Improving The Application of E˚ Value Among Weak Students of 6A1 and

6A2 from SMK Shing Chung By Using ‘SONALU’ Technique

Ganesan A/L Muthusamy

SMK Shing Chung, 31100 Sg. Siput (U)

ABSTRACT
This research describes how to increase the understanding of students on standard
reduction potential, E˚ in electrochemistry. This research has been conducted for 10
weeks. 14 students from 6A1 and 12 students from 6A2 are involved in the research.
The research is focused on the student’s ability to understand what is standard
reduction potential, E and applying E value to solve questions in exam. Initial
observation revealed that students lack the understanding of the meaning of E˚ value
and therefore unable to apply accurately the usage of it. A simple memorising
technique has been applied that is called ‘SONALU’. This method should help the
students to reconnect to the whole meaning of E˚ value. At the end of the research I
have found significant increase in the performance by the students. 21 out of 26
students scored more than 75 % in their post test.

1.0 Reflection of the problem studied

I have been teaching form 6 chemistry for the past 3 years. At the beginning I
have to do a lot of self-learning because I’m kind of lost off touch with my advanced
chemistry knowledge. It turned out to be a blessing in disguise because when applying
the learned concepts I make common mistakes which lead to a better understanding of
students’ misconception in chemistry concepts. Over the years I observed that students
have difficulty in applying the learned concepts.
One such concept is the application of standard electrode potential value, E˚ in
electrochemistry. Some of them fair pretty well with this concept. However a fraction of
students in 6A1 and 6A2 did not perform well in their midterm examination. Students
are unable to determine the terminals of a voltaic cell and predict the standard cell
potential. They are confused between the reducing agent and oxidising agent when a
set of E˚ value is given. Moreover students has been noticed to be struggling with
predicting the feasibility of redox reaction. I have concerns that they are not able to
perform to their fullest capacity, because this one particular concept carries pretty
much of weightage in their semester 2 STPM chemistry paper.

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 Many of the students did realize after their low scoring marks in their exam, and
even try their best to catch up after the first chemistry exam. However, once the
semester is in full swing, it becomes too late for the students to bridge the gap and
make up for their weakness. After discussing with my colleague we decided intervene
and try a new approach to help this group of students.

2.0 Focus of Study

The research is focused on the students ability to understand what is standard
reduction potential, E and applying E value to solve questions in exam. This will require
the students to first arrange the E value in specific order and deduce the meaning of
the arrangement. Upon completing the sequencing part, students should be able to
analyse the data and give a reasonable meaning to all species present in the data.

3.0 Research Objective

3.1 General Objective
To improve the students result in Chemistry paper 2 and indirectly improving
their STPM CGPA

3.2 Specific Objective

3.2.1 To understand the meaning of E values

3.2.2 To determine the terminal of voltaic cell and to calculate the standard cell
potential
3.2.3 To compare the relative strengths of oxidising agents and reducing agents
3.2.4 To predict the feasibility of a redox reaction to occur
3.2.5 To calculate the minimum voltage required for electrolysis to take place

4.0 Target Group

This research has been conducted for 10 weeks. 14 students from 6A1 and 12
students from 6A2 are involved in the research.

5.0 Implementation
This research has been conducted for 10 weeks. 14 students from 6A1 and 12
students from 6A2 are involved in the research.

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 5.1 Problem Review
Few approach has been implied to have a closer picture on the students understanding
of the content. Initial data was collected from the mid-term examination. Observing the
students understanding using questioning techniques in classroom has provided great
insight on students’ problem. This is followed by a pre-test.

5.2 Analysis on Problem Review

5.2.1 Observation
During lessons in classroom targeted students were asked to come to the front and
solve question related for the application of standard electrode potential value. They
were only able to arrange the E values in ascending order and unable to go much
further than that. Some of them can explain about the strongest oxidising and reducing
agent but unable to go on further to solve the problem. Students were assisted with
guided questioning techniques, however not much progress was made by them.

