Abstract:
The main purpose of this study was to investigate the misconceptions in aliphatic
hydrocarbons in organic chemistry among chemistry students in Winneba Senior High
School and to enhance their performance using context-based instruction. The research
design employed was a case study which was carried out at Winneba Senior High School
in the Central Region of Ghana with a total sample size of 52 students with a mean age
of 17 years. The students were purposefully selected, and the research approach used was
an action research. The main instruments used to collect data for the study were test (pretest
and post-test), semi-structured interview and observation guide. Both pre-test and
post-test contained concept questions designed to identify students’ misconceptions and
evaluate the effectiveness of the intervention implemented while the interview guide and
observation chart, were designed to determine students’ awareness and attitude towards
organic chemistry. The numerical data of the pre-test and the post-test were analyzed
using t-test statistics at an alpha value of 0.05. There was a significant difference between
pre-test scores and post-test scores of students (t.cal= 3.33 > t.crit= 2.01). There was no
significant difference between the post-test scores of male and female students (t.cal=
0.14 < t.crit=2.02). It was concluded that, context-based instructions had positive impact
on students’ performance in aliphatic hydrocarbons at Winneba Senior High School.
Based on the findings, it was recommended among others that teachers should adopt the
use of context-based instructions in teaching organic chemistry to students.
Description:
A thesis in the Department of Chemistry Education, Faculty of Science Education,
submitted to the School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Chemistry Education)
in the University of Education, Winneba
NOVEMBER, 2023
