Abstract:
The study focused on improving teaching and learning organic
chemistry in senior high schools (SHS), through design-based research (DBR)
using both qualitative and quantitative methods. This DBR approach
comprised preliminary research, design and development, implementation and
assessment, and reflection and documentation phases. In the preliminary
research phase, an organic chemistry diagnostic test was developed to explore
students‘ conceptual understanding of organic chemistry. Nine chemistry
teachers and 276 SHS 3 students were sampled through purposive and simple
random sampling procedures respectively to participate in the preliminary
phase. Subsequently, 14 students and the 9 teachers were interviewed
regarding barriers and opportunities in teaching and learning organic
chemistry. At the design and development phase, theory-based organic
chemistry instructional plan (TB-OCIP) was developed and validated by two
experts and through iterative cycles. TB-OCIP was implemented in an intact
SHS 2 class of 22 students. Data were collected using questionnaire, pre- and
post-tests, group interviews, and exit cards in this phase of this DBR. The
quantitative data were analysed with percentages, means, standard deviation,
and Wilcoxon signed ranked test. The qualitative data were thematically
analysed. TB-OCIP significantly improved students' conceptual understanding
of organic chemistry. Therefore, Ghana Education Service through SHS
administrators, should organise professional development programmes for
teachers to effectively use TB-OCIP in teaching chemistry concepts.
