CHFINAL)
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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52

Figure 8 shows the frequency distribution of the respondents’ high school
grades in chemistry. It is seen that more than half of the respondents have grades
between 70-79, that is, 82 respondents out of 143 or 57.34%, from which 39.86%
have high school grades from 75-79, which was categorized as low.

Disregarding the effects of other variables, this can be interpreted as that
the students’ foundation in general chemistry are superficial, hence, the students
are not well equipped to tackle college chemistry. Only 22 out of 143 respondents
(15.38%) were categorized as good to outstanding, with high school grades from
85 and above.

These findings are supported by the study of Ahtee and Varjoli (1998),
who observed that only 10% of 8th graders in Finland can distinguish between
substances and atoms. These topics are discussed in the first chapters of high
school chemistry.
Ethnic
Background. Figure 9 presents the frequency distribution of the
respondent’s ethnic background. It can be seen that majority of the respondents
were non-Cordillerans. This is not surprising, though, since Baguio City is
adjacent to the lowlands.

The student’s ethnic background was classified as Cordilleran (those
student’s whose cultural upbringing are from the Cordillera Regions) or non-
Cordilleran (referring to students whose cultural upbringing are from the other
regions of the country).
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

39.86
40
35
26.57
)
30
%
25
y (
17.48
nc
20
13.29
15
r
e
que
F
10
1.4
0.7
5
0
<75
75-79
80-84
85-89
90-94
95 up
HSGRADE

Figure 8. Frequency Distribution: High School Grade in Chemistry (HSGRADE)









53
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

54

64.34

70


60


50

)
35.66

% 40
y (


e
quenc 30

Fr

20


10


0

Cordillerans
Non-Cordillerans

Ethnic Background


Figure 9. Frequency Distribution: Respondents’ Ethnic Background
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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55

Ethnic backgrounds coming from the Cordilleras included the Kankanaeys
(KANK), Bontocs (BONT), Ibalois (IBAL), Ifugaos (IFUG), Kalingas (KALI),
and Itnegs; while the non-Cordillerans included the Ilocanos (ILOC), Tagalogs
(TAGA), Pangasinenses (PANG), Pampangos (PAMP), and Visayans (BISA).

Parents’ Educational Attainment. In this study, parent’s educational
attainment referred to the highest educational degree reached by either of the
student’s parents.


The frequency distribution seen in Figure 10 showed that most of the
respondents have parents with at least one parent reaching tertiary education
(58.04% UP TO COLLEGE), followed by parents who finished secondary
education (UP TO HIGH SCHOOL) composed of 38 out of 143 respondents or
26.57%. Few of the respondents, 4.9%, have parents or at least one of them
reaching post graduate studies (UP TO POST GRAD).

Relationship Between Level of Misconception and the Variables
Affecting Students’ Misconceptions


On Attitude Towards Chemistry

Result of the test done on the students’ misconception scores with regards
to attitude towards chemistry (SUMATT) indicates no significant difference at
5% level of significance as shown on Table 6.
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

58.04
60
)
50
40
26.57
30
20
9.79
4.9
Frequency (%
10
0
Elem
HS
Col
Post
Grad
Parent's Educational Attainment

Figure 10. Frequency Distribution: Parent’s Educational Attainment (PAREDUC)
56
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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57
Table 6. Average misconceptions according to students’ level of attitude towards

chemistry

DEGREE OF
SUM OF SQUARE MEANS
F
SIG.
FREEDOM




SQUARE

4
50.872

12.718
0.629* 0.643
137

2770.959
20.226
141

2821.831
FC = 0.629 < F0.05,(4, 137) = 2.37

Decision: Accept HO

* not significant



This means that the null hypothesis that there are no significant
relationship between the students’ level of misconception and attitude towards
chemistry is accepted.

The result contradicts the reports made by Etulle (1995), Cohen et al
(1996), and Marks-Beale (2002) that the interplay of simple responses such as
habits, motives, and attitudes may affect how one performs in his work, studies,
or even in society.

On Academic Performance


Result of the test done on the student’s misconception with regards to
academic performance, as presented in Table 7, indicated that a slight difference
in treatment means is observed on CHFINAL (where probability=0.0980), though
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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58
Table 7. Average misconception according students’ academic performance


(CHFINAL)

OBSERVATION
DESCRIPTION
N
MISCONCEPTION
(Groups)





Mean
Std. Dev.

Below 75

Failed

45
15.82
4.23

75-79

Low

66
16.71
4.89
80-84

Fair


13
16.38
2.14
85-89

Good

8
20.38
4.93
90-94

Very Good

7
19.14
2.67
95 & above
Outstanding
2 16.50
4.95








F
=
1.904*
Probability=0.098
*not
significant

at 5% level of significance, it is still deemed not significant. This means that the
level of academic performance do not have an effect on the student’s level of
misconception.

The finding disagrees with the study done by Leman (2003), that different
factors interact in different ways to produce variations in academic outcomes
depending on the subject area. Moreover, the study of Tomlinson et al (2005)
emphasized that improved student performance in general chemistry is correlated
in varying degrees with academic outputs. Segnaben (1996) concluded that
factors that affect an individual’s performance may become either sharpened or
suppressed in the process of learning. Such was also the conclusion of Sternberg’s
(1998) research who found that an individual’s academic performance was
relatively domain-specific, that is, people who excel in one area are not
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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59
necessarily excelling in another. He added that academic performance is only
weakly to moderately correlated with the scores of conventional measures of IQ.

Student’s Background

On High School Grade in Chemistry. Test done on the student’s level
of misconception with regards to student’s high school grade in chemistry, as
presented on Table 8, indicated no significant difference at 5% level of
significance, hence, the null hypothesis that there are no significant differences in
the student’s level of misconception considering high school grade in chemistry is
accepted. This means that student’s level of misconception is not affected by the
student’s high school grade in chemistry. This also implies that even if a student
has an outstanding high school grade in chemistry, it does not necessarily follow
that he has low misconception scores.

Table 8. Average misconception according to students’ high school grade in

chemistry (HSGRADE)

OBSERVATION LEVEL N MISCONCEPTION
(Groups)





Mean Std. Dev.
Below 75

Poor
25

17.16 3.30
75-79

Low
57

15.98 4.68

80-84

Fair

38

16.66 4.36

85-89

Good
19

18.37 5.27

90-94

Very Good 2

16.50 4.95
95 & above
Outstanding 1

21.00

F = 1.062*


Probability = 0.384
* not significant










Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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60

On Ethnic Background.
The test done for the association of the
student’s level of misconception to the variable ethnic background, as presented
on Table 9, indicated no significant difference at 5% level of significance, thereby
failing to reject the null hypothesis. This result implies that the respondents’
misconception does not depend on the students’ ethnic background or that
ethnicity has negligible bearing on the respondents’ misconception towards
College Chemistry, whether he is a Cordilleran or a non-Cordilleran.

Table 9. Average misconception according to students’ ethnic background

OBSERVATION
N
MISCONCEPTION
(Groups)




Mean . Std. Dev.











Cordilleran


51

15.23 4.18



Non-Cordilleran

92

16.01 3.78



F = 1.135*


Probability = 0.341
*not significant


Attesting these findings was Detterman’s (2004) article who noted that a
person’s racial or ethnic race identification cannot be used to infer one’s
intelligence. In addition to this, Hermenstein and Murray (1994) wrote that racial
differences in average IQ were partly due to genetic factors or environmental
factors such as poverty, less access to good education, and prejudicial attitudes
that interfere with learning.
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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61
However, these results contradict the article of Trachtenberg (2005) and
Oyserman (2005) who stated that racial identity can be connected to academic
performance and achievement. Likewise, Mastroprieri and Scruggs (2000) wrote
that school failures come from diverse environment and they represent all racial,
ethnic and linguistic background.

On Parents’ Educational Attainment. Result of the test done on the
student’s level of misconception with regards to parent’s educational attainment,
as presented in Table 10, indicated no significant differences of the groups at 5%
level of significance, hence, failing to reject the null hypothesis. This implies that
parent’s educational attainment does not affect student’s level of misconception in
general inorganic chemistry, as indicated by the mean scores.


Table 10. Average misconception according to parents’ educational attainment

(PAREDUC)


OBSERVATION

N
MISCONCEPTION

(Groups)




Mean Std. Dev.




1 UP TO ELEM

14
17.14
3.76


2 UP TO HIGH SCHOOL
38
17.32
5.03


3 UP TO COLLEGE
83
16.37
4.42


4 UP TO POST- GRAD
7
17.00
3.51






F = 0.436*

Probability = 0.728

*not significant


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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62
These findings contradict Capel et al (1996) who once wrote that single
parenthood and uneducated parents could be used to predict low educational
attainment of students. Steinberg and Noguera (2000) pointed out that one of the
most potent influences on student learning is familial factors such as parental
involvement and family stability.

Regression Analysis

Regression analysis is a statistical tool that determines the relationship
between variables while analysis of variance is a statistical tool showing only the
significant differences among the means. Hence, regression analysis was adopted
to show the most influential factors that would affect the students’ level of
misconception.
Being able to eliminate the variables which showed insignificant results,
regression analysis for categorical and ordinal data was employed with the
students’ misconception test scores as the dependent variable (Y), and student’s
attitude towards chemistry (SUMATT), and academic performance, as measured
by the final grade in College Chemistry (CHFINAL), as the independent variables
since these are the variables which are deemed significant to predict student’s
misconception in General Inorganic Chemistry.

