kanyarat cojorn - Academia.edu (original) (raw)
Papers by kanyarat cojorn
Journal of education and learning, Jun 23, 2024
Journal of Education and Learning (edisi elektronik)/Journal of Education and Learning, May 1, 2024
The objective of this research is to examine teachers' competence in designing activities after e... more The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problemsolving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
International journal of education and literacy studies, Jan 27, 2024
Ample studies have confirmed that the concepts of Community of Practice and Lesson Study can effe... more Ample studies have confirmed that the concepts of Community of Practice and Lesson Study can effectively develop professional development, especially in the design of learning. This positive impact on learners is also evident. Therefore, this study aimed to examine the results that occurred with students who learned from teachers who used activities based on the concepts of Community of Practice and Lesson Study, focusing on studying cognitive competencies, including creative thinking, problem-solving, and analytical thinking. The study involved 60 elementary school students from 5 different science classrooms, taught by 5 collaborating teachers. In this research, two communities of practice were established: (i) Community of Practice A (CoP A), consisting of teachers with varying teaching experiences and teaching fifth-grade students, and (ii) Community of Practice B (CoP B), consisting of teachers with similar teaching experiences and teaching sixth-grade students. Data for this study was collected quantitatively through measures of analytical thinking, problem-solving, and creative thinking. The research results revealed that the students' thinking competencies improved significantly. In CoP A, the students demonstrate a positive trajectory in developing competencies across all thinking competency, particularly excelling in analytical thinking. In problem-solving and creative thinking, the majority exhibit proficiency ranging from high to moderate levels. Meanwhile, in CoP B, most of the students show positive progress in thinking competencies, with high and moderate proficiency in problem-solving and creative thinking. However, there's a noticeable trend of moderate to low emphasis on analytical thinking.
Journal of Education and Learning (EduLearn), 2024
The objective of this research is to examine teachers' competence in designing activities after e... more The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problemsolving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
The Sixth Asian Conference on Education - Official Conference Proceedings, Jan 2, 2015
The purpose of this study was to investigate the situation, problem and need related the teaching... more The purpose of this study was to investigate the situation, problem and need related the teaching and learning process based on Research-based Learning Approach of a school belonging Mahasarakham Provincial Administrative Organization. This study a Nakha Wittayakhom School was selected by using the purposive sampling technique to be the sample group. The 25 teachers from 8 learning areas; Mathematics, Science, Thai Language, Social Studies, Religion and Culture, Health and Physical Education, Arts, Occupations and Technology, and Foreign Languages were the sample of this study. The instrument of this study was a 5 rating scales questionnaire which consisted of 3 areas; (a) situation, (b) problem, (c) need. Each area consisted of 4 aspects; 1) an instructional preparation, 2) an instructional activity, 3) a teaching and learning media, 4) an instructional assessment and evaluation. The results of the study indicated that in the field of situation, there were 3 aspects in high level (3.70-3.95) except the aspect of the instructional activity was in the medium level (2.78).The field of problem; there were 3 aspects in the medium level (3.08-3.19) except the aspect of the instructional activity in the high level (3.51). Finally, all aspect of need was in the high level (3.90-4.14). Moreover, the professional development regarding the integration of research in to the teaching and learning process was also be require.
The Asian Conference on Education & International Development 2016 - Official Conference Proceedings, Jun 6, 2016
Journal of the Korean Association for Research in Science Education, Oct 31, 2012
This study aimed to enhance creative problem solving skill by using the Creative Problem Solving ... more This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.
Journal of educational issues, Apr 20, 2022
The purposes of the research were to (1) study the quality of reflections among student teachers ... more The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of reflection quality in this study contained the topic of reflection and depth of reflection. The topic of reflection focused on five dimensions including: 1) teaching and learning strategies, 2) teacher's appearance, 3) student's experience, 4) learning achievement, and 5) pedagogical practice. The depth of reflection was categorized into 4 levels involving level one: description, level two: explanation, level three: insightful comment, and level four: recognized good practice. Data was collected from the reflection journals of the student teachers' early field teaching experiences then analyzed by scoring reflective journals. The results indicated that the overall reflections were in level three: 'Insightful Comment' in both categories. In terms of student's experience, and learning achievement were in level two 'Explanation'. In comparison to student teachers' reflections among the experience related to learning design, there was no significant difference between overall self-reflection and peer feedback. Some aspects were statistically significant, i.e., the student's experience, and learning achievement between the group of less and more experience in learning design respectively. The findings showed the impact of experience on the reflections in student teachers. The study highlighted the implications of reflective practice for teacher education programs, science teacher
The Asian Conference on Education & International Development 2016 - Official Conference Proceedings, Jun 6, 2016
The purpose of this study was to investigate how and what teacher knowledge preservice science te... more The purpose of this study was to investigate how and what teacher knowledge preservice science teachers develop in contexts of Lesson Study. In order to gain the required in-depth data, a range of qualitative methods was used. These included lesson plan analysis, reflective journal, group discussions, concept maps, and documentations. Data were collected from a group of 4 th science student teachers. The data were analyzed by using Shulman's (1987) forms of teacher knowledge as an analytical framework.Preliminary findings showed that the student teachers developed different categories of teacher knowledge and raised awareness in the important of working collaboratively with their peers.