5.2.2 Pre Test

Total
Oxidising/
No Students Name Class Terminal Feasibility Stability E.M.F Percentage
reducing
%

1 BOON YEW FEI US1 50 14.3 66.7 100.0 71.4 53.8

DAVID LIEW ZI
2 HANG US1 25 57.1 83.3 0.0 71.4 57.7

3 KOO MUN KIT US1 75 42.9 50.0 0.0 85.7 57.7

4 LAI HONG YOU US1 100 85.7 50.0 50.0 57.1 69.2

5 LEE JUN WEI US1 25 42.9 33.3 100.0 85.7 53.8

6 LEE SHU XIAN US1 0 0.0 33.3 50.0 71.4 30.8

7 LEE SIEW HUI US1 50 100.0 16.7 50.0 57.1 57.7

8 LEONG CHAO MING US1 75 42.9 66.7 100.0 71.4 65.4

9 LIAN HON KEAT US1 25 71.4 50.0 50.0 85.7 61.5

10 LIEW KAR CHOON US1 75 57.1 50.0 100.0 71.4 65.4

11 LIEW KAR LOK US1 50 57.1 50.0 100.0 85.7 65.4

12 TAM KAH CHUN US1 100 57.1 50.0 100.0 100.0 76.9

13 WONG JIA YI US1 50 42.9 50.0 100.0 71.4 57.7

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14 YIP YEW SHENG US1 75 85.7 50.0 50.0 57.1 65.4

15 CHAI SZE KEI US2 50 71.4 83.3 100.0 100.0 80.8

16 CHANG KE YEE US2 100 71.4 100.0 100.0 85.7 88.5

17 CHONG LEE EN US2 50 71.4 33.3 100.0 85.7 65.4

18 KHOO WAN QI US2 100 28.6 50.0 100.0 85.7 65.4

19 LAI CHI HUI US2 50 28.6 16.7 50.0 85.7 46.2

20 LEE CHI YIEN US2 100 100.0 50.0 50.0 85.7 80.8

21 LEE KOK YUAN US2 50 57.1 66.7 100.0 100.0 73.1

22 LEOW KIN XIAN US2 75 0.0 33.3 100.0 85.7 50.0

23 LIEW SAN LOONG US2 50 42.9 50.0 100.0 71.4 57.7

24 ONG SUE YANG US2 50 57.1 83.3 50.0 85.7 69.2

25 THENISAA US2 75 42.9 50.0 100.0 100.0 69.2

26 YEW JING TUNG US2 75 42.9 33.3 100.0 85.7 61.5

Percentage % 61.54 52.75 51.92 76.92 80.77

The results for the pre-test shows that students generally did well in calculating
electromotive force (e.m.f). However students show lack of understanding in the aspect
of feasibility of a reaction, determining oxidising and reducing agents and also
determining the terminals in a chemical cell.

5.3 ACTION TAKEN

We have decided to teach the students a memorising method. It involves a
simple code – the word ‘SONALU’
S Smallest value
O Oxidation
N Negative terminal
A Anode
L Left to right
U Up in ECS

In order to master the content the activity has been divide to smaller sub section to
enable the students to digest the meaning of each steps.

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5.4 Implementation of Action

Step 1 Writing equation in reduction format Students are given

F → A+e E˚ = +1.76 worksheet containing
A+e→F E˚ = -1.76 different equation and they
were required to identify the
type of equation. Students
later must write the
equation in reduction
format.
Step 2 Sequence the equation from lowest to highest The written equation is
value rearranged from lowest to
A+e→F E˚ = -1.76 highest value. The highest
B+e→G E˚ = -1.50 negative value is the lowest
C+ e → H E˚ = -1.05 reading
D+ e → I E˚ = +2.30
E+ e → J E˚ = +3.02
Step 3 Identify the strongest oxidising and reducing
agent
A+e→F E˚ = -1.76
B+e→G E˚ = -1.50
C+ e → H E˚ = -1.05
D+ e → I E˚ = +2.30
E+ e → J E˚ = +3.02
Step 4 Relate stronger reducing agent as negative
terminal and stronger oxidising agent as
positive terminal
Step 5 Predict the feasibility of a redox reaction to
occur

It takes two weeks to implement the proposed action and after that a post test was
carried out to test on the reliability of the action carried out.

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5.5 Reflection on Research
From the data it can be seen a significant improvement of the overall results from the
students. Students expresses increased confidence level when answering questions in
class based on the teachers observation. Almost all student had a perfect score in
calculating the e.m.f of cell. 21 students scored more than 75 percentage
in the post test.

