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STUDENTS’
CONCEPTIONS OF THREE - DIMENSIONAL ORGANIC MOLECULAR STRUCTURES IN CHEMISTRY
ABSTRACT
The study
was conducted to identify students’ levels of conceptions of three-dimensional
(3-D) organic molecular structures in Chemistry, in senior secondary schools
(SS III) in Agbani education zone of Enugu State. Three research questions and
two null hypotheses guided the study. Descriptive survey research design was
employed for the study. The population for the study was 660 students
comprising of 341 males and 319 females. Multi- stage sampling techniques were
used to sample 310 respondents. The instrument for data collection was a
diagnostic test to identify students’ levels of conceptions (DTISLC) in 3-D
organic molecular structures. To ensure the validity of the instruments, the
instruments were face validated by two expert from Chemistry Education and two
experts from Measurement and Evaluation, all in Department of Science
Education, University of Nigeria Nsukka. The data generated from the trial
testing was analyzed using Kindal coefficient of concordance, and the reliability
index of 0.91 was obtained. Frequency and percentages were used to answer
research questions, while Chi-square was used to test the null hypothesis at
0.05 level of significance. Findings of the study showed that many students
have partial conceptions of IUPAC nomenclature of branched or substituted 3-D
organic molecular structures in chemistry. Many students also have correct
conceptions of numbering of unbranched parent carbon chain, drawing of
structures of simple unsubstituted molecules and differentiating between
isomers and transformation of formulas. The study also found that gender has no
significant influence on students’ levels of conceptions in four groups (1,
2,5and 6) out the six groups under which the concepts were discussed. The
influence of school location is significant only in one group
(3) out of
the six groups. Based on the findings, the study recommended among others, that
students should be kept abreast of time in chemical nomenclature of organic
molecular structures through regular assignments, class quiz, etc to help them
grasp that fundamental concept.
CHAPTER ONE
INTRODUCTION
Background
to the Study
In Nigeria
education system, science is so important that it’s teaching and learning has
been greatly emphasized. Chemistry is one of the most important branches of
science; which enables learners to understand what happens around them.
Chemistry is a core subject for Medical Sciences, Textile Science, Agricultural
Science, Synthetic industry, printing technology, Pharmacy, Chemical technology
etc (Jegede, 2007). Chemistry is one of the science subjects in science
curriculum that is important for any given progress in technology. It occupies
a central position among all sciences (Ahiakwo, 2012). The current West African
School Certificate Examination (WASCE) and National Examination Council (NECO)
syllabus in chemistry contains topics in physical, inorganic, analytical and
organic chemistry which is the basic focus of this study.
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