ANALYSIS OF DIFFICULTIES ENCOUNTERED IN ORGANIC CHEMISTRY IN RELATION TO SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN CHEMISTRY

ABSTRACT

This study investigated difficulties Senior Secondary School Students encounter in Organic Chemistry and the sources of such difficulties for Chemistry so as to determine ways of improvement. The study adopted the survey aspect of descriptive research. Two hundred students from eight secondary schools in three different Local Government Areas of Remo Zone in Ogun State were randomly selected for the study. Two instruments: Students’ Achievement Test On Organic Chemistry (SATOC), and Students’ Attitude Scale Questionnaire (SASQ) with reliability coefficient of 0.82 and 0.77 respectively, were used to collect data for the study. The study provided answers to seven research questions and five hypotheses were tested. Mean, simple percentages, standard deviation, variance t-test statistics and Pearson product moment correlation coefficient (PPMCC) were used to analyse research data collected. Findings showed that chemistry students encounter difficulties across all levels of Chemistry learning, i.e. Macroscopic, Microscopic and Symbolic; with the Microscopic posing the greatest challenge. The main areas of difficulty were Homologous Series, IUPAC Nomenclature of Organic Compounds, Functional Groups, Isomerism, Aromatic Hydrocarbons, and Laboratory Tests. Reasons for difficulties were: students’ perception, inappropriate Chemistry teachers` teaching methods, nature of the subject itself, students’ attitude, nature of available textbooks, lack of practical classes, learning experience and learning style. The study showed that students’ general attitude towards Organic Chemistry is poor. The study also revealed that students’ gender and school type have no influence on students’ achievement as well as difficulties encountered in Organic Chemistry. However, there is a significant relationship between students’ achievement and difficulties encountered in Organic Chemistry. Recommendations were made based on these findings.

TABLE OF CONTENTS

PAGES

Title Page                                                                                                                                i

Certification                                                                                                                            ii

Approval Page                                                                                                                        iii

Dedication                                                                                                                              iv

Acknowledgements                                                                                                                v

Abstract                                                                                                                                  vi

Table of Contents                                                                                                                   vii

List of Table                                                                                                                            ix

List of Figures                                                                                                                         x

CHAPTER ONE: INTRODUCTION

1.1        Background of Study                                                                                                            1

1.2       Statement of problem                                                                                                 6

1.3       Purpose of study                                                                                                         7

1.4       Research questions                                                                                                      8

1.5       Research hypotheses                                                                                                   8

1.6       Significance of the study                                                                                            9

1.7       Scope and limitation                                                                                                   10

1.8       Definition of terms                                                                                                     10

CHAPTER TWO: LITERATURE REVIEW

2.0       Introduction                                                                                                               12

2.1       Theoretical Framework                                                                                               12

2.2       Students performance in organic chemistry                                                                14

2.3       Students perceived difficult topics in organic chemistry                                           16

2.4       Causes of difficulties encountered in organic chemistry                                            18

2.5       Gender differences in learning difficulties                                                                 28

2.6       Minimizing students learning difficulties in organic chemistry                                  30

2.7       Appraisal of Literature Review                                                                                  33

CHAPTER THREE:            RESEARCH METHODOLOGY

3.1       Introduction                                                                                                               40

3.2        Research Design                                                                                                        40

3.3       Population                                                                                                                   40

3.4       Samples and Sampling Techniques                                                                             40

3.5       Research Instrument                                                                                                   41

3.6       Validation of instruments                                                                                           41

3.7       Reliability of instrument                                                                                             42

3.8       Data Administration of the Research Instrument                                                       42

3.9       Data Analysis Procedure                                                                                            43

CHAPTER FOUR: PRESENTATION OF RESULTS

4.1       Introduction                                                                                                                45

4.2       Analysis and discussion                                                                                              46

4.3       Test of Hypothesis                                                                                                      61

CHAPTER FIVE:    SUMMARY, DISCUSSION, CONCLUSIONS, RECOMMENDATIONS, SUGGESTIONS FOR FURTHER RESEARCH AND CONTRIBUTIONS OF THE STUDY TO CHEMISTRY EDUCATORS

5.1       Introduction                                                                                                                66

5.2       Summary of the findings                                                                                            66

5.3       Discussion                                                                                                                   67

5.4       Conclusion                                                                                                                  69

5.4       Recommendations                                                                                                      70

