Senior High School Students‟ Conceptual Understanding of Chemical Reactions and Equations of Carbon Compounds

Abstract

The study investigated Senior High School students‟ conceptual understanding of chemical reactions and equations of carbon compounds. The explanatory sequential mixed methods design was used to achieve the purpose of the study. Two-tier achievement test items and an interview were used to collect data from 320 final-year students through a simple random sampling technique. Descriptive statistics specifically, frequencies and percentages were used to analyse the quantitative data gathered and the interview data, that further explained the quantitative data, were analysed thematically. The study revealed that the conceptual understanding of students according to Structure of Observed Learning Outcome (SOLO) Taxonomy on hydrogenation, halogenation, oxidation and hydration reactions and equations is at the unistructural level, of which students scored one aspect of the answer correct. The understanding level of students in esterification reaction was multi-structural, indicating that the students scored partly both tiers correctly. In addition, students have no conceptual understanding (prestructrual level) on equations involving cyclo-compounds and/or writing the chemical formula in equation as they either scored both tiers incorrect or left the question unanswered. The study also identified reasons accounting for the students‟ conceptual understanding of chemical reactions and equations of carbon compounds to be teachers, home, examination reasons and Ghana Education Service rules. The study recommends that teachers should use computer assisted animations in teaching to help students imprint in themselves mental pictures of the reactions and equations. Assessment and evaluation of students‟ achievement in chemical concepts should be done to create conceptual structures for purposeful teaching and learning. Teachers should teach to cover the content as stipulated in the curriculum.