Scoping Review on the Integration of Teaching Strategies for Balancing Chemical Equation

Introduction

In the context of chemistry education, the mastery of fundamental concepts such as

balancing chemical equations holds paramount importance. Balancing equation is an equation for

a chemical reaction in which the number of atoms for each element in the reaction and the total

charge is the same for both the reactants and the products (Helmenstine, 2019). As educators

strive to enhance the learning experiences for students, the integration of effective teaching

strategies becomes a focal point. Moreover, Educators aim to incorporate evidence-based

insights into the exploration of teaching strategies for balancing chemical equations. The

integration of such reputable sources does not only enrich student's understanding but also

establishes a scholarly foundation for the ensuing discussion. According to Hamid, balancing

chemical reactions is an amazing subject of matter for mathematics and chemistry students who

want to see the power of linear algebra as a scientific discipline. Balancing of chemical reactions

has become a challenge for many students due to the process that requires a solid understanding

of chemical formula, understanding the conservation of mass, as well as the ability to count ions.

Students may find it difficult to grasp these concepts initially, and the complexity of balancing

equations often increases with more complex reactions. However, there are various ways in

balancing chemical equation. First is the trial and error, but it has limitations particularly when it

comes to complex reactions. Another one is through algebraic method which treats coefficient as

variable in a process, allowing it to provide more accurate solution. This scoping review aims to

identify various teaching techniques that can be used for balancing chemical equation. It also
aims to seek recommendations on how to strengthen the integration of teaching techniques in a

classroom.

Methodology

Research Questions

1. What teaching strategies for balancing chemical equations are usually integrated in a

classroom?

2. What is the importance of integrating appropriate teaching strategies for balancing chemical

equations?

3. How teaching strategies are being employed?

4. What tools are being used in the integration of teaching strategies?

5. How integrating teaching strategies affect students’ learning?

6. What are the recommendations to strengthen the integration of teaching strategies for

balancing chemical equation?

Search Key terms:

The key terms are "teaching strategies", "Balancing Chemical Equations", "Chemistry", or

"Collaborative Learning"
Databases

Google Scholar, ERIC, and ResearchGate contain significant corresponding research and were

used as databases.

Study Selection

Criterion Inclusion Exclusion

Language English studies and Non-English

articles studies and articles

Time Period 2013-2023 Beyond 2013

Publication Officially Articles that are not

Published Journal published in
articles journals

Population Students who were Students who were

officially enrolled not officially
during the conduct enrolled during the
of the study conduct of the
study
 Identified 35 records found in 5 extra records (grey literature)
different databases search (no uncovered through certain
additional record). sources

A total of 40 records identified 7 records excluded as duplicate

33 unique records were

carefully evaluated for 13 records excluded based on
potential inclusion in the relevance, date and study scope
study.

11 records excluded based

20 full text articles assess for on the type of article,
eligibility availability of full text,
article and population

9 articles included

for review
Author&Y Objective Objective Objective Objective Objective Objective 6:
ear 1: 2:Aim 3:Method 4:Tools 5: Recommenda
Teaching tion
Strategies Outcomes

Assafuah- Computer- Investigat Organize Technologi Females’ Develop

Drokow Based e the students’ cal tool favorably researches in
Anthony Intructiona influence conceptual disposed the area of
(2018) l Game of CBIG structure attitude educational
towards technology.
balancing
chemical
equations

Bitwell Integrating Determine Pre-test Traditional Improved Not indicated

Chibuye, Algebraic the impact and post- tools students’
Kebby method of test were performanc
Mupela Algebraic conducted e
(2019) method

Chado, A. Digital Promote Use of a Technologi Improve Integration of

M. Gimba, Game student computer- cal tool students digital tools
R.W., Based active games achieveme
Babagaba, instruction learning based nt Service
M., approache training
Yahaya, s
I.A. (2016)

Genara V. Guided- Investigat Inquiry- Technologi Significant Integration of

Verangel, Inquiry e the based cal tools: changes in diagrams and
Maricar S. approach effectiven worksheet photoshop conception drawings
Prudente ess of a s application and
(2022) new confidence
pedagogic level of
al students.
approach.