5.5       Suggestions for Further Research                                                                               72

5.6       Contributions of the study to Chemistry Education                                                  73

           REFERENCES                                                                                                          74

           Appendix A                                                                                                                  86

Appendix B                                                                                                                  89

LIST OF TABLES

Table1.1:         Performance of Students in Chemistry at SSCE Level (WAEC) from                     4

                         2005 to 2015 in Nigeria

Table 2.1:        Students’ and Teachers’ Response in respect to Difficult Organic                            17

                        Chemistry  Topics

Table 4.1:        Frequency Table of Difficulties at Macroscopic Level                                              45

Table 4.2:        Frequency Table of Difficulties at Microscopic Level                                               48

Table 4.3:        Frequency Table of Difficulties at Symbolic Level                                                    49

Table 4.4:        Comparison of Mean and Standard Deviation of the Three Difficulty Levels          52       

Table 4.5:        Distribution of Students’ Scores in SATOC                                                              53

Table 4.6:        Student achievement test in organic chemistry                                                         54

Table 4.7:        Relative effect of factors contributing to student’s difficulties on achievement       54

                        in Organic Chemistry Coefficients

Table 4.8:        Summary of Regression analysis of factors contributing to students’                      55

                        difficulties and their achievement in organic chemistry

Table 4.9:        Analysis of variance of the factors that contributed to student’s difficulties                        56

                         and their achievement in organic chemistry

Table 4.10:      Descriptive statistics of students’ attitude towards organic chemistry                      60

Table 4.11       Achievement of boys and girls in SATOC                                                                 60

Table 4.12:      Mean difficulty of students in Public and Private Schools                                        61

Table 4.13:      Correlation of students’ difficulties and achievement in Organic Chemistry                        61

Table 4.14:      Table of t-test results                                                                                                  62

Table 4.15:      Table of t-test results                                                                                                  63

Table 4.16:      Table of t-test results                                                                                                  64

Table 4.17:      Table of t-test results                                                                                                   65

LIST OF FIGURES

Figure 2.1:       Model of academic success Adapted from Karee E. Dunn & Sean                          12

                        W. Mulvenon (2009)

Figure 2.2:       The Chemistry Triangle                                                                                               19

Figure 4.1:       Bar Chart showing the Items students found difficult at the Macro Level               45

Figure 4.2:       Bar Chart showing the Items students found difficult at the Micro Level                48

Figure 4.3:       Bar Chart showing the number of items students found difficult at the                   49

                        Symbolic Level

Figure 4.4:       Bar chart showing the scores of students in Organic Chemistry                                53

Figure 4.5:       A pie chart showing students responses on how to improve by stopping to              56

                         perceive organic chemistry as difficult.

Figure 4.6:       A pie chart showing students responses on how to improve by spending                 57

                         more time studying organic chemistry

Figure 4.7:       A pie chart showing students responses on how learning in groups makes                58

                        organic chemistry more interesting.

Figure 4.8:       A pie chart showing students responses on how the use of charts and models         58

                        will improve their understanding of organic chemistry.

Figure 4.9:       A pie chart showing students responses on the need for organic chemistry              59

                        textbooks to be more explanatory.

CHAPTER ONE

INTRODUCTION

1.1           Background of Study

Chemistry is most commonly regarded as the “Central Science” or the “Mother of all Sciences” owing to its confluence and influence (Ahiakwo, 2000). Okeke and Ezekannagba (2000) also defined chemistry as a branch of science that deals with composition and changes of matter. Chemistry could therefore be defined as the science that deals with structure and composition of matter. Chemistry is one of the science subjects upon which technological break-through is built and is the pivot on which the wheel of science rotates. Chemistry is very important and helpful in fields of medicine, agriculture, transportation, housing, industries, etc. Life is made more meaningful with chemical product such as drugs, cosmetics, paints, soap, fertilizers etc. In addition, various careers exists in chemistry in the health sector, food processing industries, extractive industries, petroleum and petrochemical industries among others (Holderness &Lambert, 1966). Nigeria is a developing nation and the importance of chemistry for such a nation cannot be over emphasized. This is in line with the assertion that the prestige and political power of any nation reside in its level of scientific activities (Abdullahi, 1982).