Results of the multiple regression analysis, as presented in Table 11, has
shown that the model derived is not that adequate to predict student’s
misconception in Chemistry since it only explains 6.8% (R= 0.068) of the total
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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63
variation of the data. This means that this model will give only 6.8% significance
and reliability in predicting student’s misconception.

The derived model for student’s misconception (Y) is:

Y
=
11.867 + 0.150CHFINAL – 0.0926SUMATT

Table 11. Results of Regression Analysis

MODE L




M O D E L S T A T I S T I C S

Varia- Unstandardized Standardized
Sig.
R2 A N O V A Durbin- Ave.
bles
β
β

(t-test)
F Sig. Watson VIF


FULL MODEL



0.068 5.05 0.008 1.890 1.028
(constant)
11.867
0.016*

CHFINAL 0.150
0.227
0.007*
SUMATT -0.0926 -0.172

0.040*

*Significant at 0.05 level.


It can also be seen from Table 11 that regression analysis confirms that
variables academic performance and students’ level of attitude in chemistry as
significant factors which can affect students’ level of misconceptions in
chemistry. Therefore, the null hypotheses that there are no significant
relationships between students’ levels of misconception and attitude toward
chemistry and academic performance are rejected.


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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64

Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS


Summary

The study was conducted to determine the factors which affect
misconceptions in General Inorganic Chemistry among engineering students of
the University of Baguio. Specifically, the study aimed to: 1) identify and
determine the level of misconceptions in General Inorganic Chemistry on basic
physical concepts and matter and chemical reactions; 2) determine the
respondents’ level of attitude towards chemistry; 3) determine the student’s level
of academic performance in General Inorganic Chemistry; 4) to determine the
relationship between students’ level of misconception in General Inorganic
Chemistry and the variables attitude towards chemistry, academic performance in
General Inorganic Chemistry, and student’s background such as high school grade
in chemistry, ethnic background, and parent’s educational background.
The respondents of the study were 143 engineering students of the
University of Baguio who were enrolled in General Inorganic Chemistry
(ENGCHM1) during the first semester school year 2005 – 2006. The respondents’
high school grades in chemistry were retrieved from the Registrar’s Office. All
other data were gathered using a personal data sheet and the survey questionnaire,
which was administered personally by the researcher the week prior to final
examinations. Responses for each item on the survey questionnaire were
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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65
consolidated, categorized, tabulated, and analyzed using frequency, percentage,
mean, standard deviation, Z-test, analysis of variance, and regression analysis.

Descriptive statistics was used for the purpose of giving an initial
perspective on which factors affected the respondents’ misconceptions in General
Inorganic Chemistry. Z-test for approximation was used to determine if there are
significant differences between the respondents’ misconceptions in Basic Physical
Concepts and Matter and Chemical reactions. Chi square test for goodness-of-fit
was employed to determine the students’ levels of misconception and attitude
toward chemistry. Analysis of variance and regression analysis were used to
determine the relationship and significance of the different variables on the level
of misconceptions in general inorganic chemistry.

The following were the findings from the study:
1.
Student’s
level
of
misconceptions in General Inorganic Chemistry
on the topics of Basic Physical Concepts and Matter and Chemical Reactions is
high.

2.
The level of attitude of 80% of the students toward chemistry
ranged from poor to fair which means that the students have poor inclination or
lack interest in chemistry.

3.
The level of academic performance of the students in General
Inorganic Chemistry, as measured by the students’ final grade in chemistry,
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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66
ranged from poor to low. Most of the students (46.15%) have final grades from
75-79 and 31.47% failed the subject.
4.
Regression
analysis
showed
significant relationships between
students’ level of misconceptions in General Inorganic Chemistry and students’
level of attitude towards chemistry and students’ level of academic performance
in General Inorganic Chemistry.

5.
There were no significant relationships between students’ level of
misconception in General Inorganic Chemistry and students’ background such as
high school grade in chemistry, ethnic background, and parent’s educational
attainment.

Conclusion

Based on the findings of this study, the following conclusions may be
drawn:

1.
Students are highly misconcepted on Basic Physical Concepts and
Matter and on Chemical Reactions. Misconceptions on Basic Physical Concepts
and Matter and Chemical Reactions of the students are significantly different.
Hence, the null hypothesis was rejected.


2.
Students’ level of attitude toward chemistry has a significant
relationship on the students’ level of misconception. Hence, the null hypothesis
was rejected.
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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67
3.
The level of academic performance in general inorganic chemistry
ranges from poor to low. In this regard, the null hypothesis is likewise rejected.
4.
Since regression analysis showed significant relationships between
students’ level of misconceptions in General Inorganic Chemistry and students’
level of attitude towards chemistry and students’ level of academic performance
in General Inorganic Chemistry, therefore, the null hypotheses were rejected.
However, since ethnic background, high school grade in chemistry, and parents’
educational attainment has no significant effect on students’ level of
misconceptions, the null hypotheses were accepted.


Recommendations

In the light of the aforementioned findings and conclusions, the researcher
has the following recommendations:

1.
The need for assessment tests should be employed in order to
correct the misconceptions of students as early as in the first chapter of the course.
These tests may be in the form of pre-assessment tests given on the first day of
classes and post-assessment tests to check if such misconceptions have been
corrected. If the misconceptions were not corrected early, the students will not
only fail to understand, but worse, he is likely to live with it.

2.
To arouse the students’ interest in chemistry, there is a need for
more instructional and audiovisual aids, the use of modern technological gadgets,
such as the internet, to update the students on the latest advancements in
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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68
chemistry, assigned projects that will enhance the students’ creativity,
subscription to science magazines to supplement student’s classroom learning, or
organized field trips.

3.
To improve the students’ academic performance the use of daily,
practical and more concrete examples applicable to the different concepts and
theories in chemistry, encouraging peer teaching or group activities, or additional
home works to give the low-performing students a clearer and better
understanding on these topics.

4.
Since there may be other contributory factors which can be
considered in identifying, classifying, and determining students’ misconceptions
in General Inorganic Chemistry, a further investigation of this study on a larger
scope is highly encouraged to minimized and correct, or eliminate misconceptions
in General Inorganic Chemistry.


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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WEIS, N. 1995. Raising Achievers. Makati City: Church Strengthening Ministry
Of Foreign Mission Board, SBC, Inc. Pp. 8-23.

Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

APPENDIX A

I. COURSE NUMBER: ENGCHM1 ( 3units )

II. COURSE DESCRIPTION: General and Inorganic Chemistry 1 Lecture

III. SCOPE OF THE COURSE:


The course deals with the fundamentals and the basic principles of
Chemistry, measurement concepts and dimensional analysis, the Metric System,
Density, Specific Heat and Specific Gravity, the division and the properties of
matter, the atom and it’s structures, the quantum theory, molecules and their
behavior, periodic classification of elements, symbols, formulas, chemical
equations, Stoichiometric calculations, the Gas Laws, and the concentration of
solutions.

IV. COURSE OBJECTIVE


At the end of the course, the students should be able to:

A.COGNITIVE OBJECTIVES

1. Identify the over all goals of studying general and inorganic
chemistry.
2. Define the different types of chemistry.
3. Solve problems on simple measurement and conversions.
4. Describe the different division and properties of matter.
5. Discover the importance and uses of matter.
6. Describe an atom and its parts.
7. Illustrate how atoms combine to form molecules.
8. List symbols of elements and compounds that participate in a
chemical reaction.
9. Predict the products of a chemical reaction and the balance the
chemical equation.
10. Determine the factors that affect the rates of chemical
reactions.
11. Determine the factors that affect the rates of chemical
reactions.
12. Calculate the Stoichiometric problems and equation.
13. Distinguish the different types of Gas Laws.
14. Prepare solutions of desired concentrations.

Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

75
B. AFFECTIVE DOMAIN

1. Relate the importance of chemistry to the Engineering course.
2. Apply the importance of chemistry in day to day life.
3. Appreciate the properties and uses of matter in the
environment.
4. Practice the knowledge in the computations of simple problems
and conversions in other related engineering related courses.
5. Follow the correct methods in combining atoms to form
molecules, and elements to form compounds:
a. Explain chemical reactions and equations.
b. Participate actively in classroom discussions and
other activities.
c. Complete all requirements in the course.

C. PSYCHOMOTOR OBJECTIVES

1. Differentiate matter according to its physical and chemical
properties.
2. Create the products of atoms and the elements combined.
3. Write complete and balanced chemical equation.
4. Solve problems illustrating mathematical computations of
conversions, measurements, Stoichiometric calculations, Gas
Laws and concentration of solutions.
5. Bring about desired changes and present undesired changes.

V. METHODOLOGY AND ACTIVITIES


The students are required to complete the following:
1. Scheduled quizzes and periodic examinations.
2. Assignments and other extra work activities.
3. Seat works and board works.
4. Projects in the form of illustration boards to be passed at the end of the
term.

