STEM Learners’ Mastery in Electronic Structure of Atoms: Basis for Academic Intervention

Abstract

This study investigated the conceptual challenges faced by Grade 12 STEM learners in mastering the electronic structure of atoms, encompassing the quantum mechanical model, energy levels, orbitals, sublevels, electron configuration, and quantum numbers. The research also examines learners’ self-efficacy in understanding these topics. A needs assessment questionnaire, validated by both subject-matter and methods experts, was administered to evaluate learners’ comprehension, alongside a self-efficacy survey to measure confidence in mastering the content. Results indicated generally low confidence among learners, with slightly higher self-assurance reported for determining magnetic properties from electron configurations (40% expressing moderate confidence). Analysis of mastery levels revealed that describing the quantum mechanical model of the atom was the least understood competency, averaging 55% mastery, while other topics—including energy levels, orbitals, sublevels, electron configuration, and quantum numbers—scored below 50%, with quantum numbers being the most poorly grasped concept. These findings underscore the need for targeted instructional interventions addressing the least understood topics and strategies to enhance learners’ confidence, thereby improving conceptual understanding in electronic structure of atoms.