Abstract

Action Research
How can I improve my student in balancing chemical equation?
Dawa Tshering (B.Ed. IVS Sci A)
BE 091909
Samtse College of Education
Samtse
(Royal University of Bhutan)
EDN 411
Action Research Project
Mr. Kinley
5th October, 2012

Action research- How can I improve my student in balancing
chemical equation?
Samtse College of Education

Royal University of Bhutan
P.O. Box No. 329, Samtse, Bhutan
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Student Name: Dawa Tshering Student Number: BE 091909
Module No & Title: EDN 411, Action Research Project
Assignment No & Title: How can I improve my students in balancing chemical equation Submission
Date: 5th October, 2012
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DT 5th, October 2012
Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 2

chemical equation?
Table of Contents
Abstract ...................................................................................................................................... 4
Introduction ................................................................................................................................ 5
Methodology .............................................................................................................................. 6
Tools for data collection ............................................................................................................ 6
Reconnaissance .......................................................................................................................... 6
Situational analysis .................................................................................................................... 7
Competence................................................................................................................................ 7
Literature review ........................................................................................................................ 8
Aim and Objectives of my research ......................................................................................... 10
Data collection tools/ Methodology ......................................................................................... 10
Baseline data results ................................................................................................................. 11
Intervention strategies .............................................................................................................. 14
Understanding language of chemistry .................................................................................. 14
Motivation ............................................................................................................................ 14
Steps: .................................................................................................................................... 15
Methods of balancing
..15
Post Data Analysis ................................................................................................................... 17

Finding......21
Recommendation..21
Acknowledgement ...22
Conclusion23
References ................................................................................................................................ 24
Appendix .................................................................................................................................. 25

chemical equation?
Abstract
As well-known students finds chemistry a difficult subject. In regard to balancing chemical

equation it is the stand problem. This paper would give the gist to intervene poor ones and
would help to enhance the skill in balancing. It is a part included in newly formed module
Educational Research. This module was adopted since 2009, first to the PgDE and later to
the four year program student teachers. This module aims to give the life time skill and
practice in research. Thus in our new module we are made to do action research.
This paper particularly stresses on my issue How can I improve my students in balancing
chemical equation? I chose this issue thinking it is still a stand problem to the students
across the country. They find it difficult and they must know the language of chemistry that
will enhance balancing skills. Moreover student must know the clear steps and methods of
balancing which is necessary to solve the problem of balancing chemical equation.
My research was conducted in Phuntsholing Middle Secondary School. I started my research

by identifying my research class with the help of my mentor. IX C was my participant
comprising of 30 students in total with one critical friend. I worked out best possible
approach to improve my students in balancing equation. To help my student, first I studied
their area of weakness through baseline data. Then accordingly intervention was done. My
critical friend helped me in various possible areas and has given effective ways in doing my
research.
At the end there was remarkable progress in balancing chemical equation. They knew
different methods on balancing chemical equation, particularly, Hit and Trial and
Algebraic method. I could see at the end of my research student could balance chemical
equation correctly.

chemical equation?
Introduction
Action research, according to Maxwell (2003) defines as a systematic collection of data in

order to answer a research question for the purpose of improvement. For LoCastro (1995) is
one form of classroom centered research which is seen as being small scale and situational
focused on a particular problem, to try to understand and perhaps solve some concrete
problem in an individual teachers classroom (as cited in Rinchen, 2009).
Thus action research solves the problem and brings improvement to the student nationwide.
It gives the area to the teacher in solving the problem faced by the students. There are three
methods of doing action research, quantitative, qualitative and mix method. This paper
focuses on quantitative methods where results are quantified and analyzed accordingly.
Research has become primary elements in education system around the world. With the
developmental stages in the country, research would help to face adverse competition. It will
moreover help to understand the need of the society and will help accordingly to bring
development.
With stage changes must happen. Different disciplines of sciences Biology, Chemistry and
Physics are of importance now a day. Coming to chemistry, student across the country finds
it a difficult subject to learn. They even go to the extent of losing interest to study. Thus my
action research will motivate and inculcate interest in Chemistry, especially balancing
chemical equation where student finds it difficult.

chemical equation?
Methodology
There are different methods in action research namely; Qualitative, quantitative and mix
method. In my action research I used quantitative method.
Tools for data collection
1. Test
2. Observation/Assessment: Class work and Homework correction and then maintaining

records.
3. Questionnaire:
To check previous knowledge of the students
To check in which area students lacks to balance chemical equation (symbol writing/
formula writing/ in actual balancing)
Data sets
Correctness in writing symbol and chemical formula

