FACTORS INFLUENCING HIGH SCHOOL CHEMISTRY TEACHERS’ AND STUDENTS’ TEACHING AND LEARNING OF ORGANIC QUALITATIVE ANALYSIS: A QUALITATIVE STUDY

Authors

  • Benjamin Anim-Eduful Department of Science Education, Faculty of Science and Technology Education, College of Education Studies, University of Cape Coast, Ghana
  • Kenneth Adu-Gyamfi Department of Science Education, Faculty of Science and Technology Education, College of Education Studies, University of Cape Coast, Ghana

DOI:

https://doi.org/10.46827/ejes.v9i7.4378

Keywords:

organic qualitative analysis, functional groups, teaching and learning resources, practical-based instruction

Abstract

Identification and characterisation of the structures of unknown substances are important parts of learning organic chemistry. This paper reports on a study that investigated factors that influence the teaching and learning of organic qualitative analysis in organic chemistry. In all, three teachers and nine students from three different categories of schools participated in the study. Interview guides and an observation checklist were developed and used to obtain qualitative data. The qualitative data gathered from the interview were transcribed by reducing them to patterns and themes and analysed thematically. The study revealed, among others, that teaching and learning resources, practical-based instruction and the nature of the chemistry curriculum were the factors that impede chemistry teachers’ and students’ teaching and learning of organic qualitative analysis in organic chemistry.

 

Article visualizations:

Hit counter

Author Biographies

  • Benjamin Anim-Eduful, Department of Science Education, Faculty of Science and Technology Education, College of Education Studies, University of Cape Coast, Ghana

    Benjamin Anim-Eduful (corresponding author), MPhil (Science Education), Department of Science Education, University of Cape Coast, Cape Coast, Ghana. E-mail: baeduful86@gmail.com   ORCID: https://orcid.org/0000-0001-7072-5267

  • Kenneth Adu-Gyamfi, Department of Science Education, Faculty of Science and Technology Education, College of Education Studies, University of Cape Coast, Ghana

    Kenneth Adu-Gyamfi (PhD), Senior Lecturer, Department of Science Education, University of Cape, Coast, Ghana. E-mail: kenneth.adu-gyamfi@ucc.edu.gh ORCID: https://orcid.org/0000-0002-1959-3702

References

Adadan, E., Trundle, K. C., & Irfing, K. E. (2010). Exploring Grade 11 Students’ Conceptual Pathways of the Particulate Nature of Matter in the Context of Multirepresentational Instruction. Journal of Research in Science Teaching, 47(8), 1004-1035.

Adu-Gyamfi, K., & Anim-Eduful, B. (2022). Interaction effect of gender, across school-type on upper-secondary students’ development of experimental reasoning on organic qualitative analysis. Journal of Baltic Science Education, 21(3), 351-365. https://doi.org/10.33225/jbse/22.21.351.

Adu-Gyamfi, K., & Ampiah, J. G. (2019). Students’ alternative conceptions associated with application of redox reactions in everyday life. Asian Education Studies, 4(1), 29-38.

Adu-Gyamfi, K., Ampiah, J. G., & Appiah, J. Y. (2017). Students’ difficulties in IUPAC naming of organic compounds. Journal of Science and Mathematics Education, 6(2), 77-101.

Adu-Gyamfi, K., Ampiah, J. G., Agyei, D. D. (2015). High school chemistry students’ alternative conceptions of H2O, OH-, and H+ in balancing redox reactions. International Journal of Development and Sustainability, 4(6), 744-758.

Ajayi, V. O., & Ogbeba, J. (2017). Effect of gender on senior secondary chemistry students’ achievement in stoichiometry using hands-on activities. American Journal of Educational Research, 5(8), 839-842.

Akkuzu, N., & Uyulgan, M. A. (2016). An epistemological inquiry into organic chemistry education: Exploration of undergraduate students’ conceptual understanding of Functional groups. Chemistry Education Research and Practice, 1, 1-23.

Anim-Eduful, B., & Adu-Gyamfi, K. (2021). Functional groups detection: Do chemistry 873 teachers demonstrate conceptual difficulties in teaching? Global Journal of Human Social Science: G Linguistics & Education, 21(7), 47-60.

Asghar, A., Huang, Y.S., Elliot, K., & Skelling, Y. (2019). Exploring secondary students’ alternative conceptions about engineering design technology. Journal of Education Science, 9(45), 1-18.

Atkins, P. W., & Beran, J. A. (1992). General Chemistry. New York: Scientific American Books.

Atkins, R. C., & Carey, F. A. (1990). Organic Chemistry a brief course. New York: McGraw-Hill Publishing Company.

Bettelheim, F. A., Brown, W. H., & March, J. (2004). Introduction to Organic and Biochemistry. (5th ed.). New York: Brooks/Cole Publishing Company.

