CHAPTER ONE
INTRODUCTION
1.0. Overview
This chapter includes the background of the study, purpose of the study, objectives of the study, research questions, significance of the study, limitations of the study, and definition of terms.
1.1. Background of the Study
Majority of students find organic chemistry difficult to study and often fail to perform well in its examination. Since the introduction of SSSCE in 1993 and WASSCE in 2006 by the Ministry of Education in Ghana, most science students in the Senior High Schools have continuously performed poorly in the organic chemistry aspect of the general chemistry questions. Some science students in the Senior High Schools in Ghana consider organic chemistry as a difficult part of the chemistry syllabus.
The West African Examinations Council Chief Examiner’s report July/August 2004; July 2005; May/June 2006 on SSSCE and WASSCE reported on candidates’ weakness being that most of them could not answer questions on organic chemistry. Candidates were not able to define relevant terms given. They also could not give correct IUPAC names of some compounds and could not draw the structures nor give isomers of some compounds; let alone state the industrial application of them.
1.2. Statement of the problem
Even though there are few essay type questions in the general chemistry questions of both SSSCE and WASSCE chemistry paper out of seven questions. Thus, the organic chemistry is a choice among others. Students therefore, avoid it thinking that they may pass the chemistry anyway. Most students do not attempt the organic chemistry aspect at all. Those who do are not able to tackle all the sub questions and answer them well. So they end up performing poorly in this aspect of chemistry.
1.3. Purpose of the study
The purpose of the study was to help in the teaching of organic chemistry and also assist improve SHS students’ performance in organic chemistry using laboratory activity based method.
In addition, the study was designed to make various recommendations for teachers in chemistry education on how to make organic chemistry an interesting subject for the science students.
The study may also serve as a source of information for further research in chemistry education.
1.4. Research objectives
The major objectives of the study were to help to
Find out the effects of laboratory activity based instruction as strategy on the academic achievement in organic chemistry.
Raise the level of students’ performance in organic chemistry.
To find out the students attitudes towards the learning of organic chemistry.
To find out whether or not teachers’ attitudes towards teaching organic chemistry could contribute to students’ poor performance in organic chemistry.
1.5. Research questions
The research questions guiding the work are:
Will there be any difference in performance between students taught organic chemistry with laboratory activity based method of teaching and those taught by traditional teaching strategies?
Do frequent laboratory activities by students improve their academic performance in organic chemistry?
What are students attitude towards studying organic chemistry?
Could teachers’ attitude towards teaching organic chemistry contribute to students’ poor performance?
1.6. Research hypothesis
There is no significant difference between the performance of SHS science students who are taught organic chemistry with laboratory based activity method of teaching and those taught without laboratory based activity method of teaching.
1.7. Significance of the study
It is hoped that the result of the study will assist chemistry teachers to develop new organic chemistry laboratory activities for their students. In addition, the organization of practical lesson will arouse the interest of the students in organic chemistry.
Finally, the study would help the stakeholders in science (chemistry) education and education in general especially the West African Examinations Council to make an informed decision on whether to make an organic chemistry question compulsory for all science students in the Senior High Schools or not in the general chemistry questions.
1.8. Limitations of the study
Due to shortage and cost of laboratory equipment and reagents, the number of times practical work in the laboratory were to be conducted with the experimental group was reduced from fifteen to ten during the period of the study.
Secondly, the study should have been conducted in other Senior High Schools in Ghana offering science programs. However, the study was narrowed down in scope due to financial constraints and the time frame. The study was limited to only two Senior High Schools in Ledzokuku Krowor Municipal Assembly of the Greater Accra region.
1.9. Definition of terms
The following terms are given with their operational definition.
Candidates Final year students who have registered for SSSCE/WASSCE.
WAEC West African Examinations Council. The examination body
which conduct examinations for basic and second cycle schools
in some English Speaking West African countries including Ghana.
SSSCE Senior Secondary School Certificate Examination.
WASSCE West African Secondary School Certificate Examination.
Organic Chemistry The branch of the SHS general chemistry that deals with the
element carbon, its compounds and their reactions.
IUPAC The International Union of Pure and Applied Chemistry
Students Performance This is the student’s scores obtained in
organic chemistry exercise or examination.
Retention of Concept This is the degree to which organic chemistry concept is
retained in the student’s mind.
Traditional method of teaching Also known as lecture method of teaching which is a
teacher oriented and is characterized with less student
participation. Students’ listen and make notes.
Laboratory activity based This is a student oriented and is characterized with more
method of teaching student participation. Students are allowed to perform many
practical activities
Control Group It refers to the students who were exposed to the
traditional method of teaching.
Experimental group It refers to the students who were taught organic
chemistry using laboratory activity based method of
teaching.
Pre-test A test given to students before exposing them to teaching
methods.
Post-test A test given to students after exposing them to teaching
methods.
.
CHAPTER TWO
LITERATURE REVIEW
2.0. Overview
This chapter includes the literature that has been reviewed under the following heading: Students performance in organic chemistry, improving organic chemistry, through practical activities in the laboratory, the laboratory in teaching and learning of chemistry, learning in chemistry laboratory, the importance of laboratory in chemistry, the purpose of practical activities in science, the impact of practical work in science, the inquiry laboratory in senior high school chemistry and students attitudes and interest in chemistry laboratory work.
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