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Students reported confusion when memorizing required formulas. The technique guided learners to construct a card containing four mole-concept formulas using their creativity. Post-intervention results improved significantly compared with pre-intervention performance. Paired-sample t-test showed a significant mean difference of 24.44 (p \u003C 0.001) and post-intervention performance exceeded the minimum distinction mark by 12.78 (p \u003C 0.001), indicating a positive impact on understanding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-application-of-my-mamovono-technique-to-enhance-malaysian-pre-university-studentsmastery-of-the-mole-concept/591866/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-application-of-my-mamovono-technique-to-enhance-malaysian-pre-university-studentsmastery-of-the-mole-concept/591866.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the MY MAMOVONO technique designed to improve?","Question",{"text":112,"@type":113},"It is designed to enhance Malaysian pre-university students’ mastery of the mole concept and their ability to apply the necessary formulas effectively.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the technique work in the classroom?",{"text":117,"@type":113},"Students build a card that includes the four mole-concept formulas, using their creativity to actively construct and internalize the required information.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results show about student performance after the intervention?",{"text":121,"@type":113},"Post-intervention performance was significantly higher than pre-intervention performance, with paired-sample t-test results indicating a significant mean difference (p \u003C 0.001) and a significant improvement over the minimum distinction mark (p \u003C 0.001).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591866,1792251695,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10. 55493/5052 . v6i1 .4445 Vol. 6, No. 1, 54-64.  \n© 2022 AESS Publications. All Rights Reserved. [URL:](URL: www.aessweb.com)[ ](URL: www.aessweb.com)[www.aessweb.com](URL: www.aessweb.com)  \nTHE APPLICATION OF MY MAMOVONO TECHNIQUE TO ENHANCE MALAYSIAN PRE-UNIVERSITY STUDENTS’MASTERY OF THE MOLE CONCEPT  \nBibah Dzahari1  \n Byron MC Michael Kadum2+  \n1,2Department of Science, Labuan Matriculation College, Malaysia.  \n1Email: [bibah@kml.matrik.edu.my](bibah@kml.matrik.edu.my)  \n2Email: [byron@kml.matrik.edu.my](byron@kml.matrik.edu.my)  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 12 January 2021  \nRevised: 21 February 2022  \nAccepted: 4 March 2022  \nPublished: 16 March 2022  \nKeywords  \nMole concept Active learning  \nPre-university chemistry Innovative pedagogy MY MAMOVONO JASP statistics Raincloud plots.  \nThe MY MAMOVONO technique was created as an innovative way to improve preuniversity students’ ability to master the mole concept. The Malaysian pre-university students mentioned that they were confused by the formulas they needed to remember. The technique required them to build a card that contained the four (4) formulas of the mole concept using their creativity. Consequently, the students performed better postintervention than in the pre-intervention phase. The paired sample t-test analysis revealed that the mean difference (24.44) between the students’post-intervention mean (82.78; SD = 10.46) and pre-intervention mean (58.33; SD = 7.48) is significant with p \u003C 0.001. Moreover, the target students’ post-intervention performance was significantly better than the minimum distinction mark – the difference between the post-intervention (82.78) and minimum distinction mark (70) is 12.78 with p \u003C 0.001. The MY MAMOVONO technique positively impacted the students’ level of understanding.  \nContribution/ Originality: The study originates an innovative teaching and learning method for the mole concept - MY MAMOVONO technique. It is suitable to be applied for secondary and pre-university level chemistry.  \n1. INTRODUCTION  \n“Mole Concept” is a fundamental topic in physical chemistry. Before enrolling in a pre-university programme, science students in Malaysia learn the subject in Form 4 (Ministry of Education, 2018) . The topic is taught in the first chapter of semester one (1), both at matriculation colleges (Matriculation Division, 2020) and Form 6 institutions (Malaysian Examinations Council, 2020) . Several studies suggested that ideas like the calculation of mole and the expression of electronic equations are the most difficult for non-chemistry experts like students (Johnstone, 2000) . Other researchers such as Johnstone (1991), Kimberlin and Yezierski (2016), and Ramesh, Rauf, and Fadzil (2020) also found that the mole concept was a difficult concept to be understood by their participants. Students as novice learners require the same level of expertise as professional chemists to fully grasp complex and abstract chemistry concepts (Nor & Noraihan, 2009) . Errors in calculating the number of the mole will have an impact on subsequent calculations and thus affecting the students’marks in the examination.  \nOver the many years of teaching the topic, the authors noticed that their students would have difficulty determining the correct formula for a specific mole concept problem despite having at least two (2) hours of learning the mole concept in class. They perceived this as a worrying trend as the idea is fundamental knowledge  \nthat students must master before moving forward to succeeding chemistry chapters. For that reason, they assumed that the existing teaching and learning (t&l) techniques could not assist students in learning the mole concept effectively. The literature indicates that using innovative t&l strategies can enhance students’ level of understanding in chemistry. For example, Kadum (2022) administered the POL: PLL & PL","cbCaimVIk9a13ypJ","https://ap.wps.com/l/cbCaimVIk9a13ypJ","pdf",526709,11,"English","# ABSTRACT\n# INTRODUCTION\n## Mole concept background and teaching challenges\n# REFLECTIONS ON T&L\n## Teachers’ reflections\n## Students’ reflections","[{\"question\":\"What is the MY MAMOVONO technique designed to improve?\",\"answer\":\"It is designed to enhance Malaysian pre-university students’ mastery of the mole concept and their ability to apply the necessary formulas effectively.\"},{\"question\":\"How does the technique work in the classroom?\",\"answer\":\"Students build a card that includes the four mole-concept formulas, using their creativity to actively construct and internalize the required information.\"},{\"question\":\"What do the results show about student performance after the intervention?\",\"answer\":\"Post-intervention performance was significantly higher than pre-intervention performance, with paired-sample t-test results indicating a significant mean difference (p \\u003c 0.001) and a significant improvement over the minimum distinction mark (p \\u003c 0.001).\"}]","THE APPLICATION OF MY MAMOVONO TECHNIQUE TO ENHANCE MALAYSIAN PRE-UNIVERSITY STUDENTS’MASTERY OF THE MOLE CONCEPT | PDF",1792073364,28]