Bradley, A. Z., Ulrich, S. M., Maitland, J. Jr., & Jones, S. M. (2002). Teaching the sophomore Organic course without a lecture. Are you crazy? Journal of Chemical Education, 79, 514-517.

Chin, C. T. (2004) Conceptions of learning science among high school students in Taiwan: a phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.

Conner, L., & Gunstone, R. (2004). Conscious knowledge of learning: Accessing learning strategies in a final year high school biology class. International Journal of Science Education, 26(12), 1427-1443.

Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.) London, UK: Sage.

Ebbing, D. D., & Gammon, S. D. (2005). General Chemistry. (8th ed.). Houghton Mifflin Company, NY: Boston.

Fatoke, A. O., & Olaoluwa, O. O. (2014). Enhancing students’ attitude towards science through problem-solving instructional strategy. Journal of Research and Method in Education, 4(5), 50-53.

Fessenden, R. J., & Fessenden, J. S. (1994). Organic Chemistry. (5th ed.). New York: Brooks/Cole Publishing Company.

Fieser, L. F., & Williamson, K. L. (1992). Organic Experiments. (7th ed.). Lexington, Massachusetts Toronto: D.C. Heath and Company.

Gabel, D. (1998). The complexity of chemistry and implications for teaching, in: B.J. Fraser & Gabel, D. L., & Bunce, D. M. (1994). Research on problem solving: Chemistry. In D. L. Gabel (Ed.), Handbook of Research on Science Teaching and Learning (301-325). New York: Macmillan.

Hanson, D. & Wolfskill, T. (2000). Process Workshops - A New Model for Instruction. Journal of Chemical Education. 77(1), 120-129

Hanson, R. (2017). Enhancing students’ performance in organic chemistry through context-based learning and micro activities. European Journal of Research and Reflection in Educational Sciences, 5(6), 7-20.

Johnstone, A. H. (1993). The development of chemistry teaching: A changing response to changing demand. Journal of Chemical Education, 70, 701-704.

Kiboss, J. K., Ndirangu, M., & Wekesa, E. W. (2004). Effectiveness of a Computer Mediated simulations program in school biology on pupils' learning outcomes in cell theory. Journal of Science Education and Technology, 13(2), 207-213.

Konicek-Moran, R., & Keeley, P. (2015). Teaching for conceptual understanding in science. National Science Teachers Association: NSTA Press.

Matthews, P. (2011). Advanced chemistry. New York: Cambridge University Press.

Ministry of Education (2010). Teaching Syllabus for senior high school chemistry. Accra: CRDD.

Ministry of Education. (2010). Teaching syllabus for chemistry: Senior high school 1- 3. Accra: Curriculum Research and Development Division.

Morrison, R. T. & Boyd, R. N. (1992). Study Guide to Organic Chemistry. (6th ed.). Englewood Cliffs, New York: Prentice Hall, Inc.

Ngwenya, J. (2015). Challenges faced by teachers and pupils in the teaching and learning of chemical bonding at ordinary level. Unpublished doctoral dissertation, Bindura University of Science Education.

Nicoll, G. (2001). A report of undergraduates’ bonding misconceptions. International Journal of Science Education, 23, 707–730.

Schmid, G. H. (1996). Organic Chemistry. Missouri: Mosby-Year Book, Inc.

Sirhan, G. (2007). Learning Difficulties in Chemistry: An Overview, Journal of Turkish Sciences Education, 4(2), 2-20.

Swan, K. (2005). A constructivist model for thinking about learning online. Elements of quality online education: Engaging communities, 6, 13-31.

Taber, K. S., & Watts, M. (2000). Learners’ Explanations for Chemical Phenomena. Chemistry Education Research and Practice, 1(3), 329-353.

Uyulgan, M. A., & Akkuzu, N. (2016). An insight towards students’ conceptual understanding of molecular structures. Acta Didactica Napocensia, 9(4), 49-70.

Vishnoi, N. K. (2009). Advanced practical organic chemistry (3rd ed.). New Delhi: Vikta Publishing House Pvt Ltd.

West African Examinations Council. [WAEC]. (2001). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2003). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2004). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2005). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2006). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2007). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2012). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2014). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2015). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2016). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2017). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

West African Examinations Council. [WAEC]. (2018). Chief examiner’s report on West African senior school certificate examination. May/June chemistry practical. Accra: Wisdom Press.

Wu, H. K., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical representations: Students’ use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821-842.

Zumdahl, S. S., & Zumdahl. S. A. (2003). Chemistry (6th ed.). New York: Houghton Mifflin.

Downloads

Published

2022-07-21

Issue

Vol. 9 No. 7 (2022)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).