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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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