Abstract

Chemical stoichiometry is a core topic in general chemistry, bridging theoretical concepts with practical applications. However, it remains a challenging area for students, particularly in allied health fields, where chemistry serves as a foundational subject but is not the primary focus. Misconceptions and errors frequently arise from gaps in prerequisite knowledge, cognitive overload, and a heavy reliance on algorithmic problem-solving without conceptual understanding. This article examines these challenges by analyzing student responses from quizzes, seatwork, assignments, and exams collected from two hundred allied health students enrolled in introductory chemistry courses. The analysis highlights recurring patterns of errors, such as misinterpretation of the mole concept, incorrect balancing of equations, and difficulties with limiting reactants. These patterns reveal the complex interplay between conceptual gaps, weak mathematical foundations, and rote learning approaches. By identifying these issues, this study provides insights into the root causes of students’ struggles in stoichiometry. Building on these findings, the article proposes pedagogical interventions that emphasize scaffolding, active learning, and contextual applications to support students’ mastery of stoichiometry. The study offers practical recommendations for chemistry educators, particularly those teaching allied health students, aiming to improve learning outcomes and better prepare students for professional applications of chemistry.