Abstract:
This study investigated chemistry topic difficulty perceived by SHS students and how
the available textual materials and teachers help in addressing the difficulties. Five
research questions guided the study. The study employed the descriptive survey
design. The population comprised all SHS 3 chemistry students in eight schools
selected from five administrative districts in Western Region. The sample size was
280 SHS 3 chemistry students and sixteen teachers. It was established that students
perceived nine (9) out of the twenty carefully selected topics in the SHS curriculum to
be difficult. According to the students, the most difficult topic in the SHS chemistry
curriculum was ‘Redox Reactions’ followed by ‘Electrochemistry’ and
‘Nomenclature of Organic Compounds’. The respondents noted the abstract nature of
the topics, lack of practical activities, unavailability of prescribed textbooks, and
uninteresting lessons as some of the causes of topic difficulty. The study established
no significant difference in the topics perceived to be difficult by both male and
female students. Again, it was revealed that the chemistry teachers’ instructional
strategies contributed to students’ perceived topic difficulty in the selected schools.
Surprisingly, some of the available textual materials in use by both teachers and
students did not meet the requirements of good textbooks. Specifically, the language
level of some of the books was above the students, while some of the books did not
provide topic summary and learning objectives. Additionally, there were inadequate
exercises for students. It was recommended that as much as possible, simple language
should be used in writing chemistry books and, more specifically, in explaining
difficult concepts. It was recommended that books should be revised often and that
worked examples and exercises should be provided after authors had treated the
topics.
Description:
A thesis in the Department of Science Education, Faculty of Science Education,
submitted to the School of Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Science Education)
in the University of Education, Winneba