Exploration of Teaching of Basic Inorganic Qualitative Analysis in Chemistry in Senior High Schools

Abstract

The study explored and co-developed a theory that would assist chemistry teachers in teaching qualitative analysis (QA). To achieve this purpose, the study made use of the grounded theory. Ten teachers selected through convenience and purposive sampling techniques participated in the study. Interviews, observations, and field notes were the main instruments used to collect data from the teachers. The researcher used 11 weeks for concurrent data collection and analysis using Nvivo software. Findings from the study show teachers did not see concepts they teach under QA as difficult. However, lack of resources for lesson delivery and the support staff deficit, such as laboratory technicians and assistance to help to teach QA pose problems for smooth teaching. It is, therefore, suggested based on the findings of the study that the Ghana Education Service should regularly inspect the physical conditions of the school laboratories and provide the needed support in terms of materials and equipment since the selected schools had insufficient material resources for teaching QA to students.