[ Erreurs commises dans l’équilibration des réactions d’oxydo-réduction par les élèves de 2eme année des humanités scientifiques de Bunia en République Démocratique du Congo ]
Volume 39, Issue 1, March 2023, Pages 80–86
KAMUHANDA BUGASAKI Jacob1 and MIMILYABO SEZABO Pascal2
1 Chef de Travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, RD Congo
2 Assistant, Institut Supérieur des Techniques Médicales de Bunia, Province de l’Ituri, RD Congo
Original language: French
Copyright © 2023 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 questionnaire composed of two chemical equations has been administered to 203 second form scientific pupils from 15 Bunia schools in the Democratic Republic of the Congo in order to point out the errors they make in the equilibration of the redox reactions and identify the frequent errors. The obtained results, after the present study have revealed that the committed errors in the redox oxidation equilibration by these pupils are: the calculation of the stage oxidation, the oxidant identification and the reducer, the writing of redox couples, the half-equation redox writing, the reactionary area identification, the calculation of the least common multiple, the addition of the redox half-equation and the stoichiometric coefficient writing. By submitting these results to the Chi-Squared test, it has been found that the observed difference between the revealed error frequencies is very significant because Χ2cal = 327,40 ˃ Χ2tab 5% = 14,07. Thus, the most frequent errors are the oxidation numbers bad calculation (47, 78%), the confusion between the oxidant and the reducer (16, 26%) and the bad writing of the half-equation reduction oxidations (26, 11%). Teachers should, therefore exploit correctly the school books and the necessary procedures for the equilibrium of a redox reaction, but also find new methods to teach well the equilibration steps of an oxidation reaction and the reducer.
Author Keywords: Error, balance, redox reactions, 2nd form, Scientific.
Volume 39, Issue 1, March 2023, Pages 80–86
KAMUHANDA BUGASAKI Jacob1 and MIMILYABO SEZABO Pascal2
1 Chef de Travaux, Institut Supérieur Pédagogique de Bunia, Province de l’Ituri, RD Congo
2 Assistant, Institut Supérieur des Techniques Médicales de Bunia, Province de l’Ituri, RD Congo
Original language: French
Copyright © 2023 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 questionnaire composed of two chemical equations has been administered to 203 second form scientific pupils from 15 Bunia schools in the Democratic Republic of the Congo in order to point out the errors they make in the equilibration of the redox reactions and identify the frequent errors. The obtained results, after the present study have revealed that the committed errors in the redox oxidation equilibration by these pupils are: the calculation of the stage oxidation, the oxidant identification and the reducer, the writing of redox couples, the half-equation redox writing, the reactionary area identification, the calculation of the least common multiple, the addition of the redox half-equation and the stoichiometric coefficient writing. By submitting these results to the Chi-Squared test, it has been found that the observed difference between the revealed error frequencies is very significant because Χ2cal = 327,40 ˃ Χ2tab 5% = 14,07. Thus, the most frequent errors are the oxidation numbers bad calculation (47, 78%), the confusion between the oxidant and the reducer (16, 26%) and the bad writing of the half-equation reduction oxidations (26, 11%). Teachers should, therefore exploit correctly the school books and the necessary procedures for the equilibrium of a redox reaction, but also find new methods to teach well the equilibration steps of an oxidation reaction and the reducer.
Author Keywords: Error, balance, redox reactions, 2nd form, Scientific.
Abstract: (french)
Un questionnaire composé de deux équations chimiques a été administré à 203 élèves de 2e année des humanités scientifiques de 15 écoles de Bunia en République Démocratique du Congo en vue de relever les erreurs qu’ils commettent dans l’équilibration des réactions d’oxydoréduction et d’identifier les erreurs les plus fréquentes. Les résultats obtenus à l’issu de cette étude ont révélé que les erreurs commises dans l’équilibration des réactions d’oxydoréduction par ces élèves sont: le calcul d’étage d’oxydation, l’identification d’oxydant et de réducteur, l’écriture des couples redox, l’écriture des demi-équations redox, l’identification du milieu réactionnel, le calcul du plus petit commun multiple, l’addition des demi-équations redox et l’écriture des coefficients stœchiométriques. En soumettant ces résultats au test Chi-carré, il s’est dégagé que la différence observée entre les fréquences des erreurs relevées est très significative car Χ2cal = 327,40 ˃ Χ2tab 5% = 14,07. Ainsi, les erreurs les plus fréquentes sont le mauvais calcul des nombres d’oxydation (47,78%), la confusion entre l’oxydant et le réducteur (16,26%) et la mauvaise écriture des demi-équations d’oxydation de la réduction (26,11%). Les enseignants doivent donc bien exploiter les manuels scolaires ainsi que les procédures nécessaires pour l’équilibrage d’une réaction redox, mais aussi trouver de nouvelles méthodes pour arriver à bien enseigner les étapes d’équilibration d’une réaction d’oxydation et de réduction.
Author Keywords: Erreur, Equilibration, Réactions d’oxydo-réduction, 2e année, Humanités scientifiques.
How to Cite this Article
KAMUHANDA BUGASAKI Jacob and MIMILYABO SEZABO Pascal, “Redox reactions errors made by Bunia 2nd form scientific pupils in the Democratic Republic of Congo,” International Journal of Innovation and Applied Studies, vol. 39, no. 1, pp. 80–86, March 2023.