The following materials will be used for classroom instruction:
1. Visual aids (illustration boards, charts, periodic table and others)
2. Over- head projector
3. Slide projector
4. Other audio- visual equipment


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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76

VI. COURSE OUTLINE


CHAPTER
TOPIC




NO. OF









HOURS

PRELIMS

1
SCOPE
OF
CHEMISTRY
6
Branches of Chemistry
Measurement concepts and dimensional analysis
Metric system, density, specific gravity and heat
Board work/Assignments/Quiz

2
MATTER AND ITS CHANGES


2
States of matter
Classification of Matter
Solutions
Definition of terms
Components of solutions
Types of solutions
Factors affecting solubility
Concentration of solutions’
Changes of Matter
Laws of chemical changes
Quiz



3
ATOMS AND ATOMIC STRUCTURES
5
Dalton’s
Atomic
Theory
Subatomic
Particles



Planetary Concept of an Atom



Electron Dot Symbols and Electronic Configuration
Electron
Arrangement
Quantum
Theory



Board work/Seatwork/Quiz

MIDTERMS

4 PERIODIC CLASSIFICATION OF
ELEMENTS
1


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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77
5
CHEMICAL BONDING AND FORMULA
WRITING





4
Ionic and Covalent Bond
Common Ions and Their Oxidation States
Formula of a Compound
Assignments/Board work/Quiz

6 NAMING
OF
COMPOUNDS 4
Major
Classes
of
Compounds



Naming Different Types of Compounds



Graded Recitation/Quiz

7 CHEMICAL
EQUATIONS
4



Parts of a Chemical Equation
Balancing
Equations
by
Inspection,
REDOX
Balancing
Equations
in
Ionic
Form



Board work/Quiz/Assignments

FINALS



8
WEIGHT RELATIONS IN CHEMISTRY
4
Atomic
Mass
and
Atomic
Weight



Atomic Weight and Gram Atomic Weight
Molecular
Weight
and
Gram-Molecular
Weight
The
General
Mole
Concept



9
STOICHIOMETRY



4
Mole-Mole
Calculations
Mole-Ratio
Method
Limiting
and
Excess
Reactant



Quiz/Assignment



10
THE GAS LAWS




5
Measuring
Pressure
of
Gases



Boyle’s Law
Measuring
Temperature
of
Gases



Charles’ Law
The
General
Gas
Law
The
Ideal
Gas
Equation



Seatwork/Quiz/Assignments


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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78

11
INTRODUCTION TO ORGANIC
CHEMISTRY




3


OTHERS ALLOWANCE FOR EXAMINATIONS

8







Total number of hours
50

VII. TEXTBOOK

Brown, Lemay, and Bursten. Chemistry, The Central Science (8th
Edition). Prentice Hall., 2002.


VIII. REFERENCES

Douglas, McDaniel, Alexander. Problems for Inorganic Chemistry.
John Wiley & Sons, New York: 1983


Gould. Inorganic Reactions & Structures. Henry Holt & Company:

New York


Harold, Frederick & Walton. Inorganic Preparations. Prentice-Hall

Inc., New York.


Moeller, Therald. Inorganic Chemistry. John Wiley & Sons. Japan.


Morris & Cooper. An Intermediate Inorganic Chemistry. Cassell &

Co. Ltd., London.


Peters, Edward I. Introduction to Chemical Principles (5th Edition).


Saunders College Publishing: 1990.

Sherman, A. & Sherman, S. J. Chemistry & Our Changing World (2nd
Edition). Prentice-Hall, Inc. New Jersey: 1989.


Keller, P., Keller, J. & Chang, R. Solutions Manual for Chemistry.


Random House, New York: 1988.


Hill, J. Chemistry for Changing Times (5th Edition). McMillan


Publishing Co., New York: 1988.

Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

79

Holtzclaw and Robinson. College Chemistry With Quantitative


Analysis (8th Edition). D. C. Health and Co., 1988.


Howard & McRoberts. Experiments In Inorganic Chemistry. Burgess

Publishing Company: London.


Shriver, Atkins, Langford (2nd Edition). Oxford University Press:

1996.


Solomon, Sally. General, Biological, and Inorganic Chemistry.


McGraw-Hill, Inc., 1987.

Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

80
APPENDIX B

PERMISSION TO FLOAT QUESTIONNAIRE
Benguet State University
Graduate School
La Trinidad, Benguet



August 2005

Engr. Conrado C. Rotor, Jr.
Assistant Dean, College of Engineering
University of Baguio

Sir:

The undersigned is conducting a study entitled “Factors Affecting Misconceptions
in General Inorganic Chemistry” in partial fulfillment of the requirements for the
degree of Master of Arts in Chemistry at the Benguet State University.

In this regard, may I seek permission from your office to administer survey
questionnaires to your students who are presently enrolled in ENGCHM 1.

This researcher shall appreciate very much your prompt considerations.

Thank you very much and God bless.


Respectfully,


(Sgd.) Nimfa P. Del Rosario
Researcher


NOTED BY:


(Sgd.) Louisa P. Pladio
Adviser
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

81
APPENDIX C


SURVEY QUESTIONNAIRE



Dear Student,


This questionnaire aims to identify common misconceptions that may
incur in your General Inorganic Chemistry course. Please put a check mark on the
box provided on the item that best describes you. All information shall be kept
highly confidential. Thank you very much for your cooperation and God bless.


Respectfully,


Nimfa P. Del Rosario
Researcher

Part A – Profile of Respondents

Name: (Optional) ______________________ ID No.: _____________________

Ethnic Background: __________________ Gender: Male
Female

High school academic rating in chemistry:

Below 75
85 - 89

75 -79

90 - 94

80 – 84

95 and above

Parent’s Highest Educational Attainment

Elementary level
College graduate

Elementary graduate
With Master’s Units

High school level
Master’s Degree Holder

High school graduate
With Doctoral Units

College level

Doctoral Degree Holder


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

82
PART B. MISCONCEPTION DETERMINANTS IN GENERAL
INORGANIC CHEMISTRY
(Arizona State University, 2001)

DIRECTIONS: Below is a list of some basic concepts in General Inorganic
Chemistry. Indicate if the statement is true or false by putting a check on the
space provided for. Please don’t leave any item unanswered.

LEGEND: T – True, F – False

A. BASIC PHYSICAL CONCEPTS AND MATTER









T F
1.
The primary aim of chemistry is the accumulation


of
facts.


2.
Chemistry deals with artificial substances


(chemicals) which are harmful and cause pollution.
3.
Chemical
knowledge
is
truth.


4. Chemistry is or should be concerned primarily


with solving practical problems.
5. A small steel paperclip floats better than a large


steel paperclip.
6.
Air
has
no
mass.


7. Air is different from other gases; it resembles


other invisible quantities such as energy, heat,
and
gravity.
8. A kilogram of iron nails weighs more than


a kilogram of water.

9.
Temperature is a measure of a body’s heat.


10. Temperature is a property of the material from


which a body is made.
11.
Two objects sitting in the same environment for


a long time reach the same temperature.
12.
Heating a body does not always mean



raising its temperature.

Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

83









T F


13.
When the form of an object changes, its weight


or mass changes.
14.
The products of chemical actions need not have


the same mass as the reactants.
15.
Water from melting ice is different from running


water.
16.
Melting and dissolving are the same thing.


17.
Mass is conserved but not the number or species


of
atoms.

18.
Water disappears as it boils.




19.
When butter melts, water is formed.



20.
Bubbles from boiling water consist of air and


oxygen.

B. CHEMICAL REACTIONS

1.
Chemical reactions are reactions which produce


irreversible changes.
2.
Chemical reactions are caused by mixing of


substances.
3.
Chemical reactions will continue until all reactants


are exhausted.
4.
Chemical reactions must be driven by external


intervention, for example, heat.

5.
Breaking chemical bonds release energy.



6.
Ionic pairs, such as Na +1 and Cl -1, are molecular.



7.
The chemical bond is made of matter.



8.
Freezing and boiling are examples of chemical


reactions.
9.
Physical and chemical changes are both reversible.




Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

84








T F

10.
In a chemical reaction, the original substances or


reactants, disappear completely.
11.
In a chemical reaction, atoms are also conserved.


12.
Adding salt to water decreases the amount


of
cooking
time.
13.
Energy is used up and created during chemical


reactions.
14.
Chemical reactions that proceed more rapidly also


proceed more completely.
15.
If a reaction includes oxygen, it is an oxidation


reaction.
16.
Substances containing H are acidic; substances



containing OH are basic.
17. A weak acid cannot perform as well as a strong


acid.
18.
Strength of acids and bases and concentration


mean the same thing.
19.
A weak acid cannot perform as well as a strong


acid.
20.
When acids and bases are mixed, they do not react;


they form a physical mixture.














Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

85
PART C. ATTITUDE SURVEY TOWARDS CHEMISTRY
(Hand, 1953)


DIRECTIONS: Below is a list of statements that may describe your feeling
towards Chemistry subjects. Please indicate by putting a check below the number
that corresponds to your response.

THE CHOICES YOU MAKE WILL IN NO WAY AFFECT YOUR GRADE IN
ANY SUBJECT.

LEGEND: 5-Strongly Agree, 4-Agree, 3-Moderately Agree, 2-Disagree,

1-Strongly Disagree

5 4 3 2 1

1. This subject should be considered one of





the most valuable subjects offered here.

2. The material covered by this subject is





uninteresting.

3. Only about 10% of the students enjoy





this subject.

4. This subject is an important part of the





educational system in this university.

5. A passing grade on the final examination




should be the only requirement for this
subject.

6. Usually, I enjoy studying the lesson





assignments of this subject.

7. There is a definite need for this subject





in the campus.

8. This subject has its defects but is still





worthwhile.


Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

86
5 4 3 2 1

9. The students do not remember the





information they obtain from this
subject.

10. This subject helps prepare the student





to face the problems of everyday life.








11. I shall be able to use the information





obtained from this subject at various
times during my college career.

12. This subject is not worth the time and





effort it requires.

13. I believe that a subject of this type is





needed by all college students.

