Abstract:
The study was carried out after realising that students had presented persistent learning
problems in stoichiometry. The research was a case study of a purposively sampled 2018-
2019 ‘O’ Level Chemistry class of 45 students. Interpretive analysis techniques were used to
determine the relative impact of selected aspects of culture on students’ learning of
stoichiometry at a rural secondary school in Guruve District of Zimbabwe. The aspects of
culture considered in the study were: language and symbols, values and attitudes and
scientific culture. The study employed the convergent parallel mixed research approach.
Data generation methods used was: stoichiometry class tasks, questionnaire for students,
reflective discussions on class tasks and follow-up semi-structured interviews. Most students
exhibited an inability to explain phenomena; lack of logical scientific reasoning, and an
inability to explain phenomena in the stoichiometric processes and determinations, which
compromised critical thinking skills development among the students. The three aspects of
culture, namely; language and symbols, values and attitudes, and scientific culture, were all
found to influence students’ learning of stoichiometry in an interrelated manner. For
instance, the use of English as a medium of instruction was found to be problematic. A low
scientific culture was also observed among the students. It was however noted that students
performed better and showed more understanding on stoichiometry tasks that included
processes with practical value and importance in real-life A fit-for-purpose classroom
language blend with the local dialect was suggested as a way to solve the communication
challenge and enhance understanding of concepts. It was also recommended that there be an
integration of cultural practices and experiences that involve quantification of substances so
as to leverage students’ conceptual understanding of stoichiometry.