K. Mathemati Assess Gauss Traditional Increased Integrate

Thangavel cal students’ eliminatio tool test scores Simple
(2019) representat level & n method in post-test Inspection
ion identify Method
teaching
technique
Moses Collaborati Alternativ Group Traditional 20% & Not indicated
Abdullai ve learning e teaching discussion tools 25%
Abukari, and / Inquiry- improveme
Abel learning based nt in
Nyimba strategies perception
Najah", &
Jonathan confidence
Ayelsoma level,
Samari, respectivel
Isaac y
Azumah
Gonyalug,
Patrick
Agyer
(2023)

Praf Resty Online Determine Conduct Conventio Acquisitio Not indicated

C Samosa, Merge the assessmen nal and n of
Join Glean Offline effectiven ts before Technologi positive
C. Maylas, (OMO) ess and after cal tools attitude in
Gregor L. (OMO) the learning
Macalam treatment balancing
(2021) equations

Charlie P. Utilize Determine Integrate Conventio Slightly Administrative

Nacario UNESCO the effect both nal and improved -led approach
(2014) ICT- of the traditional Technologi science
instruction developed and cal tools process
al lessons technologi skills.
materials. teacher cal tools at
once.

Razreena Integrating Investigat Uses Traditional Improved Integration of

Ridzuan colored e the conventio tools students' hands-on and
and blocks effectiven nal understand visual learning
Zanaton H. ess of method. ing and materials
Iksan. colored performanc
(2017) blocks e .
Research Question

1. What teaching strategies for balancing chemical equations are usually integrated in a

classroom?

Studies employed different teaching strategies such as active learning, mathematical

representation, traditional, and technological tools. In promoting active learning, there is a

significant shift from the teacher-centered environment in a chemistry classroom to that of a

student-centered environment. Teachers integrate guided student discussion with lecture and

note-taking approach in a collaborative setting. Additionally, teachers in collaborative chemistry

classroom assumes the facilitator roles and encourages students to collaborate in acquiring

knowledge The theoretical foundation of active learning is based on Vygotsky's theory of

cognitive development, which holds that group dynamics influence individual cognitive

development (Abukari et al., 2023). This is further supported by a study that demonstrated how

this approach encourages students to think more deeply about chemistry as they collaborate (Dai

et al., 2021; Iyamuremye et al., 2022; Romero, 2015). In the use of the mathematical method,

each component in the unbalanced chemical equation is given an algebraic variable that serves as

its stoichiometric coefficient. In addition, Gauss elimination can be used to represent chemical

equations in mathematical models (Thangavel, 2019). The aforementioned articles discuss the

conventional approach to integrating teaching strategies, which suggests that paper and pen may

be the medium of choice. Along with that, the findings demonstrate that instructional methods

can also take the form of games, as demonstrated by the way colored blocks are incorporated

(Ridzuan et al., 2017). Nevertheless, technology emerges as a useful alternative medium as

students learn new, practical, and interactive methods for balancing chemical equations. Two of

the journal articles used both traditional and technological media (Nacario, 2014; Samosa et al.,
2021), while the remaining three only used technology (Asafuah, 2018; Chibuye et al., 2019;

Verangel et al., 2022). The previous three technology-based studies made use of guided inquiry,

digital game-based instruction, and computer-based instructional games, while the latter

incorporated the UNESCO teaching materials along with the Offline Merge Online (OMO)

approach. Thus, the most popular teaching methods for balancing chemical equations involve the

use of technology since it offers an innovative approach to instruction.

2. What is the importance of integrating appropriate teaching strategies for balancing chemical

equations?

Appropriate teaching strategies were integrated to adapt alternative and effective learning

models (Abukari et al., 2023), and to promote student active learning (Nacario, 2014). Through

the appropriate strategies, the influence of specific tools, such as the computer-based

instructional game on students' attitudes and performance (Assafuah, 2018), as well as the

effectiveness of online-to-offline approach as a classroom model (Samosa et al., 2021) have been

identified. Since the use of technology contributes significantly to students’ performances, it has

become an alternative tool for teaching strategies. However, other studies did not create their

own tools for strategies; instead, they tested the effectiveness of already-developed lessons such

as the algebraic method (Chibuye et al., 2019) and utilize UNESCO ICT instructional materials

(Nacario, 2014). Furthermore, collaborative teaching and learning strategies (e.g., group

discussion, peer tutoring and hands-on materials) promote student active learning (Abukari et al.,

2023). In collaborative learning setting, two or more students are assigned to work on and

develop solutions for specific task. This strategy works well on small groups where students

organize themselves according to their own learning styles, and engage to various learning

activities.
3. How teaching strategies are being employed?