14. I feel that all new students should be





required to take this subject.

15. Even though I fail to appreciate it, this





subject maybe an important part of my
education.

16. After graduation from college, the





information obtained from this subject
will be valuable.

17. After studying this subject, I shall be





able to enjoy life more fully.

18. The basic principles of this subject





are old-fashioned.

19. The amount of value information





derived from this subject is very large.

20. I am inspired by this subject to make





full use of my capabilities.

Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

---

APPENDIX D
PROFILE OF RESPONDENTS
ID #
ETHNIC
HSGRADE
PAREDUC
SCORE CHFINAL
1 Bayang
KANK
77
HS GRAD
16
75
2 50181
TAGA
87
COLL LEV
27
88
3 47354
ILOC
81
COLL LEV
19
83
4 49544
BONT
81
W/ MA UNITS
17
82
5 48268
KANK
78
COLL LEV
19
75
6 42513
IBAL
82
HS LEV
29
78
7 48190
ILOC
85
HS GRAD
15
70
8 48093
ILOC
77
HS GRAD
11
70
9 48581
TAGA
75
W/ MA UNITS
19
94
10 36094
TAGA
89
COLL LEV
14
87
11 43737
TAGA
84
ELEM LEV
18
75
12 49240
ILOC
87
HS GRAD
14
79
13 49868
TAGA
75
HS GRAD
18
70
14 47504
TAGA
82
COLL GRAD
12
76
15 50737
TAGA
80
COLL LEV
13
75
16 49745
IFUG
78
COLL LEV
17
83
17 47940
ILOC
75
COLL GRAD
18
70
18 50582
IFUG
86
COLL GRAD
24
79
19 42625
KANK
77
HS LEV
13
70
20 51079
ILOC
75
ELEM LEV
13
70
21 35923
TAGA
79
COLL LEV
16
93
22 48669
TAGA
80
COLL LEV
15
75
23 47604
ILOC
88
COLL GRAD
31
70
24 48481
IBAL
80
HS LEV
15
76
25 49368
ILOC
90
COLL GRAD
22
88
26 48346
TAGA
84
HS GRAD
22
88
27 47396
TAGA
83
ELEM LEV
20
94
28 48561
BONT
84
COLL LEV
15
93
29 49734
ILOC
81
HS GRAD
15
77
30 48427
ILOC
84
HS GRAD
17
70
31 27917
TAGA
85
COLL LEV
14
75
32 Calinao
ILOC
95
HS GRAD
20
97
33 50709
KANK
75
ELEM GRAD
18
70

---

34 47891
ILOC
84
COLL GRAD
20
70
35 50576
ILOC
75
HS GRAD
20
70
36 48002
TAGA
79
COLL GRAD
16
70
37 43487
ILOC
75
HS GRAD
18
70
38 49741
ILOC
77
COLL LEV
12
70
39 48174
ILOC
79
COLL LEV
22
70
40 42548
TAGA
79
COLL LEV
20
79
41 47836
ILOC
75
COLL GRAD
15
70
42 49467
ILOC
81
COLL GRAD
16
70
43 49466
ILOC
80
COLL LEV
18
70
44 50611
IBAL
81
COLL LEV
5
75
45 49577
ILOC
78
COLL LEV
9
70
46 48911
ILOC
76
COLL GRAD
14
70
47 49998
ILOC
76
HS GRAD
22
75
48 47410
PANG
80
COLL GRAD
17
80
49 50048
ILOC
76
HS GRAD
13
70
50 51494
ILOC
85
HS GRAD
13
76
51 40581
KALI
83
MASTER'S
17
75
52 51459
KANK
87
ELEM LEV
17
81
53 51796
ILOC
77
COLL LEV
24
75
54 37469
ILOC
80
MASTER'S
19
75
55 50364
KANK
79
HS GRAD
17
84
56 45178
KANK
77
COLL GRAD
9
77
57 51598
KANK
75
COLL GRAD
14
70
58 51295
ILOC
75
COLL LEV
18
70
59 51014
PANG
77
COLL LEV
17
75
60 51818
TAGA
77
COLL GRAD
19
75
61 50688
ILOC
75
COLL GRAD
9
70
62 51172
ILOC
85
COLL GRAD
15
70
63 50945
TAGA
80
HS GRAD
16
76
64 50409
ILOC
79
COLL GRAD
10
75
65 41442
ILOC
86
COLL GRAD
13
83
66 51669
KALI
87
COLL LEV
15
75
67 50510
KANK
75
HS LEV
23
75
68 50919
ILOC
79
COLL GRAD
18
79
69 20132929 TAGA
85
COLL GRAD
19
76
70 44582
IBAL
75
HS GRAD
18
70
71 35009
KALI
84
HS GRAD
14
77
72 51789
ILOC
85
HS LEV
21
77
73 50970
TAGA
81
COLL LEV
21
79

---

74 45469
KALI
75
COLL GRAD
16
75
75 50246
TAGA
76
ELEM LEV
14
80
76 49530
KALI
87
COLL GRAD
15
80
77 38553
KANK
75
ELEM LEV
19
75
78 99302574 KANK
78
COLL LEV
23
75
79 50093
KALI
77
ELEM LEV
11
76
80 Baccangen KANK
79
COLL GRAD
18
83
81 50914
IBAL
80
ELEM LEV
17
83
82 51344
ILOC
84
ELEM GRAD
16
86
83 47639
TAGA
79
COLL GRAD
11
70
84 50519
BISA
75
HS LEV
14
70
85 47380
IBAL
75
COLL GRAD
20
75
86 52110
PAMP
86
COLL LEV
12
84
87 48966
ILOC
79
COLL LEV
9
70
88 50950
ILOC
77
ELEM LEV
26
76
89 42558
ILOC
75
COLL LEV
18
70
90 49591
KALI
79
COLL LEV
13
75
91 51780
PANG
79
COLL LEV
13
75
92 49574
ILOC
93
COLL LEV
13
79
93 50987
ILOC
80
COLL LEV
9
75
94 51523
KANK
75
HS GRAD
12
76
95 49345
BONT
81
HS GRAD
11
75
96 50228
ILOC
76
COLL GRAD
14
70
97 51722
BISA
79
COLL GRAD
16
79
98 51802
ILOC
79
COLL GRAD
19
70
99 47654
ITNEG
78
MASTER'S
22
70
100 34858
TAGA
81
COLL GRAD
17
70
101 48070
ILOC
85
COLL LEV
15
70
102 48965
KANK
80
COLL LEV
18
70
103 48882
IBAL
76
HS LEV
16
70
104 50061
PANG
77
COLL LEV
13
70
105 20020802 TAGA
73
COLL LEV
20
70
106 49637
ILOC
90
COLL LEV
11
80
107 48627
ILOC
77
HS LEV
10
70
108 47869
PANG
80
COLL GRAD
22
75
109 49619
ILOC
83
COLL LEV
15
75
110 48027
ILOC
83
COLL LEV
17
75
111 51401
ILOC
81
COLL GRAD
21
76
112 49069
KANK
77
HS GRAD
11
75
113 49643
KANK
78
COLL LEV
13
75

---

114 48058
PANG
78
COLL GRAD
18
70
115 20120320 KANK
86
COLL GRAD
17
75
116 49977
ILOC
75
W/ MA UNITS
13
75
117 49753
KANK
78
ELEM GRAD
21
75
118 48421
KANK
84
HS LEV
10
70
119 49531
TAGA
81
COLL GRAD
19
75
120 48519
KANK
75
COLL GRAD
15
70
121 48413
KANK
79
HS LEV
32
75
122 49819
KANK
84
HS LEV
26
89
123 49790
KANK
90
COLL GRAD
16
81
124 49311
KANK
78
ELEM GRAD
14
84
125 49994
TAGA
86
COLL LEV
19
82
126 48663
ILOC
88
COLL GRAD
22
95
127 47780
TAGA
96
HS GRAD
21
92
128 48054
ILOC
78
COLL GRAD
11
70
129 49798
ILOC
75
COLL GRAD
21
70
130
IBAL
83
HS GRAD
17
82
131 50852
KANK
76
W/ MA UNITS
12
75
132 *****
KANK
13
*****
133 Abas
ILOC
75
COLL LEV
21
75
134 Nonog
ILOC
82
HS GRAD
20
80
135 Daniel
ILOC
84
COLL GRAD
13
97
136 43594
BONT
83
ELEM LEV
16
75
137 Ejercito
ILOC
75
HS LEV
19
78
138 Halog
ILOC
83
COLL GRAD
11
80
139 20033294 ILOC
86
COLL LEV
21
87
140 Molintas IBAL
86
HS GRAD
21
92
141 *****
ILOC
85-89
HS GRAD
18
*****
142 50044
BONT
80
COLL GRAD
18
76
143 Taytayan ILOC
85
COLL GRAD
15
89