Chemistry holds rich volume of abstract concepts, which requires substantial time and effort commitments from the students. There is an accumulative influence of growing knowledge in chemistry on social and economic life. A poor chemistry foundation at the secondary school will threaten any future effort to boost achievement not only in this subject, but individual development in general. The study of chemistry at the secondary school level aids students in developing elementary skills, knowledge and competence essential for problem solving in their setting. Chemistry contributes generating to the attainment of the aims of education and specifically helps individuals to develop effective process skills, critical thinking and competences required for dealing with observation, classification, measurement, counting numbers, recording, communication, prediction, hypothesis, inference, experimentation, interpretation of data, research, controlling variable and generalization (Ohodo, 2005).

Chemistry is one of the important science subjects taught at the Senior Secondary School (SSS) level. It is one of the core science subjects that students are required to pass at credit level in order to qualify for admission into tertiary institutions to pursue science – based programmes. Examples of such courses are Food science and nutrition, Medical sciences, Pharmaceutical sciences, Agricultural sciences, and Earth sciences. The current WAEC SSCE and National Examination Council (NECO) SSCE syllabus on chemistry cut across topic in physical, inorganic, organic, environmental and analytical chemistry systematically arranged under twenty topics.

According to the National Policy on Education (FME 2004) the broad aim of the senior secondary education is: preparation for useful living in the society and preparation for higher education. Chemistry is very necessary for the realization of these aims. Chemistry prepares professionals such as medical doctors, pharmacists, chemistry teachers, chemical engineers biologists, engineers. Chemistry is also very useful for living in the society. One has to choose the texture and colour of cloths to wear, the food to eat, the taste of the food and the make – up, the acidic and basic properties of such food, the water to drink, the fertilizer, herbicides to apply etc. are all products of chemistry. Chemistry therefore equips the individual with necessary knowledge, skills and attitudes to enables, him/her interact meaningfully with the environment, and solve life problems in the society. One is expected after studying chemistry at the senior secondary school level to be self reliant and help to build the Nigerian nation scientifically and technologically. The knowledge of chemistry should help the recipients to go into the manufacturing and processing of industries. The organic chemistry is the aspect of chemistry that deals with manufacturing and processing of many organic materials such as petroleum and many synthetic materials.

Chemistry, like the other science disciplines, operates at three thought levels; the macro, the micro and the symbolic. The macro refers o the phenomenological; what can be perceived by the senses without the aid of instruments. This is usually concrete. The micro refers to that which can only be perceived with the aid of instruments or that which is abstracted by inference from chemical processes. This is often abstract. The symbolic refers to symbols, models and equations and these are often representational. The micro and the symbolic interpret the macro. These interactions have to be manipulated skilfully for understanding to take place.

Organic chemistry is a sub discipline within chemistry involving the scientific study of the structure, properties, composition, reactions and preparation (by synthesis or by other means) of carbon-based compounds, hydrocarbon, and their derivatives. These compounds may contain any number of other elements, including hydrogen, nitrogen, oxygen, the halogens as well as phosphorus, silicon and sulphur. The different shapes and chemical reactivity of organic molecules provide an astonishing variety of functions, like those of enzyme catalyst in biochemical reactions of live systems. The auto propagating nature of these organic chemicals is what life is all about.

Organic compounds are structurally diverse. The range of application of organic compounds is enormous. They either form the basis of or are important constituents of many products including plastics, drugs, petrochemicals, food, explosives, and paints. They form the basis of all earthly life processes (with very few exceptions) thus, to understand life as we know it, we must first understand a little bit of organic chemistry.

Organic chemistry is a subject that studies organic compounds. Organic compounds are hydrocarbons and their derivatives. There are many kinds of organic compounds in the real world. Everyday we eat organic compounds such as seafood and beef that contain protein, bread and wheat biscuits that contain Amylose or farina. We drink organic compounds such as coffee and tea that contain caffeine or orange juice which contains fructose and fruit acid. We use organic compounds such as clothing that is made of cotton, wool, linen, or chemical fibres. Almost all fuels are organic compounds except carbon, carbon oxide and hydrogen. Most medicines are organic compounds. Similarly most dyes are organic compounds. So organic chemistry is a very important subject for all students of chemistry to study.

In spite of this central and important position of chemistry among other science and related disciplines, studies revealed that, academic achievement of students in chemistry at Senior Secondary School Certificate Examinations (SSCE) has consistently been very poor and unimpressive (Njoku, 2005). Also the West African Examination Council (WAEC) Chief Examiners Report 2004, 2005, 2006, 2007, and 2009, reported students’ general poor performance in chemistry, as seen in Table 1.1.

