The Perceptions of Senior High School Students and Teachers about Organic Chemistry: A Ghanaian Perspective.
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| Title: | The Perceptions of Senior High School Students and Teachers about Organic Chemistry: A Ghanaian Perspective. |
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| Authors: | Nartey, Esther1 narteyesther@ymail.com, Hanson, Ruby1 |
| Source: | Science Education International. 2021, Vol. 32 Issue 4, p331-342. 12p. |
| Subject Terms: | *High school teachers, *High school students, *Teacher-student relationships, Organic chemistry, Judgment sampling, Statistical sampling, Structural isomerism |
| Abstract: | The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students, and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of 100 SHS students who studied elective chemistry and ten chemistry teachers. The research instruments used to collect data for this study were the "organic chemistry perceptions questionnaire for students" and "organic chemistry perceptions questionnaire for teachers." Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes, and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Furthermore, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers' and students' perceived difficult organic chemistry topics in this study imply that teachers' perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers' perceptions influence their teaching and consequently their students' experiences are carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 154161707 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Perceptions of Senior High School Students and Teachers about Organic Chemistry: A Ghanaian Perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nartey%2C+Esther%22">Nartey, Esther</searchLink><relatesTo>1</relatesTo><i> narteyesther@ymail.com</i><br /><searchLink fieldCode="AR" term="%22Hanson%2C+Ruby%22">Hanson, Ruby</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education+International%22">Science Education International</searchLink>. 2021, Vol. 32 Issue 4, p331-342. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Organic+chemistry%22">Organic chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+isomerism%22">Structural isomerism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of the study was to determine the perceptions that senior high school (SHS) chemistry students, and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of 100 SHS students who studied elective chemistry and ten chemistry teachers. The research instruments used to collect data for this study were the "organic chemistry perceptions questionnaire for students" and "organic chemistry perceptions questionnaire for teachers." Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that these SHS students have a fairly positive perception of organic chemistry while their teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of benzene and alkenes, petroleum, polymers and naming of alkanes, and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian SHS organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. Furthermore, the teachers perceived all the SHS organic chemistry topics as easy to teach with the exception of reactions of benzene. The insights gained about teachers' and students' perceived difficult organic chemistry topics in this study imply that teachers' perceptions and how these are communicated to students can have significant effects on learning. The authors believe that both teachers and learners could benefit from this increased awareness of perceptions about difficulties in teaching and learning organic chemistry. They therefore suggest that further studies into how teachers' perceptions influence their teaching and consequently their students' experiences are carried out. In addition, in future research, a diagnostic test based on the topics in the SHS organic chemistry syllabus could be added to ascertain whether the perceived difficult topics are actually difficult for students to answer questions on. This would help teachers to separate perceived difficulties from the actual difficulties (realities) and be able to address them in their lessons. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.33828/sei.v32.i4.8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 331 Subjects: – SubjectFull: High school teachers Type: general – SubjectFull: High school students Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Organic chemistry Type: general – SubjectFull: Judgment sampling Type: general – SubjectFull: Statistical sampling Type: general – SubjectFull: Structural isomerism Type: general Titles: – TitleFull: The Perceptions of Senior High School Students and Teachers about Organic Chemistry: A Ghanaian Perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nartey, Esther – PersonEntity: Name: NameFull: Hanson, Ruby IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 1450104X Numbering: – Type: volume Value: 32 – Type: issue Value: 4 Titles: – TitleFull: Science Education International Type: main |
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