---

APPENDIX E
Distribution of Responses: Misconceptions
Basic Fundamental Concepts and Matter
case 1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 Misc
1
1
0
0
0
0
1
1
1
0
0
1
0
0
1
0
0
1
1
1
1
10
2
1
0
0
0
1
1
0
1
1
1
0
1
1
1
1
1
1
1
1
1
5
3
0
0
0
0
0
1
0
1
0
0
1
1
0
1
0
1
1
0
0
0
13
4
0
1
0
0
0
1
1
0
0
1
1
1
0
0
1
1
1
1
1
0
9
5
1
0
1
0
0
1
0
1
0
1
1
1
0
1
0
0
1
0
1
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10
6
1
1
0
1
0
0
0
1
0
1
0
1
1
1
0
1
0
1
1
1
8
7
1
0
0
0
0
1
0
0
0
1
1
1
0
1
0
0
0
1
0
1
12
8
1
1
0
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1
0
1
0
0
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1
0
0
0
0
1
0
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0
13
9
0
1
0
0
0
1
0
1
1
1
0
0
0
1
1
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0
1
1
0
10
10
1
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1
1
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1
1
0
1
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11
1
1
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1
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1
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0
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1
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11
12
1
0
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0
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0
0
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13
1
0
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10
14
0
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1
1
0
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1
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1
0
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1
0
0
0
0
14
15
0
0
0
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1
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0
0
1
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1
0
0
0
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13
16
0
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1
1
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0
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1
1
1
0
1
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11
17
1
1
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1
0
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1
1
1
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0
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8
18
1
1
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1
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1
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1
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1
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4
19
1
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1
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0
0
0
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13
20
1
1
0
0
0
1
0
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0
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1
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0
0
0
0
0
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1
15
21
0
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1
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1
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10
22
1
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0
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23
0
1
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1
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1
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1
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1
1
1
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3
24
1
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1
0
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0
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0
1
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1
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1
1
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12
25
1
0
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1
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1
0
1
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5
26
1
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1
1
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1
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7
27
1
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1
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1
1
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6
28
1
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1
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1
1
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1
1
1
1
0
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1
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9
29
1
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13
30
1
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11
31
1
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0
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12
32
1
1
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0
0
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1
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1
1
1
1
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1
0
1
0
1
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9
33
1
0
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0
1
0
1
0
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1
1
1
1
1
0
1
1
1
8
34
1
1
0
1
1
1
0
1
0
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1
0
1
0
1
0
0
0
1
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10
35
0
1
1
0
1
1
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1
0
1
0
1
0
1
1
1
1
1
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1
7
36
1
0
0
0
0
1
0
1
1
1
1
0
0
0
1
1
0
0
0
1
11

---

37
1
1
0
0
0
1
0
1
0
1
0
0
0
0
1
1
0
0
1
0
12
38
1
1
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0
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1
0
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1
0
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0
0
0
0
0
1
0
14
39
1
1
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1
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1
1
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8
40
1
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6
41
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42
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43
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44
1
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1
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15
45
1
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1
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11
46
1
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47
1
1
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1
1
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8
48
1
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11
49
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12
50
1
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11
51
1
1
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1
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1
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0
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0
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12
52
1
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1
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1
1
0
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1
0
0
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0
0
0
12
53
1
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1
1
1
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0
0
1
0
0
0
1
0
1
0
1
1
10
54
1
1
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1
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1
1
1
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1
0
1
0
0
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9
55
0
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0
1
1
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1
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1
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11
56
1
1
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0
1
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1
1
0
1
1
1
1
0
1
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1
1
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8
57
1
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1
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1
0
0
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1
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15
58
1
0
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1
1
0
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1
0
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1
0
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15
59
1
0
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1
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1
1
1
1
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1
1
1
1
1
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8
60
0
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1
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1
13
61
1
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0
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1
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1
0
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13
62
1
1
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1
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0
1
0
0
1
0
11
63
1
1
0
0
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1
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1
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1
1
0
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0
0
1
0
0
1
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11
64
1
0
0
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0
1
0
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1
1
0
0
0
1
0
0
1
0
14
65
0
1
0
0
1
0
0
1
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0
1
0
0
1
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0
0
0
1
0
13
66
0
0
0
0
1
0
0
1
1
0
0
0
1
1
1
0
0
1
1
0
12
67
1
1
0
0
1
1
1
1
0
0
1
1
1
1
1
1
1
1
1
0
5
68
0
1
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0
0
0
0
1
1
1
0
0
1
1
1
0
0
1
1
0
11
69
1
1
0
0
1
0
1
1
1
0
1
1
0
0
0
0
0
1
1
1
9
70
1
0
0
0
0
1
0
1
0
0
0
1
0
1
0
1
0
1
1
1
11
71
1
0
0
0
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1
1
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1
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1
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1
0
0
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13
72
1
0
0
1
1
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1
1
1
1
0
0
0
1
0
1
1
0
0
0
10
73
1
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1
1
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1
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1
0
0
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1
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1
0
0
1
0
11
74
1
1
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0
1
0
1
1
0
1
0
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1
0
0
1
0
0
0
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12
75
1
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0
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1
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0
1
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1
1
0
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1
0
0
1
0
12
76
1
1
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1
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1
0
0
0
1
1
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1
0
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10
77
1
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1
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11
78
1
1
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1
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11
79
0
1
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1
1
1
0
0
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0
0
1
0
0
0
0
0
0
15
80
1
1
0
0
1
1
0
1
0
1
0
0
0
0
0
1
0
0
1
0
12
81
1
0
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1
0
0
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1
0
1
0
1
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1
1
1
0
0
1
0
11
82
1
1
0
0
1
1
0
0
1
0
0
1
0
0
0
1
1
0
1
0
11

---

83
0
0
0
0
0
1
0
0
0
1
1
1
0
0
1
0
0
0
0
1
14
84
0
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0
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0
0
0
1
1
0
1
1
0
0
0
0
0
1
1
1
13
85
1
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1
1
1
1
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0
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1
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1
1
1
0
1
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9
86
1
1
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1
1
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1
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1
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1
1
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1
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1
1
0
9
87
0
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1
1
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1
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1
1
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12
88
0
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1
1
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7
89
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0
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1
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12
90
0
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0
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1
1
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0
0
0
0
0
14
91
0
1
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0
1
1
0
1
1
1
1
0
0
0
0
1
0
0
1
0
11
92
1
0
0
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1
0
0
1
0
1
0
0
0
0
1
1
0
1
1
0
12
93
1
0
0
0
1
0
0
0
0
0
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0
0
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1
1
0
0
0
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16
94
0
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0
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0
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1
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0
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15
95
0
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15
96
1
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9
97
1
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1
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10
98
1
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1
1
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1
1
1
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1
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0
9
99
1
1
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0
1
1
1
1
1
0
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1
1
0
1
1
0
8
100
1
1
0
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0
1
0
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1
1
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1
0
0
1
0
1
0
12
101
1
1
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1
0
0
1
1
0
0
1
0
0
1
1
0
0
1
0
0
11
102
1
1
1
0
0
0
0
0
0
1
1
0
0
1
0
0
1
0
0
0
13
103
1
0
0
0
1
1
0
1
1
0
1
1
0
0
0
0
1
1
0
0
11
104
1
0
0
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0
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0
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0
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0
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0
0
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0
15
105
1
1
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1
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1
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1
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9
106
1
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0
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1
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1
1
0
0
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0
14
107
0
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15
108
1
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1
1
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10
109
1
1
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12
110
1
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111
1
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112
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15
113
1
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11
114
1
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14
115
1
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8
116
1
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1
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0
0
0
11
117
1
1
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0
1
1
1
1
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1
1
0
1
1
1
1
0
0
1
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6
118
1
0
0
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1
0
0
0
0
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0
0
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0
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0
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0
16
119
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1
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1
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1
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1
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1
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1
0
1
1
0
10
120
0
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12
121
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5
122
1
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123
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12
124
1
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11
125
1
1
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1
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0
1
1
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9
126
1
0
0
1
0
1
1
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1
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1
1
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1
1
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1
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6
127
1
1
0
0
1
1
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1
1
1
1
0
1
1
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1
0
1
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6
128
0
0
0
0
0
0
0
0
0
1
1
1
0
0
1
0
0
1
0
0
15