Methods of balancing chemical equation
Common errors students commit
Reconnaissance
The term reconnaissance is derived from the French term reconnaitre which denotes to look
at. According to Maxwell (2003), Reconnaissance consists of three parts:
1. Situational Analysis
2. Competences
3. Literature Review

chemical equation?
Situational analysis
Country
Bhutan is situated in the eastern Himalayas on the Indian subcontinent. Total land area of
Bhutan is 38,394 square kilometers (RGB, 2005). It has 470 kilometers long bordered by the
Tibet region of China to the north and northwest, and 605 kilometers with Indian state of
Sikkim to the west, West Bengal to the southwest, Assam to the south and southwest, and
Arunachal Pradesh to the east (NSB, 2010). It has the total population of 695,822 with the
annual population growth rate of 1.8 (NSB, 2010). Its unemployment rate is 3.7 (NSB, 2010).
Bhutans Gross Domestic Product was 61,223.5 Million Ngultrum (NSB, 2010).The per
capita GDP was 89,639.1 Ngultrum (NSB, 2010).
University
As per the net information (n.d), Samtse College of Education (SCE) was founded as the first
teacher-training institute (TTI) in the country of Bhutan in 1968. Our beloved late king, His
Majesty Jigme Dorji Wangchuck inaugurated the college on 29th May 1968 with an initial
enrolment of 41 students. This historic milestone in the countrys education history is
observed as the College Foundation day every year. Samtse College of Education is one of
the premier institutions of learning in the country, which provides training to Primary and
Secondary teachers. It is also the center for a number of in-service programmes conducted
during winter breaks. With the introduction of the Bachelor of Education (B.Ed) Secondary
programme in 1983, the erstwhile TTI was renamed the National Institute of Education
(NIE). After becoming a member college of the Royal University of Bhutan on June 2nd
2003, the NIE was once more renamed Samtse College of Education.
Competence
The researcher is under-graduate of Samtse College of education. He is undergoing B.Ed

secondary course taking biology and chemistry as his main electives. He has got research
idea learnt in new module, Educational Research. Moreover he has done conventional
research with the groups and has got the ideas of doing research. Mr.Tashi Gyeltshen is
module tutor, who is one of the well versed and research head of the college.

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With researcher he has got one critical friend. She is also the student teachers of Samtse
College of Education. She has also got research knowledge. Her electives are physics and
math. She will be able to give feedback and can do re-tracking if researcher happens to
commit mistake in the process of conducting research.
Student Competence:
Phuntsholing middle secondary school is located just above the town. There by students have
access to various facilities. Especially they got internet facilities everywhere and they might
be accessed to many new information. Thus student might have greater idea on balancing
chemical equation. Their parents on other hand are educated and might have learnt from
them.
Literature review
What is chemical equation?
According to Risteski, (2008), chemical equation is only a symbolic representation of a

chemical reaction. Actually, every chemical equation is the story of some chemical reaction.
A chemical equation is not only the shorthand writing of the chemist, but it should be a
mental picture of an actual reaction. They also tell you how much of each substance is
involved in the reaction. ToKatz (2004), A chemical equation is a chemists shorthand
expression for describing a chemical change.
What is balanced chemical equation?
Helmenstine, (n.d) defined as an equation for a chemical reaction in which the number of
atoms for each element in the reaction and the total charge are the same for both the reactants
and the products.
Murry& Fay (2008) states, balanced equation is in which each equation, the numbers and
kinds of atoms on both sides of the reaction arrow are identical.

