Bridging Learning Gaps in General Chemistry: Diagnostic Insights into Mastery and Self-Efficacy

Abstract

This study aimed to develop a validated, standardized assessment tool to identify the least mastered competencies in the topic of Solutions in General Chemistry and to examine the self-efficacy of Grade 12 learners across multiple academic strands, including STEM, ABM, HUMSS, ICT, and TVL. Employing a quantitative research design with qualitative support, the study collected quantitative data through the researcher-developed assessment instrument and qualitative data via an open-ended self-efficacy questionnaire, which was analyzed thematically. The assessment tool underwent expert validation, readability testing, pilot testing, item analysis, and reliability evaluation. From an initial 50-item test, 37 items were retained in the final version, which demonstrated good reliability (Cronbach’s α = 0.80). Results indicated that learners’ overall mastery was generally low, with most students scoring below 50% of the total score. All five learning areas—solubility rules, factors affecting solubility, concentration units, colligative properties, and colloids and emulsions—were classified as least mastered or not mastered, with the lowest performance observed in factors affecting solubility and concentration units. Qualitative findings revealed that self-efficacy was highly variable and influenced by topic difficulty, clarity of instruction, and available learning support. Mathematical complexity, abstract concepts, and cognitive load negatively affected confidence, whereas persistence, self-regulated learning strategies, peer collaboration, and supportive teaching practices enhanced learners’ self-efficacy. Overall, the study highlights significant cognitive and affective challenges in General Chemistry and underscores the value of diagnostic assessments and innovative, learner-centered instructional approaches. Future research may investigate the efficacy of strategies such as chemistry-based games, simulations, tactile learning, and collaborative activities to improve mastery and self-efficacy.