Assessing the Level of Comprehension of Chemical Formulae and Equations Among Secondary School Students in Bo City, Southern Region of Sierra Leone

This study investigates the comprehension of chemical formulae and equations among senior secondary school students (SSS 2 and SSS 3) in Bo City, Southern Sierra Leone. Combining diagnostic pre-tests and questionnaires, the research identifies alarming deficiencies in foundational chemistry competencies: only 3.6% of students correctly formulated lithium trioxosulphate(IV), while 7.3% accurately balanced the sodium-chlorine reaction equation. Qualitative data revealed widespread struggles with IUPAC nomenclature (64.9%) and polyatomic ion valencies (88.3%), compounded by systemic barriers such as overcrowded classrooms, scarce instructional resources, and limited laboratory access. Critical misconceptions included misinterpretations of chemical symbols (23% understood NaCl) and the principle of mass conservation (47.3% failed to connect it to equation balancing). The findings underscore how abstract symbolic representation and inadequate pedagogical strategies hinder learning outcomes.

The study advocates for targeted interventions—  strategy remedial drills, mnemonics, and  interactive visualization tools—alongside systemic reforms, including enhanced teacher training, curriculum prioritization of foundational topics, and improved resource allocation. These evidence-based recommendations aim to address STEM education disparities in low-resource contexts, offering actionable pathways to bridge learning gaps and align with global efforts to advance equitable science education.