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Why chemical equation should be balanced?
All the chemical equations must be balance because atoms are neither created nor destroyed
in chemical reactions. The numbers and kinds of atoms must be the same in the products as in
the reactants. A balanced equation assures that the Conservation Law of matter is obeyed.
The total mass of reactants must equal the total mass of products. A balanced equation is like
a recipe. It tells you the proportional quantities of each substance involved. (Murry and Fay,
2008)
Problems to the beginners
Nakleh (1992) and Garnet (1995) found teachers of beginning chemistry students frequently
report difficulties which many students experience in developing an understanding of
chemical processes. Students appear to struggle to construct the forms of mental model and
conceptual representations needed to understand and comprehend the actions of the
unobservable entities such as atoms and molecules which are involved in chemical equations
(as cited in Garnett, Oliver and Hackling, n.d).
Much of the explanation and description of the processes involved chemical reactions is
given in terms of the actions of the various submicroscopic particles representing atoms and
molecules. Student finds it difficult in visualizing this submicroscopic world and its
components. This factor creates a major barrier to their development and understanding of
many chemistry concepts. Beginning chemistry students often demonstrate a wide range of
unusual conceptions about the molecular basis of chemical reactions. They also display
limitations in their ability to write balanced equations, to interpret the symbolic
representations used in equations, and to solve problems based on equations (Garnett, Oliver
and Hackling, n.d).
Andersson (1986) and Ben-Zvi (1987) found that many students hold a static rather than
dynamic view of chemical reactions. Students often failed to visualize chemical reactions as
dynamic processes in which particles and molecules react to produce new particles and
molecules.
Laugier and Dumon (2004) display in 1995, the French Ministry of Education published a
study on the pupils' knowledge at the end of Grade 4 (of French lower secondary school).
Chemistry came out worse than physics. Generally speaking, at the end of Grade 4, pupils do

chemical equation?
not seem to have mastered the language of chemistry. Moreover all of them have not known
basic rules and symbols or, when they know them, they do not grasp their meanings well.
Beek and Louters (1991), Marais and Jordaan (2000), Danili and Reid (2004) points out, if
teachers for example use the terms atoms, molecules and ions indiscriminately
misconceptions will, invariably, be the result. Difficulties in the learning of chemistry can be
precipitated by a lack of chemistry language skills (as cited in Bradley and Steenberg n.d).
Aim and Objectives of my research
The general objective is to draw interest towards chemistry through motivation. Following
are some of my aims and objectives of my action research pertaining to my action research
question:
i. I want my student to know basis of balancing chemical equation (symbol and formula
of different compound).
ii. I want my student to know the steps in balancing chemical equation.
iii. I want my student to know different methods to balance the equation (at least two, hit
and trial and algebraic method).
iv. After my intervention, overall I want 80-90% improvement in balancing.
Data collection tools/ Methodology
First I identified the research class with the help of my mentor. While identifying the research
class I looked into their performance level. In first class test, from five sections of class IX I
chose IX C as they have scored less comparatively. At the same time I aimed in working
closely with IX C students so that I can bring improvement in them.
To collect the baseline data, I used different tools like; questionnaire, test and
observation/assessment. Questionnaire encompasses in total nine items, all describing the
basis in balancing chemical equation. The test was conducted to find out area of weakness in
balancing that will help me work accordingly during my intervention. Observation was done
through class work and home work. Every time when I assign my student with work they
were marked accordingly and recorded.

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Baseline data results
1. Questionnaire
Students were made to tick against their degree of acceptance against each item. After
collecting the baseline data I counted the total number of students in each item against [SD-
strongly agree (4), A-Agree (3), DA- Disagree (2) and SD-Strongly disagree (1)].Then I have
taken the percentage of each item and analyzed it.
Out of nine items, the highest score is 50% and the lowest score is 35% for item A and G
respectively which means students know and have better understanding of item A and have
least idea of the item G. Looking into the scores for each item, intervention was done
accordingly and concept was taught well in the class.
Fig 1: figure showing baseline data scores (%) in each

item (Questionnaire)
50%
50% 45% 46%
41% 43%
40%
40% 37% 35% 36%
percentage (%)
30%
20%
10%
0%
A B C D E F G H I
Items
Note: Refer Appendix A for items in Questionnaire
2. Test
I conducted test on balancing chemical equation. The total mark was out of 10. The area
aimed in conducting test was the steps and accuracy in balancing chemical equation. Marks
were given only to the accurately balanced equation to facilitate accurate balancing in future
test. Out of 30 participants, the highest score was 7 and the lowest 0. On counting the
number of students against high, average and low scorers only one of them scored high, 11 of

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them had scored average and 17 of them scored low which indicated their weakness in
balancing equation.
After critical analysis I found that student dont even know simple symbol, formula of
compound and with balancing they were facing difficult. Thus I concluded to work hard
when teaching language of chemistry which will definitely help my students in understanding
balancing chemical equation better.
Test Scores out of 10

No. of students
High (7 and above) 1
Average
11
(between 4-6)
Low
17
( 3 and below)
Table no.1: Table showing number of students scoring high, average and low in pre-test
Fig no.2: figure showing test scores (Baseline data)
18
17
16
14
No.of students
12
11
10
No. of
8 students
6
4
2
1
0
High (7 and Average Low ( 3 and
above) (between 4-6) below)
Scores

