[ Niveau d’acquis des réactions ioniques totales par les élèves de 4e année
chimie-biologie des écoles de la ville de Bunia en République Démocratique du Congo ]
Volume 26, Issue 1, April 2019, Pages 286–294
KAMUHANDA BUGASAKI Jacob1 and KAMARA KAMARAGI Fred2
1 Chef de Travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, RD Congo
2 Enseignant-chercheur, Complexe Scolaire Monts Bleus, Province de l’Ituri, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
A written test has been administred to 226 pupils of the fourth form scientific, chemistry-biology option of 11 schools of Bunia town in DR Congo in order to evaluate the level of acquisition of total ionic reactions by the surveyed pupils. The obtained results at the end of these tests have shown that these pupils do not master correctly the notions of total ionic reactions taught to them (38,94 % of success). These pupils are very skillful in the explaination test (60,18 %) rather than in the execution test (13,72 %). In fact, they easily master the concepts to be memorized ; on the other hand, their failures concern the determination of the electronic transfer of ion, ionisation of molecules in the ionic reactions, the complete writing of a chemical equation and to the preparation of a compound considering the chart representing the characters of volatility and insolubility of a compound. The analysis of the variances of the average results of schools do not significantly differ to the threshold of the significance of 5 % (Fobs 0.05 = 0,81 < Ftab 0.05 = 1,87). This shows that the pupils of 4th form scientific, chemistry-biology option of Bunia town in RD Congo have the same level of mastering of the notions of the total ionic reactions.
Author Keywords: Acquisition level, Total ionic reactions, 4th form, Chemistry-biology.
Volume 26, Issue 1, April 2019, Pages 286–294
KAMUHANDA BUGASAKI Jacob1 and KAMARA KAMARAGI Fred2
1 Chef de Travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, RD Congo
2 Enseignant-chercheur, Complexe Scolaire Monts Bleus, Province de l’Ituri, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
A written test has been administred to 226 pupils of the fourth form scientific, chemistry-biology option of 11 schools of Bunia town in DR Congo in order to evaluate the level of acquisition of total ionic reactions by the surveyed pupils. The obtained results at the end of these tests have shown that these pupils do not master correctly the notions of total ionic reactions taught to them (38,94 % of success). These pupils are very skillful in the explaination test (60,18 %) rather than in the execution test (13,72 %). In fact, they easily master the concepts to be memorized ; on the other hand, their failures concern the determination of the electronic transfer of ion, ionisation of molecules in the ionic reactions, the complete writing of a chemical equation and to the preparation of a compound considering the chart representing the characters of volatility and insolubility of a compound. The analysis of the variances of the average results of schools do not significantly differ to the threshold of the significance of 5 % (Fobs 0.05 = 0,81 < Ftab 0.05 = 1,87). This shows that the pupils of 4th form scientific, chemistry-biology option of Bunia town in RD Congo have the same level of mastering of the notions of the total ionic reactions.
Author Keywords: Acquisition level, Total ionic reactions, 4th form, Chemistry-biology.
Abstract: (french)
Un test écrit a été administré à 226 élèves de 4e année scientifique, option Chimie-biologie de 11 écoles de la ville de Bunia en RD Congo en vue d’évaluer le niveau d’acquis des réactions ioniques totales par les élèves enquêtés. Les résultats obtenus à l’issu de ces épreuves ont montré que ces élèves ne maitrisent pas correctement les notions des réactions ioniques totales leurs apprises (38,94 % de réussites). Ces élèves sont plus performants au test d’explication (60,18 %) qu’au test d’exécution (13,72 %). En effet, ils retiennent beaucoup plus facilement les concepts à mémoriser ; par contre leurs échecs concernent la détermination de structure électronique de l’ion, l’ionisation des molécules dans les réactions ioniques, l’écriture complète d’une équation chimique et à la préparation d’un composé en tenant compte du tableau présentant les caractères de volatilité et d’insolubilité d’un composé. L’analyse des variances des résultats moyens des écoles, ne diffèrent pas significativement au seuil de signification de 5 % (Fobs 0.05 = 0,81 < Ftab 0.05 = 1,87). Ce qui montre que les élèves de 4e année scientifique, option Chimie-biologie de la ville de Bunia en RD Congo ont le même niveau de maitrise des notions des réactions ioniques totales.
Author Keywords: Niveau d’acquis, Réactions ioniques totales, 4e année, Chimie-biologie.
How to Cite this Article
KAMUHANDA BUGASAKI Jacob and KAMARA KAMARAGI Fred, “Acquisition level of total ionic reactions by the pupils of 4th year chemistry-biology of Bunia Schools in the Democratic Republic of Congo,” International Journal of Innovation and Applied Studies, vol. 26, no. 1, pp. 286–294, April 2019.
