Students’ Performance in Chemistry in relation to their Logical Thinking Ability

Abstract

Chemistry seems to be one of the difficult subject to study for many students. One of the probable reasons for their difficulties inherited in the nature of chemistry (Johnstone, 2000). Because some aspects of chemical phenomenon are observable while others are invisible to the learners. For example, a chemical reaction which takes place in a test-tube can be identified, by observing for evolution of gas, change in colour, change in energy etc., but description and prediction for such changes seemingly more difficult. This might be due to their inability for establishing relation between visible experiences and invisible changes that taking place at atomic or molecular level. Learning of abstract concepts requires abstract thinking and high level reasoning ability, probably best suited for formal operational thinker.

Logical thinking of formal-operational child involves deductive and inductive reasoning which they operate on operations. Hence, the investigator was intended to explore Grade 11 students’ profile of logical thinking ability and to analyse a pattern of their performance in general chemistry, if any. The sample of the study comprised thirty students of science stream of Grade 11. Since, the sample is small it has little scope for generalisation. In spite of many limitations of the study, the findings have scope for further studies. Teachers, student-teachers and others in the field of education come under the ambit of this paper.   

Keywords: Chemistry; Logical thinking ability; TOLT