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Observation /Assessment
Observation was made indirectly through class work and home work. It was out of 10% and
5% each for home work and class work. But the observation was only done after my
intervention but before collection of post intervention data. It was observed twice, one
immediately after intervention (considered as pre-data) and the other after students enough
practice on balancing (considered as post data). After analysis it was found that students were
doing comparatively well in class work as well as in home work after my intervention than
before and could see commendable progress. The observation was aimed into finding area of
weakness even after my intervention strategies and to make correction. In class and
homework 40% (12 students) have scored high, 56.6% (17 students) have scored average and
3.3% (1 student) have scored low. Thus it shows that most of my students are doing well in
balancing chemical equation after my intervention.
Observation/Assessment
level of Number of
Sl.no %
Scores students
1 High 12 40%
2 Average 17 56.60%
3 Low 1 3.30%
Tabe no.2: Showing the number of students that have scored high, average and low
( in %)
Fig.3: graphs showing number students scoring

high, average and low
60%
56.60%
50%
Percentage
40% 40%
30%
%
20%
10%
3.30%
0%
High Average Low

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Intervention strategies
Understanding language of chemistry

Student should be familiar with the language of chemistry so that they can easily balance
chemical equation. Knowing symbols, knowing the difference between ions, atoms,
molecules and compound will invariably play important role. And knowing formula of
compound will also help to easily balance the chemical equation but students find it difficult.
According to Beek and Louters (1991), Marais and Jordaan (2000) &Danili and Reid (2004)
also states Difficulties in the learning of chemistry can be precipitated by a lack of chemistry
language skills. They provides following recommendation to maximize students learning:
1) Students exposure to chemical language should be maximized.
2) Teachers should not assume that students are familiar with chemical terms and terms
should be introduced carefully.
Marais and Jordaan (2000) found that students experienced greater problems in interpreting
symbols than words correctly. Based on their findings, they recommended that:
1) Students understanding of symbols should be tested by including meaning items in
contentrelatedtests,
2) Students should be discouraged from regarding chemical symbols as merely short-hand
notations which could be adapted to suit the individual user,
3) Students should be provided with a glossary of symbols, and
4) Students should be given group or individual exercises to supply correct symbolic notation
(as cited in Bradley and Steenberg, n.d).
Thus after baseline data analysis I looked into area of difficulties and then accordingly
intervened taking extra care when teaching language of chemistry in class IX which had
helped my students in balancing chemical equation easily.
Motivation
According to Johnstone and Kellett(1980)they state that there is no doubt that motivation to
learn is an important factor controlling the success of learning and teachers face problems
when their students do not all have the motivation to seek to understand. (as cited in Sirhan,
2007).
Motivating students in learning chemistry played key role when teaching my student
balancing chemical equation. Whenever they get their equation correctly balanced I reinforce

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them and motivated for future learning. Through motivation my student participated more
and more and has given me interest to work hard at the same time.
Steps in balancing chemical equation:

According to Helmenstine (n.d) a chemical equation describes what happens in a chemical
reaction. The equation identifies the reactants (starting materials) and products (resulting
substance), the formulas of the participants, the phases of the participants (solid, liquid, gas),
and the amount of each substance. Balancing a chemical equation refers to establishing the
mathematical relationship between the quantity of reactants and products. It takes practice to
be able to write balanced equations. There are essentially three steps to the process:
1. Write the unbalanced equation.

Chemical formulas of reactants are listed on the left hand side of the equation.
Products are listed on the right hand side of the equation.
Reactants and products are separated by putting an arrow between them to show the
direction of the reaction. Reactions at equilibrium will have arrows facing both
directions.
2. Balance the equation.
Apply the Law of Conservation of Mass to get the same number of atoms of every
element on each side of the equation. Tip: Start by balancing an element that appears
in only one reactant and product.
Once one element is balanced, proceed to balance another, and another, until all
elements are balanced.
Balance chemical formulas by placing coefficients in front of them. Do not add
subscripts, because this will change the formulas.
3. Indicate the states of matter of the reactants and products.
Use (g) for gaseous substances.

Use (s) for solids.
Use (l) for liquids.
Use (aq) for species in solution in water.