Higher Education Studies, Nov 25, 2022
The study had the objectives to 1)study student teachers' anxiety during field experiences in the... more The study had the objectives to 1)study student teachers' anxiety during field experiences in the beginning of the new normal on 7 aspects: 1) own personality, 2)teaching context, 3)supervision context,4) classroom management, 5) subject content, 6) teacher professionalism context, and 7) Covid-19 pandemic context, and 2) compare the levels of the student teachers' anxiety, classified by sex, duration of bachelor's degree study, and the academic level. The sample consisted of 457 student teachers. The collection of data employed a questionnaire inquiring about anxiety and a focus group discussion record. The research found that: 1) The student teachers' anxiety during the field experience in the beginning of the new normal was at a high level; 2)When classified by sex, there were differences in the supervision context, with statistical significance at the .05 level; females had higher anxiety than males; no significant differences were found on the other aspects; 3) When classified by the duration of bachelor's degree study, there were differences in the teaching context and the supervision context, with statistical significance at the .05 level; the student teachers in the 4-year bachelor's degree study had higher anxiety than those in the 5-year bachelor's degree study; no significant differences were found on the other aspects; 4) When classified by the academic level, there were differences in the teaching context, the supervision context and the teacher professionalism context, with statistical significance at the .05 level; the student teachers in the master's degree study had higher anxiety than those in the bachelor's degree study; no significant differences were found on the other aspects.
Journal of Curriculum and Teaching
This paper proposes the development of an activity based on the community of practice (CoP) appro... more This paper proposes the development of an activity based on the community of practice (CoP) approach in collaboration with lesson study to enhance teaching potential. The CoP approach is utilized to elicit teachers' experiences and facilitate the sharing of teaching guidelines, while the lesson study method enables small groups of teachers to collaboratively design, teach, reflect on, and refine a class lesson. Drawing from semi-structured interviews, classroom observations, documentation, expert field notes, and focus groups, the proposed activity consists of four key components: 1) principle, 2) activity objective, 3) learning activity, and 4) learning evaluation. The learning activity encompasses four steps: educating, innovating, implementing, and reflecting. Each step comprises several sub-activities, with the innovating and implementing steps being iterative. The activity demonstrates a content validity of 0.95 and a suitability rating of 4.88. Furthermore, the participati...
Higher Education Studies, Nov 25, 2022
Journal of Educational Issues
The purposes of the research were to (1) study the quality of reflections among student teachers ... more The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of reflection quality in this study contained the topic of reflection and depth of reflection. The topic of reflection focused on five dimensions including: 1) teaching and learning strategies, 2) teacher’s appearance, 3) student’s experience, 4) learning achievement, and 5) pedagogical practice. The depth of reflection was categorized into 4 levels involving level one: description, level two: explanation, level three: insightful comment, and level four: recognized good practice. Data was collected from the reflection journals of the student teachers’ early field teaching experiences then analyzed by scoring reflective journals. The results ind...