Table1.1: Performance of Students in Chemistry at SSCE Level (WAEC) from 2005 to 2015 in 
                  Nigeria

Source: WAEC Office Lagos,(2015).

The table above shows students’ performance in Chemistry in WAEC between 2005 and 2015. Only 21% of the students who sat for the Chemistry examination in 2005 (182659 students) were able to obtain at least a credit pass and above in chemistry. Subsequently, 65%, 66%, 71%, 70% and 67% of the students failed to obtain at least a credit pass in Chemistry in the years 2006, 2007, 2008, 2009 and 2010 respectively. In 2011, where 565484 sat for the Chemistry examination only 276154 had a credit pass and above.This failure trend however continues from 2012 to 2015 among male and female students in chemistry.

Ijeoma, Eme and Nsisong (2013) in their research revealed the taxonomic spread of the content of the Senior School Certificate Core Curriculum in the 2007-2010 WASSCE questions in chemistry. Over the four years, organic chemistry had the second largest total spread of 17.68% after Quantitative aspect of chemical reaction with 20.04%. The reason adduced to this is the weight attached organic chemistry in the core curriculum.

Numerous reports support the view that the interplay between macroscopic, microscopic and symbolic worlds is a source of difficulty for many chemistry learners. Examples include metallic bonding (Coll & Treagust, 2001), atomic structure (Zoller, 1990; Harrison & Treagust, 1996) and the mole concept (Gilbert & Watts, 1983), and. Therefore, this research focuses on students’ difficulties in organic chemistry based on these dimensions of chemistry.

There is a consensus among psychologists and educationist that a child’s environment can exert considerable influence on his or her intellectual development (Okonkwo, 2002). Many authors have explained the importance of the type of school in the achievement of students particularly in science Durant (1995), Olarewaju (1994) and Maduabum (1992). In the same vein, Ndukwu (2002) and Odinko (2002) noted that schools located in urban areas are better positioned to attract more quality students and those who exhibit the readiness to take academic business seriously. Also, Capron and Duyne (1992) and Adelabu (1998) suggested in their separate studies on school location that an enriched environment could result in better performance of students. Hence, the need to study the performance and difficulties encountered by students in government-owned schools and private schools.

Gender, according to Okeke (2008), is the social or cultural characteristics, rotes or behaviour which males and females are known for by society. Okeke (2008) described the men as bold, tactful, intelligent, aggressive etc and the women as dull, passive, submissive, talkative etc. Could these attributes affect their achievement in chemistry? Could such traits increase the difficulties they encounter in Organic Chemistry? Hence, the need for this research.

Many students have identified Organic Chemistry as a difficult aspect of Chemistry yet students who wish to have a good grade in Chemistry must have a solid understanding of Organic Chemistry. However, the difficulty of the Organic Chemistry materials has increased students’ dislike and poor performance in Chemistry.

1.2 Statement of problem

The problem of students’ persistent underachievement in chemistry is undoubtedly worrying. Several studies have revealed unimpressive academic achievement in chemistry at the secondary school level. Unfortunately the achievement in organic chemistry is not good as reported by Ezeudu (1995). Menis and Fraser (1992) reported that student found organic chemistry too difficult. Organic chemistry employs the use of a lot of concepts which are abstract in nature for a novice learner. Organic Chemistry is commonly found problematic and Chemistry students eventually develop a wide range of alternative conceptions (Stieff, 2007).

The importance of Organic Chemistry in our everyday life cannot be overemphasized since it deals with most aspects of the Chemistry of carbon compounds, which are the building blocks for all living organisms. However, different research reports showed that, Organic Chemistry is difficult subject for students (Anne Dwyer & Peter Childs, 2010; Johnstone 1991; Sirhan G., 2007; Bhattacharyya &Bodner 2005; Ferguson &Bodner 2008; and Childs and Sheehan, 2009). The WAEC chief examiners’ reports have constantly raised issues of students’ poor performance in organic chemistry over a decade now. It has often branded organic questions as unpopular to students and few students who answer questions perform poorly. Not many studies have focused at reasons for such difficulty in organic chemistry specifically, but studies by Tajudeen (2005), Ampiah (2001),Anamuah-Mensah (1995) and Draphor (1994) have shown that students find organic chemistry difficult to handle generally.