---

129
0
0
0
0
1
1
0
1
0
0
0
0
0
1
0
1
1
0
1
1
12
130
1
0
0
0
1
1
0
1
0
1
0
0
1
0
1
0
0
1
0
1
11
131
1
0
0
0
1
1
0
0
0
0
1
1
1
0
0
0
0
0
0
0
14
132
1
0
0
0
0
1
1
1
0
0
0
0
1
0
0
0
0
0
0
1
14
133
1
1
0
0
1
1
1
1
0
1
0
1
0
0
1
1
1
1
1
0
7
134
1
0
0
0
0
1
1
1
1
0
1
1
1
0
1
1
0
0
1
1
8
135
1
0
0
0
1
0
0
0
0
0
1
0
0
1
1
1
0
0
0
0
14
136
1
0
0
0
0
1
1
1
0
1
1
0
0
0
1
1
1
1
0
0
10
137
1
0
0
0
1
1
0
0
1
1
0
0
0
0
1
1
0
1
1
0
11
138
1
0
0
0
0
0
0
1
0
1
0
0
1
0
0
0
1
0
0
0
15
139
1
1
0
0
1
1
0
1
0
0
1
1
1
1
1
0
0
1
1
0
8
140
1
0
0
1
1
1
0
1
0
0
0
1
1
1
1
0
0
0
0
0
11
141
1
0
0
0
0
1
0
1
1
0
1
0
0
1
0
1
1
1
1
0
10
142
1
0
0
0
1
1
1
1
1
1
0
0
1
1
1
1
0
0
1
1
7
143
1
0
0
0
0
1
1
1
1
1
0
1
1
1
0
1
0
1
1
0
8
SUM 112 69 10
23 67 91 48 107 46 73
82 63 53 71 80 96 46 61 93 29
Misc
31 74 133 120 76 52 95
36 97 70
61 80 90 72 63 47 97 82 50 114
Chemical Reactions
case 1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 Misc
1
0
0
1
0
0
0
0
0
1
0
1
0
1
0
0
0
0
0
1
0
15
2
1
0
1
0
1
0
0
1
1
0
1
1
0
1
0
1
1
1
1
1
7
3
0
1
0
0
0
1
1
0
0
0
0
0
1
0
1
1
1
1
1
1
10
4
0
0
0
0
0
0
1
1
0
1
1
0
1
0
1
0
0
0
0
0
14
5
1
0
0
1
0
1
1
0
0
1
1
0
0
0
0
0
1
0
1
0
12
6
1
1
1
0
0
1
0
1
0
1
0
0
0
1
1
0
1
0
1
0
10
7
1
0
0
0
0
0
1
0
0
0
1
0
0
0
0
1
1
1
0
1
13
8
0
0
0
1
0
0
0
0
1
0
0
0
0
0
1
0
1
1
0
0
15
9
0
0
0
1
0
0
0
1
0
1
0
1
0
0
0
0
1
1
1
1
12
10
0
0
0
1
0
0
0
1
1
0
0
0
0
0
0
0
1
1
1
0
14
11
0
0
0
0
1
0
0
0
0
0
1
0
0
1
0
1
1
1
1
1
12
12
0
0
0
0
1
0
0
0
1
1
1
1
0
0
0
1
0
1
0
0
13
13
1
1
0
0
0
0
0
1
1
0
1
0
1
0
0
0
1
1
1
0
11
14
0
0
0
0
0
0
1
0
0
1
1
0
0
1
0
0
0
1
1
0
14
15
0
0
0
0
1
1
0
0
0
0
1
1
1
0
0
0
0
0
0
0
15
16
0
0
0
0
0
0
0
1
0
1
1
0
1
0
0
0
1
0
1
1
13
17
0
0
1
0
0
0
0
1
0
0
0
0
0
0
0
1
0
0
0
1
16
18
0
1
0
1
1
0
1
1
1
0
1
0
0
0
0
1
0
1
0
1
10
19
0
1
0
0
1
1
0
0
0
0
1
1
0
0
0
1
0
0
0
1
13
20
0
0
0
0
0
0
1
0
0
0
1
1
0
0
0
0
1
1
1
0
14
21
0
0
1
0
0
0
0
0
1
0
1
0
0
1
0
1
1
0
0
1
13
22
0
0
1
0
0
1
0
0
0
1
1
0
0
0
0
1
0
1
0
0
14

---

23
1
0
0
0
0
0
1
1
1
0
1
1
1
1
1
1
1
1
1
1
6
24
0
0
1
0
0
0
0
0
1
0
1
1
1
0
1
1
0
0
0
1
12
25
0
1
0
0
0
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
12
26
0
0
0
0
0
1
1
1
0
1
1
0
0
1
1
0
0
1
0
0
12
27
0
1
0
0
0
0
0
1
1
1
1
0
0
1
0
1
0
0
0
0
13
28
0
0
0
0
0
0
1
1
1
0
1
0
0
1
0
0
0
0
0
1
14
29
0
0
1
0
1
0
0
1
0
0
0
1
0
0
0
1
0
0
1
1
13
30
1
0
0
0
0
0
0
0
0
0
1
0
0
1
0
1
1
1
1
0
13
31
0
0
0
0
0
0
1
0
0
1
1
0
0
1
0
0
0
1
0
0
15
32
0
0
0
0
1
1
0
1
0
1
1
1
1
0
0
0
0
0
0
1
12
33
1
1
1
0
1
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
14
34
0
0
1
0
0
0
1
0
0
1
0
0
1
0
0
1
1
1
0
1
12
35
0
0
0
0
0
1
0
0
0
1
1
1
0
1
0
0
0
1
0
0
14
36
1
1
0
1
0
1
0
0
0
1
0
1
0
0
1
0
1
0
0
1
11
37
0
0
0
0
1
0
1
1
0
1
1
1
0
0
1
0
1
1
0
1
10
38
0
0
1
1
0
0
1
0
1
0
0
0
0
0
0
1
0
1
1
0
13
39
1
0
1
0
0
0
1
0
0
1
1
1
0
0
0
1
1
0
1
0
11
40
0
0
0
0
0
0
1
1
1
0
1
1
0
0
0
1
0
1
0
1
12
41
0
0
0
0
0
1
0
0
1
0
0
1
0
0
0
1
0
0
0
0
16
42
1
0
1
0
0
0
1
0
1
1
1
1
0
1
0
1
0
1
0
0
10
43
0
0
0
0
0
0
0
1
1
1
1
1
1
1
0
0
0
1
0
1
11
44
0
0
0
0
0
0
0
0
1
0
1
0
0
0
0
0
0
0
0
0
18
45
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
19
46
0
0
1
1
0
0
0
0
0
0
0
1
0
0
0
1
0
0
0
0
16
47
0
1
0
1
0
1
0
1
1
0
0
1
1
0
0
0
1
1
1
1
9
48
1
0
0
0
0
0
0
1
1
1
1
0
0
1
0
0
1
0
1
1
11
49
0
0
0
0
1
0
0
0
1
1
0
0
1
0
0
0
1
0
1
1
13
50
0
0
1
0
0
0
0
1
1
0
1
0
0
1
0
0
1
0
0
0
14
51
1
0
1
0
0
1
0
0
1
1
1
0
0
1
0
1
1
0
1
0
10
52
1
1
1
0
0
1
0
0
0
1
1
0
0
0
1
0
1
1
0
0
11
53
1
1
1
1
1
1
0
0
1
1
1
1
1
1
1
0
0
1
1
0
5
54
0
0
0
1
0
1
1
1
1
1
1
0
1
0
0
1
0
1
0
0
10
55
0
1
1
0
0
1
1
0
1
0
0
0
1
0
1
0
1
1
0
1
10
56
0
0
0
0
1
1
0
0
0
1
1
1
0
0
0
0
0
0
0
0
15
57
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
0
1
17
58
0
0
0
0
1
0
0
1
0
1
1
0
0
1
0
1
1
0
1
0
12
59
0
0
0
0
0
1
0
1
1
1
1
0
0
1
1
0
0
0
0
0
13
60
0
1
1
0
0
0
1
0
0
1
0
1
0
0
1
1
1
1
1
0
10
61
0
0
1
0
0
0
0
0
1
0
0
0
0
0
0
0
0
1
0
0
17
62
0
0
1
0
0
0
0
1
0
1
0
1
0
0
0
1
0
1
0
1
13
63
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
19
64
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
0
0
0
1
17
65
0
0
0
0
0
0
0
1
0
1
1
1
0
0
1
0
0
0
0
0
15
66
1
0
0
0
0
1
1
0
0
0
0
0
0
1
0
1
1
0
0
0
14
67
0
0
0
1
0
1
0
0
1
1
1
1
0
1
0
0
1
1
1
0
10
68
1
0
0
0
0
0
1
1
0
0
1
1
0
0
1
0
1
0
1
0
12

---

69
0
0
0
0
1
0
0
1
0
1
0
0
0
0
0
0
1
1
1
1
13
70
0
0
0
0
1
0
1
0
1
1
0
0
0
0
0
1
1
1
1
1
11
71
0
0
1
0
0
1
0
1
0
0
1
0
1
0
0
0
0
0
0
1
14
72
1
0
0
1
0
0
1
0
1
1
1
0
0
1
1
0
1
1
1
1
8
73
1
0
0
0
1
0
0
1
0
0
1
1
1
0
1
1
1
1
1
1
8
74
0
0
1
0
0
1
0
0
0
1
1
0
1
0
0
1
1
0
1
0
12
75
0
0
1
0
0
1
0
0
0
0
0
0
1
0
0
0
1
0
1
0
15
76
0
0
0
0
0
0
0
0
0
1
0
0
0
1
0
0
0
1
0
1
16
77
0
0
0
0
0
1
1
0
0
1
1
1
0
1
0
0
1
1
0
1
11
78
0
0
1
1
1
1
0
1
0
1
0
1
1
1
0
1
0
1
1
1
7
79
0
0
0
0
0
0
0
0
0
1
0
0
0
1
0
0
0
1
0
1
16
80
1
0
0
0
0
1
0
0
0
1
1
1
0
0
1
1
0
1
1
0
11
81
0
0
0
0
0
0
0
1
1
1
1
1
0
0
0
1
1
1
1
0
11
82
1
0
0
0
0
0
0
1
1
1
1
1
0
1
0
0
0
1
0
0
12
83
0
0
0
1
0
0
0
0
0
0
0
0
0
0
1
0
0
1
0
1
16
84
0
0
0
0
1
0
1
0
0
1
0
1
0
0
0
0
0
1
0
0
15
85
0
0
0
1
1
0
0
1
1
1
1
0
1
0
0
0
1
1
1
0
10
86
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
19
87
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
19
88
1
0
1
0
0
0
0
1
1
1
1
1
1
0
1
1
1
1
1
1
6
89
0
0
0
1
0
1
1
1
1
0
0
0
0
0
0
0
1
1
1
0
12
90
1
0
1
0
0
0
0
0
0
0
0
0
1
0
0
1
0
1
0
0
15
91
0
0
0
0
0
0
0
0
0
0
1
0
1
0
1
0
0
0
0
0
17
92
0
0
0
0
0
1
0
1
0
1
1
0
0
0
0
0
0
1
0
0
15
93
0
0
0
0
0
1
0
1
0
1
1
0
0
0
0
0
0
0
1
0
15
94
0
1
1
0
1
0
0
0
0
0
1
1
0
0
0
0
1
0
1
0
13
95
0
0
0
0
0
1
0
1
0
0
1
0
0
1
0
1
1
0
0
0
14
96
0
0
1
0
0
0
0
0
0
0
1
0
0
0
1
0
0
0
1
1
15
97
1
0
0
0
0
0
0
1
1
1
1
0
0
0
0
0
1
1
1
0
12
98
0
0
0
0
0
0
0
1
1
1
1
0
1
1
0
0
1
0
1
0
12
99
0
0
1
1
0
0
0
0
1
1
1
1
1
1
0
0
1
1
1
0
9
100
0
0
1
0
1
0
1
0
0
1
0
0
0
1
0
1
0
0
0
1
13
101
0
0
0
0
1
0
0
0
0
1
1
0
0
0
0
0
1
0
0
1
15
102
0
1
0
1
0
0
1
0
0
1
1
0
0
1
0
1
0
1
1
1
10
103
0
1
1
0
0
0
1
0
0
1
0
1
0
0
1
0
1
0
1
0
12
104
0
0
0
0
1
0
0
0
0
1
1
0
0
1
0
0
1
1
1
0
13
105
1
0
0
0
0
0
0
1
1
1
1
0
0
1
1
0
0
1
0
1
11
106
0
1
0
0
0
0
0
0
1
0
1
1
0
0
0
1
0
0
0
1
14
107
0
0
0
0
1
0
0
0
1
0
1
1
0
0
0
1
0
1
0
0
14
108
1
1
1
0
0
1
0
1
0
1
1
1
0
0
0
1
0
1
0
1
9
109
0
0
1
0
0
0
1
0
1
0
1
0
0
1
0
0
1
1
1
0
12
110
0
0
0
0
1
0
1
1
0
1
0
1
0
0
0
0
1
1
1
0
12
111
1
0
1
0
0
0
0
1
1
1
1
0
1
1
0
1
0
1
1
1
8
112
0
0
0
0
0
1
0
1
1
0
1
0
0
0
0
1
0
1
1
0
13
113
1
0
0
0
0
0
0
0
1
0
1
1
0
0
0
1
0
0
0
0
15
114
1
0
1
1
0
1
1
1
0
1
0
0
1
0
0
0
1
1
0
1
9

