STUDENTS’ CONCEPTIONS OF THREE - DIMENSIONAL ORGANIC MOLECULAR STRUCTURES IN CHEMISTRY

TABLE OF CONTENTS
Title page
Approval page
Certification
Dedication
Acknowledgement
Table of Contents
List of Tables
List of figures
Abstract

CHAPTER ONE: INTRODUCTION
Background of problem
Statement of the problem
Purpose of study
Significance of study
Scope of study
Research questions
Hypotheses

CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
Concept of Chemistry
Students’ Conceptions
Gender
School Location
Theoretical Framework
Social Constructivist theory of learning (Vygotsky, 1978)
Ausubel’s theory of meaningful learning (1968)
Empirical Studies
Three dimensional structures and conception
Gender and conception
School location and conception
Summary of Literature Review

CHAPTER THREE: RESEARCH METHOD
Design of study
Area of study
Population of the study
Sample and sampling technique
Instrument for data collection
Validation of instrument
Reliability of the instrument
Method of data collection
Method of data analysis

CHAPTER FOUR: RESULTS
Research question 1
Research question 2
Research question 3
Hypothesis One
Hypothesis Two

CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY
Students’ levels of conceptions
Influence of gender on student’s levels of conceptions
Influence of school location on students’ levels of conceptions
Conclusion
Implications
Recommendation
Limitation
Suggestion for Further studies
Summary
REFERENCES
APPENDICES


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. Based on the findings, the study recommended among others, that students should be kept abreast of time in chemical nomenclature of organic molecular structures through regular assignments, class quiz, etc to help them grasp that fundamental concept.


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......

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Item Type: Postgraduate Material  |  Attribute: 96 pages  |  Chapters: 1-5
Format: MS Word  |  Price: N3,000  |  Delivery: Within 30Mins.
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