Using Molecular Models to Improve Students’ Conceptual Understanding and Perception of Balancing Chemical Equations

This study examined the effect of molecular model kits on senior high school students’ conceptual understanding and perceptions of balancing chemical equations. A quasi-experimental design was employed, involving an experimental group instructed using molecular model kits and a control group taught through conventional instructional methods. Pre- and post-tests were administered to assess students’ conceptual understanding and perceptions of balancing chemical equations. Independent samples t-tests revealed no significant difference between the groups on pre-test scores, confirming baseline equivalence. However, post-test results revealed that students in the experimental group (M = 20.26, SD = 6.36) performed significantly better than those in the control group (M = 18.70, SD = 5.44), t(58) = 2.37, p = .012, indicating a statistically significant positive effect of molecular model use on conceptual understanding. Similarly, students in the experimental group reported significantly more positive perceptions (M = 3.10, SD = 0.54) than those in the control group (M = 2.70, SD = 0.45), t(58) = 1.69, p = .045. These findings suggest that molecular model kits enhance students’ understanding and engagement by supporting meaningful connections among the macroscopic, microscopic, and symbolic representations of chemical phenomena. The study highlights the pedagogical value of incorporating visual and tactile instructional strategies in chemistry education to promote conceptual understanding and positive learner perceptions.