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 Terminal Feasibility Oxidising/reducing Stability Electromotive Force
N Kela
Nama pelajar Q Q1 Q1 Q1 Q Q Q Q Q1 Q1 Q1 Q Q Q Q Q Q1 Q Q1 Q Q Q Q Q1 Q1 Q1
o s
5 0 1 2 2 4 7 8 0 3 5 1 5 7 8 9 1 8 4 3 5 6 8 0 1 2
1 BOON YEW FEI US1 1 1 1 1 0 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1
DAVID LIEW ZI
2 HANG US1 0 1 0 0 0 1 1 1 1 0 0 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1
3 KOO MUN KIT US1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 0 1 0 0 1 1 0 1 1 1 1
4 LAI HONG YOU US1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
5 LEE JUN WEI US1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
6 LEE SHU XIAN US1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 1 1 0 0 1 1 0 1
7 LEE SIEW HUI US1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1
LEONG CHAO
8 MING US1 0 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1
9 LIAN HON KEAT US1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
10 LIEW KAR CHOON US1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1
11 LIEW KAR LOK US1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
12 TAM KAH CHUN US1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
13 WONG JIA YI US1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1
14 YIP YEW SHENG US1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1
15 CHAI SZE KEI US2 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1
16 CHANG KE YEE US2 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1
17 CHONG LEE EN US2 1 0 0 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1
18 KHOO WAN QI US2 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1
19 LAI CHI HUI US2 0 1 0 1 0 1 1 0 0 0 0 0 0 1 0 0 0 1 0 1 1 0 1 1 1 1

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20 LEE CHI YIEN US2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1
21 LEE KOK YUAN US2 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
22 LEOW KIN XIAN US2 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 1 1 1 1 0 0 1 1 1 1
23 LIEW SAN LOONG US2 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 0 1 1 1 1
24 ONG SUE YANG US2 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
25 THENISAA US2 1 1 1 1 0 0 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1
26 YEW JING TUNG US2 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1

Total
Oxidising/ Electromotive
No Nama pelajar Kelas Terminal Feasibility Stability Total Percentage
reducing Force
%

1 BOON YEW FEI US1 4 3 6 2 5 20 76.9

2 DAVID LIEW ZI HANG US1 1 4 5 0 7 17 65.4

3 KOO MUN KIT US1 4 3 4 0 6 17 65.4

4 LAI HONG YOU US1 4 6 6 2 7 25 96.2

5 LEE JUN WEI US1 3 7 6 2 7 25 96.2

6 LEE SHU XIAN US1 3 3 3 1 4 14 53.8

7 LEE SIEW HUI US1 2 7 6 2 6 23 88.5

8 LEONG CHAO MING US1 3 4 6 2 5 20 76.9

9 LIAN HON KEAT US1 4 6 6 2 7 25 96.2

10 LIEW KAR CHOON US1 4 7 6 2 6 25 96.2

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11 LIEW KAR LOK US1 4 6 6 2 7 25 96.2

12 TAM KAH CHUN US1 4 5 6 2 7 24 92.3

13 WONG JIA YI US1 4 6 5 2 7 24 92.3

14 YIP YEW SHENG US1 4 6 6 1 7 24 92.3

15 CHAI SZE KEI US2 3 6 5 2 7 23 88.5

16 CHANG KE YEE US2 4 6 6 2 5 23 88.5

17 CHONG LEE EN US2 2 5 5 2 6 20 76.9

18 KHOO WAN QI US2 4 6 6 2 5 23 88.5

19 LAI CHI HUI US2 2 2 1 1 6 12 46.2

20 LEE CHI YIEN US2 4 7 6 2 6 25 96.2

21 LEE KOK YUAN US2 3 7 6 2 7 25 96.2

22 LEOW KIN XIAN US2 3 0 2 2 5 12 46.2

23 LIEW SAN LOONG US2 3 7 4 2 6 22 84.6

24 ONG SUE YANG US2 4 5 6 2 7 24 92.3

25 THENISAA US2 4 3 6 2 6 21 80.8

26 YEW JING TUNG US2 4 6 5 2 6 23 88.5

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6.0 PROPOSAL FOR THE NEXT RESEARCH
This is a very important method to help the students in sequencing and analysing. No
doubt students should be independent and come up with their own method to
memorise the contents in chemistry, but a little help from teachers can go all the way to
instil a better understanding in students. Sometimes teachers need to guide students to
clarify certain concepts in details. The same decoding and encoding method could be
applied in other section of chemistry.

Bibliography
Chad Husting(2017), OH Using Teacher Action Research In High School Chemistry to
Develop Assessment Tool, Sycamore High School, Cincinnati

Alis Puteh(2007) Kajian Tindakan di Sekolah: Definisi, Proses dan Cabaran. Shah
Alam : Penerbitan Kota

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