---

115
0
0
0
0
0
0
0
1
1
1
1
1
0
0
1
0
0
0
1
0
13
116
1
0
0
0
1
0
0
0
1
0
1
0
1
0
0
0
0
0
0
0
15
117
1
0
0
0
1
1
0
0
1
0
0
1
0
0
0
1
0
1
0
1
12
118
0
0
0
1
0
0
1
0
0
0
1
0
0
0
0
0
0
0
0
1
16
119
0
0
1
0
0
1
0
1
1
0
1
1
1
0
0
1
0
0
0
1
11
120
0
0
0
0
0
0
0
0
0
1
1
1
0
0
0
1
1
1
1
0
13
121
1
1
1
0
0
1
0
1
0
1
1
1
1
1
1
1
1
1
1
1
4
122
1
0
1
0
0
1
1
1
1
1
0
1
1
1
1
0
1
1
1
0
6
123
0
0
0
1
0
0
0
0
0
0
1
1
1
1
0
1
0
1
0
1
12
124
0
0
0
0
0
0
0
0
0
0
1
1
0
0
0
0
1
0
1
0
16
125
0
0
1
0
0
1
0
1
1
1
1
0
1
0
1
0
0
0
1
0
11
126
0
0
0
0
0
0
1
1
1
0
1
1
0
0
0
0
1
1
1
1
11
127
0
0
1
0
0
0
0
1
1
1
1
0
1
1
0
0
0
1
0
0
12
128
0
0
1
0
1
0
0
0
1
0
1
0
1
0
1
0
1
0
0
0
13
129
1
0
1
0
0
1
0
1
0
1
1
0
1
0
0
1
1
1
1
0
9
130
0
1
0
1
1
1
1
0
0
1
1
0
0
0
1
0
0
0
1
0
11
131
0
0
0
0
0
0
0
1
0
1
1
1
0
0
0
1
0
0
0
0
15
132
0
0
0
0
0
0
0
1
1
1
0
1
0
0
0
0
1
1
1
1
12
133
0
0
0
1
1
1
0
0
0
0
1
1
0
0
0
1
0
0
1
0
13
134
1
0
0
0
0
0
0
1
0
0
1
1
0
0
1
1
1
0
1
0
12
135
0
1
0
0
0
1
1
1
0
0
0
0
0
1
0
0
1
1
0
0
13
136
0
0
0
0
0
0
0
1
1
0
0
0
0
0
1
0
1
1
1
1
13
137
0
1
1
0
1
0
0
1
1
0
1
0
1
1
1
0
0
0
1
1
9
138
0
1
0
0
0
1
0
0
0
0
0
0
0
1
1
1
0
0
0
1
14
139
0
1
0
0
0
0
1
1
0
1
1
0
0
0
0
1
1
0
0
1
12
140
1
0
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
17
141
0
0
0
0
0
0
0
1
1
1
1
1
0
1
0
0
1
1
1
0
11
142
0
1
0
1
0
1
0
1
0
1
0
0
1
1
1
1
0
1
1
1
8
143
0
0
0
0
0
0
0
1
1
0
1
0
0
0
0
0
0
0
0
1
16
SUM
36 26 46
26 33 46 41
67 61 76 100 59 40 46 36 57 66 76 67 60
Misc
107 117
97 117 110 97 102
76 82 67
43 84 103 97 107 86 77 67 76 83

---

APPENDIX F
ATTITUDE SURVEY: DISTRIBUTION OF RESPONSES
ID #
#1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 sum
1
4
4
4
3
3
4 4
3
1
4
4
4
3
3
3
4
4
3
3
4
69
2 50181
5
5
3
3
3
4 4
4
3
5
5
4
5
3
4
3
3
4
3
4
77
3 47354
5
4
4
3
4
5 4
5
4
5
3
2
4
4
5
4
5
4
4
5
83
4 49544
5
2
3
5
4
5 5
5
3
5
5
2
4
3
4
3
3
3
3
4
76
5 48268
4
3
3
4
3
5 5
4
4
4
4
4
5
4
4
5
3
5
4
5
82
6 42513
3
4
2
4
3
5 5
4
3
2
2
4
3
4
3
4
3
5
4
2
69
7 48190
1
2
1
3
5
4 1
5
3
2
1
5
2
1
1
2
2
2
5
1
49
8 48093
4
2
3
4
3
5 5
1
3
5
3
3
3
3
4
4
2
3
3
3
66
9 48581
4
1
2
4
4
4 4
4
2
4
4
1
4
4
4
4
4
4
4
5
71
10 36094
5
1
3
5
1
5 4
5
1
5
5
1
5
5
5
5
5
3
5
5
79
11 43737
5
2
3
4
3
3 4
3
3
4
4
2
3
3
5
5
4
3
3
3
69
12 49240
5
2
2
4
4
4 4
3
3
4
5
2
5
5
5
5
5
3
3
4
77
13 49868
4
2
4
3
4
4 3
3
5
5
4
5
5
5
4
4
2
4
5
4
79
14 47504
1
1
5
2
3
3 4
3
2
3
3
2
4
3
3
2
3
4
3
3
57
15 50737
4
4
5
5
3
5 4
3
4
5
5
4
5
5
5
4
5
5
4
5
89
16 49745
3
2
2
4
3
4 3
4
1
4
5
2
5
5
5
5
2
4
5
5
73
17 47940
4
1
1
4
4
4 3
4
3
3
3
3
4
4
5
4
4
1
1
5
65
18 50582
4
2
3
4
3
3 3
3
5
3
5
3
3
3
4
5
4
2
4
3
69
19 42625
4
2
2
5
4
4 4
4
3
4
4
4
5
4
4
4
4
3
4
4
76
20 51079
4
3
3
4
4
5 4
4
3
3
4
4
4
5
5
4
5
3
4
4
79
21 35923
5
2
2
5
1
3 3
3
2
5
5
4
5
5
4
5
4
2
5
5
75
22 48669
4
2
1
3
4
4 3
4
2
4
5
1
5
4
5
3
5
3
5
5
72
23 47604
4
2
3
4
2
3 3
3
3
3
3
2
4
3
4
3
3
3
3
4
62
24 48481
5
2
3
5
2
3 4
4
3
5
5
2
5
5
5
4
4
4
5
5
80
25 49368
5
1
4
5
1
5 3
3
1
5
4
1
5
5
3
5
4
1
5
4
70
26 48346
5
3
3
4
3
5 4
5
4
5
4
3
5
5
5
4
4
2
4
4
81
27 47396
5
2
3
4
2
4 5
2
2
3
4
1
3
3
4
5
4
2
4
4
66
28 48561
5
2
2
5
2
5 3
2
4
3
4
3
5
4
4
5
4
2
5
3
72
29 49734
3
3
4
3
1
3 2
2
4
3
4
3
4
4
4
4
4
4
4
4
67
30 48427
4
1
3
4
4
3 2
3
3
4
5
1
4
4
3
5
3
3
3
3
65
31 27917
3
4
1
4
5
4 4
3
2
3
4
3
4
4
5
3
4
3
4
5
72
32
5
1
2
5
1
5 3
3
3
3
5
2
4
5
5
5
5
2
4
5
73
33 50709
4
2
2
3
3
3 3
3
3
3
3
3
3
3
3
3
3
3
3
3
59
34 47891
5
4
1
4
3
4 4
4
4
4
4
4
4
4
4
3
4
3
4
4
75
35 50576
5
2
2
4
2
4 3
3
2
4
4
2
5
5
5
5
4
3
4
4
72
36 48002
4
3
4
4
5
4 3
3
4
5
3
2
4
4
5
3
3
3
4
4
74
37 43487
4
1
3
5
2
4 4
4
4
5
3
5
4
3
5
5
5
3
4
5
78
38 49741
4
3
2
5
4
4 3
4
3
4
5
3
5
5
5
5
5
3
4
5
81
39 48174
5
2
2
5
3
5 5
4
3
5
5
2
5
5
5
5
5
2
5
5
83
40 42548
4
2
3
5
2
3 4
4
2
3
5
2
4
4
4
4
4
2
4
3
68
41 47836
3
2
3
4
3
2 4
3
3
3
5
4
4
4
3
5
2
4
4
4
69
42 49467
5
2
3
5
1
4 2
4
4
3
3
1
4
4
4
4
4
2
4
3
66
43 49466
5
1
1
5
3
4 4
4
4
5
4
2
3
3
4
4
3
3
4
4
70
44 50611
3
2
3
5
2
3 3
3
3
3
3
3
4
2
4
3
3
3
3
3
61
45 49577
5
4
5
3
4
5 4
3
4
3
5
4
5
5
5
5
5
5
5
5
89