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Write the state of matter immediately following the formula of the substance it
describes.
4. Method of Balancing chemical equation
Inspection method
According to Alexander (n.d) when balancing chemical equation by inspection needs

following tips but it takes a lot of practice mater it.
Tips
Remember, subscripts in the formulas may not be changed. Only the coefficients in
front of the formulas may be manipulated.
Look for special groups of elements that appear unchanged on both sides of the
equation, such as NO3, PO4, and SO4. Treat them as units when balancing.
Begin by balancing both the special groups and the elements that appear only once on
both sides of the equation.
If an element appears more than once on the same side of an equation, balance it last.
When an element has an odd number of atoms on one side of the equation and an
even number on the other side, try multiplying the odd side by 2.
Balancing equations by inspection is somewhat of a trial-and-error process.
Algebraic method
A new aspect of this treatment is the mathematical formulation of a third condition involving
a balance between oxidation and reduction. The treatment begins with the three general
conditions that a balanced chemical reaction must satisfy. These conditions are then
expressed in mathematical form that enables the stoichiometric coefficients to be determined.
The mathematical form is in terms of linear algebraic equations involving the unknown
stoichiometric coefficients. The overall strategy is to generate as many algebraic equations as
possible from the three conditions which in most cases generates a linear dependent (i. e. over
complete) set of equations (Olson, 1997).

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According to Andersen and Bjedov, the algebraic method is perhaps best grasped byway of
an example. The combustion of methane in oxygen can be represented by the chemical
equation
x1C H4 + x2O2 x3CO2 + x4H2O
Our task is to determine the unknown coefficients x1, x2, x3, and x4. There are three elements
involved in this reaction: carbon (C), hydrogen (H), and oxygen (O). A balance equation can
be written for each of these elements:
Car bon (C): 1x1 + 0x2 = 1x3 + 0x4
Hydrogen (H): 4x1 + 0x2 = 0x3 + 2x4
Oxygen (O): 0x1 + 2x2 = 2x3 + 1x4
We write these as homogeneous equations, each having zero on its right hand side:
x1 x3 = 0
4x1 2x4 = 0
2x2 2x3 x4 = 0
At this point, we have three equations in four unknowns. To complete the system, we define
an auxiliary equation by arbitrarily choosing a value for one of the coefficients:
x4 = 1 x = x/0.5
x = 1, 2, 1, 2
Thus, the balanced equation is
CH 4 + 2O2 CO2 + 2H2O
Post Data Analysis
After intervention I started collecting post datas. I used the same tools to collect data;
Questionnaire, test and observation/assessment. I used different strategies considering the
learning difficulties of the students when teaching how to balance the chemical equation. The
intervention strategies were:
a) Making student understand language of chemistry

b) Motivating students in learning
c) Teaching valid steps and methods (esp. Hit and trial and Algebraic) in balancing
chemical equation.

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After my intervention I analyzed the following datas:
1. Questionnaire
The respond made by the student in each item (questionnaire) are compared. First I took the
percentage of each item and then I calculated the average percentage of both base and post
datas and comparative analysis was done. During pre-data collection only 41% of the
students have accepted that they know the concepts stated in each item of the questionnaire.
In post data collection in average 81% of the students has accepted that they know stated in
each item. After implementation of intervention strategies I could see commendable
improvement of about 40% in understanding the concept stated in each item (questionnaire)
which is clearly indicated in figure no.4.
Students exposure to the language of chemistry was maximized through concept teaching.
The chemical terms used were explained in detail. Differences between atoms, molecules and
compound were made clear. The only way student could learn Symbol and formula of
different compound was through rote learning, memorization. Thus above strategies have
given area to learn and improvement was seen at the same time in my students after my
intervention.
Figure no.4 : Graph showing the traingulation

of two data
100%
Percentage (%)
80%
Questionnaire
60%
81%
40%
41%
20%
0%
pre data post data

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2. Test
I used the similar question patterns like that of base data test question. This was because I
particularly wanted see area of improvement. Students were doing very well in balancing
after intervention with fewer mistakes. Out of 30 participants one was absent both during
pre and post data collection (Refer Appendix B). In average only 33% of the students
have done well in the test during pre-data collection. During post data collection in
average 68% of the student have done quite well. Thus there was improvement of about
35% which is clearly shown (figure no.5) which indicated they have done better in post-
test.
In intervention strategies, methods of balancing were considered important. Most of the

students were using Hit and Trial method to balance chemical equation. According to
Alexander (n.d) states that balancing by inspection takes time and needs lot of practice.
After intervention and student long practice student could balance better and creditable
improvement was shown in post-test.
Fig 5: Triangulation of pre and post data (Test).

