The differential perceptions of selected Ghanaian Senior High School (SHS) students and teachers about organic chemistry

Abstract

The purpose of the study was to determine the perceptions that senior high school chemistry students and teachers have about organic chemistry as well as to compare organic chemistry topics that are difficult for students and teachers. Simple random sampling (lottery) and purposive sampling methods were used to select a sample of hundred (100) students who studied elective chemistry and ten (10) chemistry teachers. The research instruments used to collect data for this study were the organic chemistry perceptions questionnaire for students (OCPQS) and organic chemistry perceptions questionnaire for teachers (OCPQT). Descriptive statistics (frequencies and percentages) were used to analyze the data collected. The findings revealed that high school students have a fairly positive perception of organic chemistry while the teachers had a highly positive perception of organic chemistry. Preparation and chemical reactions of alkenes, preparation and chemical reactions of alkynes, structure and stability of benzene, reactions of benzene, comparison of reactions of  benzene and alkenes, petroleum, polymers and naming of alkanes and structural isomerism were perceived by students as difficult to understand. The rest of the Ghanaian high school organic chemistry topics (26 out of 34 topics) were perceived as easy to understand by students. The teachers also perceived all the organic chemistry topics as easy to teach with the exception of reactions of benzene. It was suggested among others that teachers should use varied methods to teach organic chemistry topics to facilitate easy understanding by
students.