Enhancing how to practice writing chemical symbols and formulae through a competency-based curriculum approach among environmental science trainees at Oromia State University, Chiro Education Campus, Ethiopia

Abstract

This study investigated the effects of competency-based curriculum strategies on first-year environmental science trainees at Oromia State University, Chiro Education Campus, in writing chemical symbols and constructing chemical formulas. Using an explanatory design with pre- and post-tests, the study compared trainees receiving competency-based curriculum-based instruction with those taught traditionally. Pre-test results showed strong recognition of familiar elements (Cl, Ca, H, Fe) but difficulty with less familiar ones (Ag, B, Hg). The experimental group showed significant gains: recognition of Ag increased from 33.33% to 78.70% and Hg from 27.27% to 96.90%, while correct formula construction for Cu₂O, Fe₂S, and Cu₃(PO₄)₂ rose from 33.33%, 15.15%, and 18.18% to 93.94%, 90.90%, and 87.87%, respectively. The control group showed minimal improvement. Findings confirm that teaching methods and strategies effectively enhance chemical literacy by addressing misconceptions in oxidation states, charge balancing, and polyatomic ion identification, emphasizing the value of scaffold and concept-driven instruction. These findings demonstrate the importance of purposeful, scaffolded, and conceptually driven instruction in enhancing trainees' chemical literacy. To address particular learning gaps and customize instruction, teachers should identify students' preexisting misconceptions early on.