Abstract:
This study was designed to enhance EPC Mawuko Girls‟ SHS 2 Home Economics
students‟ understanding of the classification, naming and writing of the structures of
aliphatic organic compounds using molecular models. It was also intended to find out
the students‟ views on the use of molecular models in teaching the structural formulae
and naming of aliphatic organic compounds. The study was a case study design using
the action research approach. The sample for the study was forty-five (45) second year
chemistry students in an intact class using purposive sampling technique. Achievement
tests (pre-intervention and post-intervention tests), informal interview and questionnaire
were used as data collecting instruments and the intervention tool used were the
molecular model kits. The instruments were pilot –tested to establish the reliability
coefficient and were validated by the research supervisor in the Department of Science
Education, University of Education, Winneba as well as two other experienced
chemistry teachers in EPC Mawuko Girls‟ SHS, Ho. The scores obtained from the
achievement tests were analysed using Excel spread sheet and Statistical Package for
Social Science (SPSS) version 20 to find out the level of achievement of students after
the intervention. Overall findings of the study showed among others that the students
had difficulties in classifying, naming and writing of the structural formulae of aliphatic
organic compounds. There was significant improvement in the performance of students
after the intervention as they performed better in the post-intervention test than the preintervention
test; the students had an overall positive perception concerning the use of
molecular models as an instructional material in the learning of classification, naming
and writing of the structural formulae of aliphatic organic compounds. It was
recommended among others that interested researchers could conduct research into the
relative effectiveness of molecular model kits in the naming of inorganic compounds at
the SHS level.
Description:
A thesis in the Department of Science Education, Faculty of Science Education submitted to the School of Graduate Studies, University of Education, Winneba, in partial fulfilment of the requirement for the award of Master of Philosophy (Science Education) degree
SEPTEMBER, 2017