---

46 48911
3
4
2
5
3
4 4
4
2
5
4
3
5
5
4
4
5
2
3
3
74
47 49998
4
1
2
4
1
3 5
2
1
5
4
2
4
5
4
4
5
2
3
5
66
48 47410
5
1
3
5
1
4 4
3
3
3
5
2
4
5
5
4
4
4
5
4
74
49 50048
3
2
4
4
3
2 3
4
3
2
4
2
4
4
5
3
3
3
4
4
66
50 51494
5
1
3
4
3
3 3
4
3
4
4
1
3
3
5
4
4
3
4
5
69
51 40581
5
1
3
5
4
4 5
4
5
5
3
3
3
3
4
3
3
2
4
3
72
52 51459
4
4
4
4
4
4 4
4
4
4
4
4
4
4
4
4
4
4
4
4
80
53 51796
4
3
4
3
4
3 4
4
1
1
2
2
2
2
3
3
5
5
3
3
61
54 37469
4
1
3
5
1
4 4
4
3
4
5
2
5
5
5
5
5
4
5
4
78
55 50364
4
3
3
4
3
4 3
4
3
4
3
3
4
4
4
4
4
3
4
4
72
56 45178
4
2
3
5
2
3 3
3
3
4
3
3
3
4
4
4
4
3
3
4
67
57 51598
4
1
2
4
1
5 4
1
2
5
5
1
5
5
5
5
5
1
5
5
71
58 51295
3
2
2
4
2
2 2
3
2
2
1
2
2
3
2
3
2
2
3
2
46
59 51014
4
3
5
4
3
3 4
4
3
3
4
4
4
4
4
4
4
3
4
4
75
60 51818
4
4
3
1
3
1 3
4
3
3
3
3
4
3
1
1
3
4
3
3
57
61 50688
5
2
2
4
3
3 3
3
2
3
3
2
3
2
2
3
4
4
3
3
59
62 51172
5
2
4
5
3
3 3
4
4
4
4
4
5
5
5
5
5
3
3
5
81
63 50945
5
2
2
5
2
5 5
5
3
5
5
5
5
5
5
5
5
5
5
5
89
64 50409
4
4
3
4
3
4 4
3
3
3
4
2
3
3
3
3
4
3
3
4
67
65 41442
5
1
1
2
3
5 3
4
2
5
5
4
5
3
3
4
5
4
3
4
71
66 51669
5
3
2
4
3
3 4
3
2
4
3
4
3
3
5
3
4
2
4
3
67
67 50510
3
2
4
4
2
3 2
5
1
5
4
4
4
4
4
4
4
2
3
5
69
68 50919
5
5
5
5
5
3 5
5
4
5
5
3
5
5
5
5
5
3
3
5
91
69 20132929
3
2
3
3
3
4 3
3
3
4
3
2
3
3
2
4
4
2
4
4
62
70 44582
5
4
2
4
4
3 4
3
4
4
4
4
2
3
5
5
4
4
5
3
76
71 35009
5
2
3
4
4
5 3
3
3
4
4
4
3
3
3
5
4
3
4
4
73
72 51789
5
1
2
4
1
3 3
4
3
5
4
2
5
3
5
5
5
3
4
5
72
73 50970
5
1
4
5
2
4 3
4
3
5
5
3
5
5
5
5
4
2
4
4
78
74 45469
4
2
4
5
4
4 3
2
5
4
3
4
3
4
2
4
3
4
2
3
69
75 50246
4
4
5
4
5
3 4
3
4
3
4
3
4
2
4
4
5
4
5
4
78
76 49530
5
1
2
5
2
5 3
3
2
5
5
3
5
3
5
5
3
2
5
5
74
77 38553
4
4
2
4
2
4 3
4
2
4
4
2
4
4
5
4
4
2
4
5
71
78 99302574
4
1
1
1
2
4 2
2
1
5
3
2
4
4
3
3
3
3
4
4
56
79 50093
5
4
2
5
4
5 2
4
1
5
4
2
3
1
4
4
4
3
2
4
68
80
4
1
3
4
2
4 3
3
3
4
4
3
4
4
4
4
3
3
3
4
67
81 50914
5
2
3
5
3
4 4
3
2
5
4
3
4
3
4
3
2
4
4
4
71
82 51344
5
1
3
5
1
4 4
4
4
5
5
1
5
5
5
5
5
2
5
5
79
83 47639
5
3
4
5
4
3 3
3
3
5
4
5
3
3
5
4
4
3
4
5
78
84 50519
3
4
3
4
3
3 4
4
2
4
3
4
3
5
3
3
2
4
2
4
67
85 47380
3
2
4
5
1
4 4
3
5
5
5
1
4
4
5
5
5
2
4
5
76
86 52110
5
4
4
5
4
5 4
5
4
5
5
4
5
4
5
4
5
4
5
4
90
87 48966
5
4
3
4
2
4 3
4
5
3
5
4
3
3
4
3
4
4
4
3
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97 51722
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69
98 51802
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100 34858
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---

101 48070
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102 48965
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103 48882
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106 49637
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119 49531
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122 49819
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132 *****
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139 20033294
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74
140
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74
141 *****
4
2
2
2
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3
2
4
4
2
3
2
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59
142 50044
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4
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61
143
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68

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APPENDIX G


TABLES



ANOVA of Moderator Variables

Variable

SS:

df:

Mean Square F Sig.
Between Between

Within
Within


Total
Total


ETHNICITY
225.037
10

22.504
1.135 0.341
2596.794
131
19.832
2821.831
141

HSGRADE
106.015
5

21.203
1.062 0.384
2715.816
136
19.969
2821.831
141

PAREDUC
26.484
3 8.828
0.436



0.728
2795.346
138
20.256
2821.831
141

CHFINAL

185.796
5

37.159
1.904 0.098
2634.417
35
19.514
2820.213
140

SUMATT

50.872
4

12.718
0.629 0.643
2770.959
137
20.226
2821.831
141





Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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101
BIOGRAPHICAL SKETCH



The researcher was born in Manila on June 4, 1960. She is the eldest
among the five children of the late Bienvenido S. Pontines of Ozamis City,
Misamis Occidental and the former Avelina F. Cardenas of Tondo, Manila.
She finished her elementary education at Immaculate Conception Parish
School, Cubao, Quezon City and her secondary education at the University of
Santo Tomas, Sampaloc, Manila. She obtained her Bachelor of Science in
Chemical Engineering degree also at the University of Santo Tomas in 1981and
passed the Licensure Examinations for Chemical Engineers in November, 1981.
She has over 15 years industrial job experience in various capacities, from
laboratory aide in a food company to quality assurance manager of a machine tool
manufacturer. She joined the academe in June 2000.
At present, she is a faculty member of the University of Baguio College of
Engineering, Architecture, and Industrial Technology.
She is married to Jaime F. Del Rosario and is blessed with three children:
Julia Noemi, Nolan Joshua, and Jillian Nina.
Misconceptions in General Inorganic Chemistry / Nimfa P. Del Rosario. 2006

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Document Outline

• Misconceptions in GeneralInorganic Chemistry
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF LITERATURE
    • On Misconceptions
    • On Attitude Toward Chemistry
    • On Students� Academic Performance
    • On Ethnicity
    • Conceptual Framework of the Study
    • Definitions Of Terms
    • Research Hypothesis
  • METHODOLOGY
  • RESULTS AND DISCUSSION
    • Common Misconceptions
    • Students� Level of Misconception Based on Scoresof Wrong Answers To Questions on GeneralInorganic Chemistry
    • Relationship Between Level of Misconception and the VariablesAffecting Students� Misconceptions
  • SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
    • Summary
    • Conclusion
    • Recommendations
  • LITERATURE CITED
  • APPENDIX
    • APPENDIX A
    • APPENDIX B
    • APPENDIX C
    • APPENDIX D
    • APPENDIX E
    • APPENDIX F
    • APPENDIX G
  • BIOGRAPHICAL SKETCH

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