A Systematic Review and Meta-Analysis of Learning Stoichiometry: Challenges, Interventions, and Outcomes

Stoichiometry remains a major obstacle in chemistry education because students must integrate conceptual understanding, quantitative reasoning, representational competence, and problem-solving skills to learn it successfully. In this regard, the systematic review and meta-analysis highlighted empirical studies that provide insights into stoichiometry learning issues and the instructional strategies used to teach it. The selected studies met the eligibility criteria and produced correlational evidence indicating relationships between learning factors and stoichiometry performance, as well as intervention-based evidence showing the impact of teaching on learners. First, the correlational evidence yields inconsistent findings, ranging from no relationship to moderate positive associations, focusing on factors such as motivation and self-regulation. In contrast, the intervention meta-analysis showed consistently positive results, producing a large effect size for stoichiometry learning (d = 0.83) and even larger results for critical thinking abilities (d = 1.52). However, traditional stoichiometric knowledge showed a small effect size (d = 0.23), and this measure drew on highly diverse studies.General stoichiometry learning outcomes and achievements varied widely, whereas critical thinking effects were consistent across studies. These results suggest that intervention strategies emphasizing problem solving, supporting the representation of ideas, incorporating technology, and offering opportunities for higher-order thinking improve stoichiometry learning outcomes. Future investigations should use standardized outcome measures, adopt tighter experimental designs, and ensure uniform reporting across studies.