Improving The Teaching And Learning Of Organic Chemistry In Senior High Schools

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.