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Abstract
Stoichiometry is one of the foundational concepts in general chemistry, yet many students struggle to fully understand its underlying principles. In spite of repeated exposure in instructional settings, alternative conceptions about stoichiometric relationships, limiting reagents, and chemical equations persist, which often hinder student success and their progress in chemistry education. The aim of this study is to investigate some of conceptual difficulties and challenges students encounter in learning about stoichiometry and examine how these alternative conceptions affect students’ problem-solving abilities and confidence levels. Drawing upon data collected through Likert-type surveys and multiple-choice diagnostic questions administered to General Chemistry I students, the paper identifies specific areas of difficulties and confusion, interpreting coefficients versus subscripts and applying the mole concept in multi-step calculations. Data was collected through a questionnaire distributed to 193 science majors at The City College of New York. The findings show that while students demonstrate procedural fluency in tasks like balancing equations, their conceptual understanding remains superficial, especially when addressing limiting reagents or combustion analysis. The authors recommend that educators promote a conceptual rather than just procedural approach which can enhance student success and performance.
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Article Type: Research Article
INTERDISCIP J ENV SCI ED, Volume 22, Issue 1, 2026, Article No: e2604
https://doi.org/10.29333/ijese/17701
Publication date: 01 Jan 2026
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