Mahasarakham University, Apr 1, 2021
The Sixth Asian Conference on Education - Official Conference Proceedings, Jan 2, 2015
The purpose of this research was to study grade 10 students' conceptual understanding of chemical... more The purpose of this research was to study grade 10 students' conceptual understanding of chemical reactions and biomolecules. The target group was 33 10 thgrade students of classroom 14, Phadungnaree School, Thailand, in the first semester of the academic year 2016. The instruments for the conceptual understanding measurement were multiple choice test with rationale explanation and semi-structured interview. The findings on the students' conceptual understanding were analyzed and categorized using the criteria of Westbrook and Marek, which divide the conceptual understanding into five levels, namely 1) complete understanding (CU), 2) partial understanding (PU), 3) partial understanding with specific alternative conception (PS), 4) alternative conception (AC) and 5) no understanding (NU). The results showed that most of the students' conceptual understanding of chemical reactions and biomolecules was at the AC level. The chemical reactions concept consisted of process of chemical reaction, chemical equation, type of chemical reaction, rate of reaction and factors that affect rate of reaction with AC percentages
Journal of education and learning, Jun 23, 2024
Journal of Education and Learning (edisi elektronik)/Journal of Education and Learning, May 1, 2024
The objective of this research is to examine teachers' competence in designing activities after e... more The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problemsolving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
International journal of education and literacy studies, Jan 27, 2024
Ample studies have confirmed that the concepts of Community of Practice and Lesson Study can effe... more Ample studies have confirmed that the concepts of Community of Practice and Lesson Study can effectively develop professional development, especially in the design of learning. This positive impact on learners is also evident. Therefore, this study aimed to examine the results that occurred with students who learned from teachers who used activities based on the concepts of Community of Practice and Lesson Study, focusing on studying cognitive competencies, including creative thinking, problem-solving, and analytical thinking. The study involved 60 elementary school students from 5 different science classrooms, taught by 5 collaborating teachers. In this research, two communities of practice were established: (i) Community of Practice A (CoP A), consisting of teachers with varying teaching experiences and teaching fifth-grade students, and (ii) Community of Practice B (CoP B), consisting of teachers with similar teaching experiences and teaching sixth-grade students. Data for this study was collected quantitatively through measures of analytical thinking, problem-solving, and creative thinking. The research results revealed that the students' thinking competencies improved significantly. In CoP A, the students demonstrate a positive trajectory in developing competencies across all thinking competency, particularly excelling in analytical thinking. In problem-solving and creative thinking, the majority exhibit proficiency ranging from high to moderate levels. Meanwhile, in CoP B, most of the students show positive progress in thinking competencies, with high and moderate proficiency in problem-solving and creative thinking. However, there's a noticeable trend of moderate to low emphasis on analytical thinking.
Journal of Education and Learning (EduLearn), 2024
The objective of this research is to examine teachers' competence in designing activities after e... more The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problemsolving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
The Sixth Asian Conference on Education - Official Conference Proceedings, Jan 2, 2015
The purpose of this study was to investigate the situation, problem and need related the teaching... more The purpose of this study was to investigate the situation, problem and need related the teaching and learning process based on Research-based Learning Approach of a school belonging Mahasarakham Provincial Administrative Organization. This study a Nakha Wittayakhom School was selected by using the purposive sampling technique to be the sample group. The 25 teachers from 8 learning areas; Mathematics, Science, Thai Language, Social Studies, Religion and Culture, Health and Physical Education, Arts, Occupations and Technology, and Foreign Languages were the sample of this study. The instrument of this study was a 5 rating scales questionnaire which consisted of 3 areas; (a) situation, (b) problem, (c) need. Each area consisted of 4 aspects; 1) an instructional preparation, 2) an instructional activity, 3) a teaching and learning media, 4) an instructional assessment and evaluation. The results of the study indicated that in the field of situation, there were 3 aspects in high level (3.70-3.95) except the aspect of the instructional activity was in the medium level (2.78).The field of problem; there were 3 aspects in the medium level (3.08-3.19) except the aspect of the instructional activity in the high level (3.51). Finally, all aspect of need was in the high level (3.90-4.14). Moreover, the professional development regarding the integration of research in to the teaching and learning process was also be require.
The Asian Conference on Education & International Development 2016 - Official Conference Proceedings, Jun 6, 2016
Journal of the Korean Association for Research in Science Education, Oct 31, 2012
This study aimed to enhance creative problem solving skill by using the Creative Problem Solving ... more This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.
Journal of educational issues, Apr 20, 2022
The purposes of the research were to (1) study the quality of reflections among student teachers ... more The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of reflection quality in this study contained the topic of reflection and depth of reflection. The topic of reflection focused on five dimensions including: 1) teaching and learning strategies, 2) teacher's appearance, 3) student's experience, 4) learning achievement, and 5) pedagogical practice. The depth of reflection was categorized into 4 levels involving level one: description, level two: explanation, level three: insightful comment, and level four: recognized good practice. Data was collected from the reflection journals of the student teachers' early field teaching experiences then analyzed by scoring reflective journals. The results indicated that the overall reflections were in level three: 'Insightful Comment' in both categories. In terms of student's experience, and learning achievement were in level two 'Explanation'. In comparison to student teachers' reflections among the experience related to learning design, there was no significant difference between overall self-reflection and peer feedback. Some aspects were statistically significant, i.e., the student's experience, and learning achievement between the group of less and more experience in learning design respectively. The findings showed the impact of experience on the reflections in student teachers. The study highlighted the implications of reflective practice for teacher education programs, science teacher
The Asian Conference on Education & International Development 2016 - Official Conference Proceedings, Jun 6, 2016
The purpose of this study was to investigate how and what teacher knowledge preservice science te... more The purpose of this study was to investigate how and what teacher knowledge preservice science teachers develop in contexts of Lesson Study. In order to gain the required in-depth data, a range of qualitative methods was used. These included lesson plan analysis, reflective journal, group discussions, concept maps, and documentations. Data were collected from a group of 4 th science student teachers. The data were analyzed by using Shulman's (1987) forms of teacher knowledge as an analytical framework.Preliminary findings showed that the student teachers developed different categories of teacher knowledge and raised awareness in the important of working collaboratively with their peers.
