Utilizing context-based instructions to teach aliphatic hydrocarbons in organic chemistry

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.