Research in science education highlights the efficacy of various instructional methods,

namely, classroom technology collaborative learning, inquiry-based learning, hands-on activities,

and blended learning. Integrating technology such as computer-based instructional games helps

improve learning experiences (Chado et al., 2016). Teachers utilize tools like computer-based

instructional games (CBIG) and color blocks to enhance conceptual understanding and promote

active engagement among students (Assafuah, 2018; Ridzuan & Iksan, 2017). Blended learning,

multimedia integration, and differentiated instruction cater to diverse learning needs and improve

teaching quality (Samosa, 2021; Nacario, 2014). A split approach was used in teaching chemistry

where students are divided into two; one works on computers, while the other works on non-

computer related activities (Nacario, 2014). The combination of traditional and technology-

driven instructional methods, along with rigorous assessment practices, fosters holistic and

engaging science education experiences for students, providing an easier way to transfer

knowledge (Chibuye & Mupela, 2019).

4. What tools are being used in the integration of teaching strategies?

A variety of tools were used in integrating different methods, such as technological tools,

traditional tools, and the combination of two. Applications of technology include CBIG,

computer-based instructional games that students used to arrange conceptual structure; (Assafuah,

2018), Photoshop, an application that allows students to balance chemical equations by drawing

atoms and molecules; and computer-game-based learning, which is a method by which educators

use computer-based game techniques to support and improve student learning (Verangel &

Prudente, 2022). While some studies have incorporated technology into their teaching strategies,
others have stuck to more traditional methods like using white board, paper and pen, group

discussions, hands-on activities, peer teaching, and inquiry-based instructions (Chibuye &

Mupela, 2019; Thangavel, 2019; Abukari et al., 2023; Ridzuan & Zanaton, 2017). Additionally,

a study utilized both traditional and technological tools through the split approach, where

students are divided into two; one works on computers, while the other works on non-computer

related activities (Nacario, 2014).

5. How integrating teaching strategies affect students’ learning?

The integration of different teaching strategies for balancing equations has been found to

significantly contribute to an increasing level of knowledge among students as well as

comprehension and achievement (Chibuye & Mupela; Chado et al., 2016; Nacario, 2014;

Ridzuan & Iksan, 2017). When using a collaborative approach, students' attitudes and

perceptions of organic chemistry improved significantly by 20%, and their confidence level

improved statistically by 25% (Abukari & Samari, 2023). In addition, there was a significant

difference between the pre-test (m = 24.44) and post-test (m = 70.67) scores of Standard IX

students in balancing chemical equations (Thangavel, 2019). The use of computer-based

instructional games provides positive feedback on the learning of students. According to Drokow

(2018), students' exposure to the CBIG intervention may have contributed to the notable

improvement in their performance following treatment. Moreover, when presented with the

Online-Merge-Offline (OMO) Classroom Model, students demonstrated a positive attitude

toward learning balancing equations (Samosa, Maylas, & Macalam, 2021). The efficacy of the

guided-inquiry approach and the shifts in students' conceptions and levels of confidence are

reinforced by self-reflection and observation (Verangel & Prudente, 2022).

6. What are the recommendations to strengthen the integration of teaching strategies for

balancing chemical equation?

The recommendations include a teacher-led approach, an administrative approach, and a

technological approach. To measure students' learning, a teacher must acquire a simple

inspection method to identify if the teaching technique influences the students achievement

(Thangavel, 2019). Additionally, the use of traditional tools encourages students to engage in the

learning process; the use of hands-on and visual learning materials will help the students enhance

their comprehension and improve their interest in chemistry. (Ridzuan & Zanaton, 2017).

However, as technological advancements have arisen, students are now incorporating gadgets for

the enhancement of the learning process. Furthermore, other studies recommended that

administrators should provide opportunities for teachers to develop lessons and materials that

integrate prevalent technology (Nacario, 2014). They should also encourage them to attend

seminars that involve learning ICT as well as adapting digital-based instructional strategies

(Chado et.al, 2016)

Conclusion

The integration of teaching strategies for balancing chemical equations in the classroom

is crucial for enhancing students' learning experiences. Various teaching strategies involve active

learning, mathematical representation, traditional methods, and technology integration.

Traditional teaching methods provide a solid foundation of knowledge, promote learning, and

offer a familiar learning experience for students. Meanwhile, utilizing technology has emerged as

an innovative approach to engage students, improve their performance, and transform the

chemistry classroom into a conducive environment for learning. The effectiveness of educational
resources like computer-based learning games contributes to significantly increasing students'

performance, attitudes, and conceptual understanding. Additionally, integrating traditional

methods like group discussions with technological tools encourages active participation, fosters

collaborative learning among students, and caters to students' diverse learning styles. The

integration of appropriate teaching strategies for balancing chemical equations is crucial, as it

allows for alternative and effective learning models and promotes student engagement and

understanding.

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