Higher Education Studies, Nov 25, 2022
The study had the objectives to 1)study student teachers' anxiety during field experiences in the... more The study had the objectives to 1)study student teachers' anxiety during field experiences in the beginning of the new normal on 7 aspects: 1) own personality, 2)teaching context, 3)supervision context,4) classroom management, 5) subject content, 6) teacher professionalism context, and 7) Covid-19 pandemic context, and 2) compare the levels of the student teachers' anxiety, classified by sex, duration of bachelor's degree study, and the academic level. The sample consisted of 457 student teachers. The collection of data employed a questionnaire inquiring about anxiety and a focus group discussion record. The research found that: 1) The student teachers' anxiety during the field experience in the beginning of the new normal was at a high level; 2)When classified by sex, there were differences in the supervision context, with statistical significance at the .05 level; females had higher anxiety than males; no significant differences were found on the other aspects; 3) When classified by the duration of bachelor's degree study, there were differences in the teaching context and the supervision context, with statistical significance at the .05 level; the student teachers in the 4-year bachelor's degree study had higher anxiety than those in the 5-year bachelor's degree study; no significant differences were found on the other aspects; 4) When classified by the academic level, there were differences in the teaching context, the supervision context and the teacher professionalism context, with statistical significance at the .05 level; the student teachers in the master's degree study had higher anxiety than those in the bachelor's degree study; no significant differences were found on the other aspects.
Journal of Curriculum and Teaching
This paper proposes the development of an activity based on the community of practice (CoP) appro... more This paper proposes the development of an activity based on the community of practice (CoP) approach in collaboration with lesson study to enhance teaching potential. The CoP approach is utilized to elicit teachers' experiences and facilitate the sharing of teaching guidelines, while the lesson study method enables small groups of teachers to collaboratively design, teach, reflect on, and refine a class lesson. Drawing from semi-structured interviews, classroom observations, documentation, expert field notes, and focus groups, the proposed activity consists of four key components: 1) principle, 2) activity objective, 3) learning activity, and 4) learning evaluation. The learning activity encompasses four steps: educating, innovating, implementing, and reflecting. Each step comprises several sub-activities, with the innovating and implementing steps being iterative. The activity demonstrates a content validity of 0.95 and a suitability rating of 4.88. Furthermore, the participati...
Higher Education Studies, Nov 25, 2022
Journal of Educational Issues
The purposes of the research were to (1) study the quality of reflections among student teachers ... more The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of reflection quality in this study contained the topic of reflection and depth of reflection. The topic of reflection focused on five dimensions including: 1) teaching and learning strategies, 2) teacher’s appearance, 3) student’s experience, 4) learning achievement, and 5) pedagogical practice. The depth of reflection was categorized into 4 levels involving level one: description, level two: explanation, level three: insightful comment, and level four: recognized good practice. Data was collected from the reflection journals of the student teachers’ early field teaching experiences then analyzed by scoring reflective journals. The results ind...
Mahasarakham University, Apr 1, 2021
The Sixth Asian Conference on Education - Official Conference Proceedings, Jan 2, 2015
The purpose of this research was to study grade 10 students' conceptual understanding of chemical... more The purpose of this research was to study grade 10 students' conceptual understanding of chemical reactions and biomolecules. The target group was 33 10 thgrade students of classroom 14, Phadungnaree School, Thailand, in the first semester of the academic year 2016. The instruments for the conceptual understanding measurement were multiple choice test with rationale explanation and semi-structured interview. The findings on the students' conceptual understanding were analyzed and categorized using the criteria of Westbrook and Marek, which divide the conceptual understanding into five levels, namely 1) complete understanding (CU), 2) partial understanding (PU), 3) partial understanding with specific alternative conception (PS), 4) alternative conception (AC) and 5) no understanding (NU). The results showed that most of the students' conceptual understanding of chemical reactions and biomolecules was at the AC level. The chemical reactions concept consisted of process of chemical reaction, chemical equation, type of chemical reaction, rate of reaction and factors that affect rate of reaction with AC percentages