80%
68%
70%
60%
Percentage
50%
40%
Average
30%
33%
20%
10%
0%
Pre Data Post Data

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5. Observation/Assessment:
Both the base data and pre-data (observation) was collected only after my intervention. First
was collected/ assessed immediately after intervention and the other after long practice. Thus
with practice I could see improvement in balancing equation where student could get easily
solved correctly. During base data collection student in average scored 62% in class and
home work. After my intervention and students practice the score was 71% as clearly
depicted in fig.no.6. There was admirable improvement in maintaining class and homework
book. This improvement was brought about by the researchers intervention. When student
do their work correctly on time they were reinforced and motivated at the same time. Sirhan,
(2007) in his article pronounce the key to successful learning of the students are through
motivations. When reinforced and motivated, student do their work on time and do it
correctly.
Fig no.6: graphs showing triangulation of pre data

and pst data
75%
71%
70%
Peercentage
65% 62%
Average
60%
55%
Base Data
Post Data

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Findings:
In the course of doing this action research I found most of the student takes less interest in
learning chemistry as they find it difficult. They are less motivated as their exposures to
chemical languages are very less during their lower classes. Student moreover finds
difficult to cope with those complex chemical languages in chemistry, thus they take less
interest. Students even dont have clear understanding on atoms, molecules and
compound which are the fundamental of chemistry.
Particularly coming to balancing chemical equation they were doing it badly. To balance
word equation was their difficult part in balancing. They were facing difficult to write
symbol of the element and formula of the compound correctly. Students were also having
narrow ideas on different methods of balancing. The idea they have was Hit and Trial
and they were unaware of the method they use.
Recommendation
According to Beek and Louters, 1991 gives following recommendation to maximize

students learning:
1) Students exposure to chemical language should be maximized.
2) Teachers should not assume that students are familiar with chemical terms and terms
should be introduced carefully (as cited in Bradley and Steenberg, n.d). To researcher
above recommendation has helped to the maximum and is necessary when teaching
student the skill of balancing.
Moreover when teaching, student must be provided with a glossary of symbols of

different elements and formulas of different compounds and make them to rote learn.
Teaching student clear rules and steps and making them follow strictly is another way to
enhance learning. Using video clips on balancing will also enhance students
understanding as we take them to different mode of teaching.

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Acknowledgement
I heartily acknowledge everybody who has helped me in successful completion of my action

research. Their willing help made a lot difference. Without their help my research would not
have been successfully ended. Therefore I would like to acknowledge following list of
helpers:
My critical friends, Dechen Wangmo for helping me keep track of my research.

Students ( participant), IX C PMSS who have cooperatively helped me in
responding to various activities involved in my research
Principal, teaching and non teaching staffs of PMSS for allowing me do to action
research and for their never ending helps.
IT department for giving us the opportunity to use the computer lab from which I was
able to get more information.
Lastly I would give my hearty thanks to EDN tutor for teaching research ideas and
providing us the area to use it.

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Conclusion
My research was successful. There were improvements in terms of balancing chemical

equation. The success was due to the quality intervention strategies that were put forward by
different author. Following were the strategies; understanding the language of chemistry,
motivation, steps and different method in balancing.
Getting student exposed to language of chemistry was the best way to enhance student
understanding. When student were taught with different chemical languages, like differences
between ions, atoms, molecules, symbol and formula of the compound, student learn with
ease. Motivation on other hand brings students interest and participation into teaching and
learning process. Steps and methods helped student accurately balance without difficulties.
Action research helped me boom my professional qualities. Moreover this gives us area to
learn ourselves and bring forth best improvement in our teaching. Research participant
benefit as researcher put forward best learnt strategies in process of answering research issue.
Thus action research is very helpful especially to benefit oneself and community at large.

chemical equation?
References
Andersen, P. K. & Bjedov, G. (n.d).Chemical Stoichiometry Using MATLAB.Retrieved on
August 21, 2012 fromhttp://fie-conference.org/fie96/papers/238.pdf
Alexander, (n.d).Balancing Chemical Equations byInspection. Retrieved November 25th,
2010, fromhttp://learning.mgccc.cc.ms.us/jc/science/chemistry/balancing.pdf
Bradley. D., &Steenberg, E.(n.d).Symbolic Language in Chemistry A New Look at an Old
Problem.Retrieved October 14, 2010, from
http://old.iupac.org/publications/cei/vol8/0801xSteenberg.pdf
Garnett.P.,Oliver.R.,&Hackling. (n.d). Designing interactive multimedia materials to support

conceptdevelopment in beginning chemistry classes.RetrievedOctober 10, 2010
fromhttp://elrond.scam.ecu.edu.au/oliver/docs/98/ICCE.pdf
Gillette &Neidig.(n.d).Writing, Interpreting and balancing chemical equation. Retrieved

