The Modified GRASS Model: An Alternate Path to Solve Complex Stoichiometric Problems

Abstract

A major stumbling block to students’ success in solving complex stoichiometric problems is that learners store information in a compartmentalized way and cannot transfer what is learned in one
context to another context. To address this concern, chemistry educators developed problem-solving models as pedagogical aids to improve student performance. Unfortunately, most of the problemsolving models have deficiencies in that they are not teachable and their applications to complex problems face some hindrances. This paper reports the modifications carried out on the GRASS model so as to make it teachable to the learners and how it can be applied in solving complex stoichiometric problems.