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Beyond the Formula: Student Perceptions and Difficulties in Chemistry


Authors : Christina Mae B. Fontanilla

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/4fx388rf

Scribd : https://tinyurl.com/yyth5pu7

DOI : https://doi.org/10.38124/ijisrt/26apr2162

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Abstract : Chemistry is widely regarded as one of the most challenging subjects in science education due to its abstract nature and reliance on multiple representational levels. While traditional instruction often emphasizes formulas and equations, students’ lived experiences reveal deeper struggles in transitioning toward conceptual understanding. This literature review synthesizes global and local studies on cognitive difficulties, representational challenges, affective factors, and phenomenological perspectives in Chemistry learning. Anchored on constructivist learning theory, Johnstone’s Triangle, and phenomenology, the review highlights gaps in research, particularly in the Philippine context, where qualitative explorations of student experiences remain scarce. The study justifies the need to explore students’ perceptions and difficulties to inform learner-centered strategies that move beyond rote memorization toward meaningful conceptual engagement.

References :

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Chemistry is widely regarded as one of the most challenging subjects in science education due to its abstract nature and reliance on multiple representational levels. While traditional instruction often emphasizes formulas and equations, students’ lived experiences reveal deeper struggles in transitioning toward conceptual understanding. This literature review synthesizes global and local studies on cognitive difficulties, representational challenges, affective factors, and phenomenological perspectives in Chemistry learning. Anchored on constructivist learning theory, Johnstone’s Triangle, and phenomenology, the review highlights gaps in research, particularly in the Philippine context, where qualitative explorations of student experiences remain scarce. The study justifies the need to explore students’ perceptions and difficulties to inform learner-centered strategies that move beyond rote memorization toward meaningful conceptual engagement.

Paper Submission Last Date
31 - May - 2026

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