October 10, 2010 from http://www.cerlabs.com/experiments/10875406149.pdf
Helmenstine.A.M. (n.d).Balancing chemical equation. Retrieved October 12, 2010

fromhttp://chemistry.about.com/cs/stoichiometry/a/aa042903a.htm
McMurry,J.E., &Fay,R.C. (2008). Chemistry (5thed.). Cornell University: Dorling kindersley,

India.
Katz.D.A. (2004).Writing Chemical Equations. Retrieved on August 20, 2012 from
http://www.chymist.com/Equations.pdf
Laugier&Dumon. (2004).The Equation of Reaction: A Cluster of Obstacles which are

difficult to overcome. Retrieved October 20, 2010
fromhttp://www.uoi.gr/cerp/2004_October/pdf/10Dumon.pdf
Maxwell, T. W (2003).Action Research for Bhutan.Rabsel: The CERD Educational Journal,
3, 1-2

chemical equation?
National Statistical Bureau.(2010). Population and Development Indicators- Bhutan 2010

Data Sheet.Thimphu: National Statistical Bureau.
Olson, J.A. (1997).An Analysis of the Algebraic Method for Balancing Chemical
Reactions.Retrieved on November 5, 2010 from
http://pubs.acs.org/doi/abs/10.1021/ed074p538
Risteski.(n.d). A New Generalized Matrix Inverse Method for Balancing Chemical Equations
and their Stability. Retrieved October 10, 2010 from
http://www.bsqm.org.mx/PDFS/V2/N3/2-Ice%20B%20Risteski.pdf
Royal University of Bhutan Samtse College of education: SCE, (n.d). Retrieved October 20,
2010, fromhttp://www.sce.edu.bt/abtusdetail.php?id=3.
Sirhan,G. (2007). Learning Difficulties in Chemistry. Retrieved on August 20, 2012 from
http://crins08lerberg.wmwikis.net/file/view/Sirhan.pdf

chemical equation?
Appendix (1): students respond against each item, Questionnaire (baseline data).
1. Questionnaire (Pre-data)
Sl.
Item SA A DA SD %
No#
A I know what is atom, element, molecule and compound 1 10 8 10 50%
B I know basic rules in writing symbols 1 6 11 11 41%
C I know how to write chemical formula of a compound 1 5 12 11 45%
D I know the difference between the reactant and the product 2 12 8 7 46%
E I know weight, molecular weight, valency of various elements. 1 2 8 18 37%
F I know basic rules in balancing chemical equation 0 4 11 14 40%
G I know different methods to balance the chemical equation 1 0 10 18 35%
I know at least 20 symbols of various elements from the periodic
H 0 3 15 12 43%
table
I know some significance and principles involving in balancing
I 0 3 8 18 36%
chemical equation
average % 41.24%
Appendix A (2): students respond against each item after intervention,
Questionnaire (post data).
1. Questionnaire (Post data)

Sl.
Item SA A DA SD %
No#
A I know what is atom, element, molecule and compound 21 8 0 0 83%
B I know basic rules in writing symbols 15 14 0 0 73%
C I know how to write chemical formula of a compound 14 14 1 0 83%
D I know the difference between the reactant and the product 23 6 0 0 92%
E I know weight, molecular weight, valency of various elements. 9 20 0 0 80%
F I know basic rules in balancing chemical equation 8 20 0 0 77%
G I know different methods to balance the chemical equation 6 19 4 0 74%

I know at least 20 symbols of various elements from the periodic
H 17 11 0 0 84%
table
I know some significance and principles involving in balancing
I 12 13 4 0 79%
chemical equation
Average 81%
Appendix B: student scores in class test (both base and post data).
chemical equation?
2. Test
Roll Baseline Post
Name Intervention
Number data
data
1 AmitKapchake 2 7
2 Chencho Gyaltshen 7 7
3 Deepak 4 6
4 DiwasRai 3 4
5 Dorji Wangchuk Namgyel 4 6
6 Karma Tenzin 2 7
7 Kezang Chophel 5 5
8 Khandu Wangchuk 1 7
9 Khandu Wangchuk Tamang 3 6
10 Kinley Drakpa 3 7
11 Nima Tshering 3 5
12 Norbu Tamang Pema 4 7
13 Pema Gyaltshen 5 7
14 Rinchen Wangdi 3 7
15 Sonam Gyaltshen 3 7
16 Sonam Tobgay 5 7
17 Tashi Tshering Absent Absent
18 Tashi Gyaltshen 1 7
19 Wangyel Dorji 4 8
20 Yeshi Dorji 3 8
21 ChimiDema 3 7
22 Chundo Zangmo 2 6
23 ChenchoPelma 4 6
24 DamchePelmo 4 8
25 Dawa Dema 0 4
26 Deki Om 3 8
27 DevyaniAley 2 6
28 KinzangDolker 5 10
29 NgawangPemo 3 8
30 Nima Dema 4 9
Average 3.3 6.8
Percentage 33% 68%