Though extensive researches have also been carried out in investigating the difficulties that learners have with Organic Chemistry in other parts of the world; no such research work that has been done in Nigerian Secondary Schools to the knowledge of the author on the situation in the teaching-learning environment. Therefore, this study investigated the difficulties students encounter in Organic Chemistry and the source of such difficulties with recommendations on how to improve the situation.

1.3  Purpose of study

1.      To investigate the difficulties students encounter in organic chemistry.

2.      To find out students level of performance in organic chemistry.

3.      To find out the factors that contribute to the difficulties students encounter in organic chemistry.

4.      To suggest and recommend workable solutions to the difficulties identified during the course of this study.

5.      To investigate the influence of gender on the difficulties students encounter in organic chemistry.

6.      To find out how school type affects students performance in organic chemistry.

1.4   Research questions

1.      What are the difficulties students’ encounters in organic chemistry?

2.      What are the students’ levels of performance in organic chemistry?

3.      What factors contribute to the difficulties students encounter in organic chemistry?

4.      How can the difficulties students encounter in organic chemistry be minimized?

5.      What is the general attitude of students towards organic chemistry?

6.      Do boys perform better than girls in organic chemistry?

7.      Does the type of school influence students’ difficulties in organic chemistry?

1.5 Research hypotheses

H₀1:     There is no significant relationship between students’ difficulties and achievement in Organic Chemistry.

H₀2:     There is no significant difference in the achievement of boys and girls in organic chemistry.

H₀3:     There is no significant difference in the difficulties encountered by boys and girls in organic chemistry.

H₀4:     There is no significant difference in the achievement of students from public and private schools in organic chemistry.

H₀5:     There is no significant difference in the difficulties encountered by students from public and private schools in organic chemistry.

1.6 Significance of the study

The findings from this study reveal the difficulties students encounter in Organic Chemistry. Therefore, the study is significant in this regard.

·         It communicates the levels of difficulties encountered by students in Organic Chemistry. This would enable chemistry teachers create a balance between the three dimensions of chemistry.

·         It enumerates different factors responsible for the difficulties students face in organic chemistry. Hence, students, teachers, local authors and curriculum planners would identify their roles in curbing this worrisome trend.

·         It provides valuable information about ways of minimizing such challenges. This would enable chemistry teachers and students work together in order to improve students’ achievement in chemistry.

·         It exposes how gender influences students’ difficulties in Organic Chemistry. Thus, chemistry teachers would develop teaching strategies that arouses the interest of boys and girls during chemistry lessons.

·         It reveals how school type affects students’ performance in organic chemistry. This would enable stakeholders in education acquire useful information that will enhance their contributions towards the improvement of students’ achievement in chemistry.

·         It would serve as a resource material for others who want to carry out research in related field.

1.7   Scope and limitation

The scope of this study was restricted to Senior Secondary School Three (S.S.S.3) Chemistry students in Remo zone of Ogun State which consists of three Local Government Areas: Remo-North, Ikenne and Sagamu. The choice of S.S.S.3 students is because they are expected to have covered organic chemistry in the syllabus.

The topics covered in the achievement test were:

·         IUPAC nomenclature of Organic compounds

·         Homologous series

·         Isomerism

·         Hydrocarbons and Petroleum

·         Functional groups

·         Laboratory tests

·         Determination of empirical and molecular formulae

1.8          Definition of terms

The operational definition of terms used in this research work are given below:

Organic Chemistry                  The branch of general chemistry that deals with the

                                                  element carbon, its compounds and their reactions.

Achievement                            Meaures the amount of academic content a student learns in a
                          determined amount of time, measured with the achievement test.

Attitude                                    A predisposition to respond positively or negatively towards a
                          certain idea, object, person or situation

Learning Difficulties               These are conditions that affect the acquisition, organization,
              retention, understanding or use of verbal and non-verbal
              information.

Functional groups                   A group of atoms responsible for the characteristic reactions of a particular compound.

IUPAC                                     The International Union of Pure and Applied Chemistry

Hydrocarbon                           A compound of hydrogen and carbon, such as any of those that are the chief components of petroleum and natural gas

Gender                                     Socially constructed roles, behaviour, activities and attributes

that a given society at a given time and place considers appropriate for boys and girls and the relationships between them.