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STUDENTS
CONCEPTIONS OF THREE DIMENSIONAL
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.
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.
Organic
chemistry is an essential part of everyday life and it has enormous economic
importance in breweries, cosmetic industry, plastic etc. Chemistry learning
requires much intellectual thought and discernment because it is replete with
many abstract concepts (dissolution, particulate nature of matter, bonding and
structures etc.) which are central to further learning in both chemistry and
other sciences (Taber, 2002). These abstract concepts are important because
further studies in chemistry concepts or theories cannot be easily understood
if these underpinning concepts are not sufficiently grasped by students (Coll
& reagust, 2001; Nicoll, 2001). One of the essential characteristics of
concept learning in chemistry is the constant interplay between the three
levels of thought (macroscopic, microscopic and symbolic levels). In organic
chemistry, the symbolic level which involves formulas, structures and equations
etc is a major challenge to students (Sirhan, 2007).
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