chemical equation?
Appendix C: Students total marks in class and home work (both baseline and post
intervention data).
3. Observation/Assessment
Roll Post
Name Baseline intervention
Number
data (Total) data (total)
1 AmitKapchake 6 7.5
2 Chencho Gyaltshen 6 7.5
3 Deepak 5.5 7.5
4 DiwasRai 6 6
5 Dorji Wangchuk Namgyel 5 7
6 Karma Tenzin 6 6.5
7 Kezang Chophel 4.5 6.5
8 Khandu Wangchuk 6 7.5
9 Khandu Wangchuk Tamang 5.5 8.5

10 Kinley Drakpa 5.5 6.5
11 Nima Tshering 5.5 6.5
12 Norbu Tamang Pema 5 6.5
13 Pema Gyaltshen 6 6
14 Rinchen Wangdi 7.5 7.5
15 Sonam Gyaltshen 7.5 7.5
16 Sonam Tobgay 6.5 7.5
17 Tashi Tshering 6.5 7
18 Tashi Gyaltshen 5.5 7
19 Wangyel Dorji 6.5 7
20 Yeshi Dorji 7.5 7
21 ChimiDema 8
22 Chundo Zangmo 6.5 7.5
23 ChenchoPelma 6 8.5
24 DamchePelmo 6 6.5
25 Dawa Dema 6.5 8.5
26 Deki Om 6.5 6.5
27 DevyaniAley 7.5 7
28 KinzangDolker 7.5 8
29 NgawangPemo 7 6.5
30 Nima Dema 7.5 6.5
Average 6.2 7.1
Percentage 62% 71%

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Action Research

How can I improve my student in balancing chemical equation?

Dawa Tshering (B.Ed. IVS Sci A)

Samtse College of Education

(Royal University of Bhutan)

Action Research Project

5th October, 2012

Samtse College of Education

PLAGIARISM DECLARATION FORM

Student Name: Dawa Tshering Student Number: BE 091909

Module No & Title: EDN 411, Action Research Project

Students Signature Date of signing:

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 2

Post Data Analysis ................................................................................................................... 17

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 3

As well-known students finds chemistry a difficult subject. In regard to balancing chemical

My research was conducted in Phuntsholing Middle Secondary School. I started my research

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 4

Action research, according to Maxwell (2003) defines as a systematic collection of data in

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 5

Tools for data collection

2. Observation/Assessment: Class work and Homework correction and then maintaining

To check previous knowledge of the students

Correctness in writing symbol and chemical formula

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 6

The researcher is under-graduate of Samtse College of education. He is undergoing B.Ed

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 7

What is chemical equation?

According to Risteski, (2008), chemical equation is only a symbolic representation of a

What is balanced chemical equation?

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 8

Why chemical equation should be balanced?

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 9

Aim and Objectives of my research

Data collection tools/ Methodology

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 10

Baseline data results

Fig 1: figure showing baseline data scores (%) in each

Note: Refer Appendix A for items in Questionnaire

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 11

Test Scores out of 10

Fig no.2: figure showing test scores (Baseline data)

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 12

Fig.3: graphs showing number students scoring

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 13

Understanding language of chemistry

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 14

Steps in balancing chemical equation:

1. Write the unbalanced equation.

2. Balance the equation.

3. Indicate the states of matter of the reactants and products.

Use (g) for gaseous substances.

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 15

According to Alexander (n.d) when balancing chemical equation by inspection needs

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 16

CH 4 + 2O2 CO2 + 2H2O

Post Data Analysis

a) Making student understand language of chemistry

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 17

After my intervention I analyzed the following datas:

Figure no.4 : Graph showing the traingulation

Dawa Tshering (B.Ed. IVth. Yr. S Sci A) Page 18

In intervention strategies, methods of balancing were considered important. Most of the

Fig 5: Triangulation of pre and post data (Test).