Abstract:
The study explored and co-developed a theory that would assist chemistry
teachers in teaching qualitative analysis (QA). To achieve this purpose, the
study made use of the grounded theory. Ten teachers selected through
convenience and purposive sampling techniques participated in the study.
Interviews, observations, and field notes were the main instruments used to
collect data from the teachers. The researcher used 11 weeks for concurrent data
collection and analysis using Nvivo software. Findings from the study show
teachers did not see concepts they teach under QA as difficult. However, lack
of resources for lesson delivery and the support staff deficit, such as laboratory
technicians and assistance to help to teach QA pose problems for smooth
teaching. It is, therefore, suggested based on the findings of the study that the
Ghana Education Service should regularly inspect the physical conditions of the
school laboratories and provide the needed support in terms of materials and
equipment since the selected schools had insufficient material resources for
teaching QA to students.
