1.0 Introduction
1.1 Background of Study
The study of misconceptions in science education has a long history, dating back to early educational research on students' alternative conceptions in the 20th century. Piaget (1952) was among the first to explore how students develop scientific understanding, highlighting that learners often construct knowledge based on prior experiences, which may lead to alternative or incorrect conceptions. Over the years, research on misconceptions has expanded to various scientific disciplines, including chemistry, where scholars have investigated the cognitive challenges students face when learning complex concepts (Driver, Guesne, & Tiberghien, 1985).
Organic chemistry is a core component of secondary school chemistry curricula worldwide, serving as a foundation for advanced studies in science, medicine, and engineering (Bruice, 2020). However, it remains one of the most challenging subjects for students due to its abstract nature, complex nomenclature, reaction mechanisms, and molecular structures (Johnstone, 2006). The conceptual difficulty of organic chemistry often results in students developing misconceptions that hinder their understanding and academic performance (Talanquer, 2013). Misconceptions in science education arise when students form incorrect mental models or fail to align their prior knowledge with scientifically accepted concepts (Taber, 2018).
Several studies have documented widespread misconceptions in organic chemistry among secondary school students. For instance, research by Barke, Hazari, and Yitbarek (2009) indicates that many students struggle with the concept of resonance, mistakenly believing that electrons physically move between structures rather than being delocalized over a molecular framework. Similarly, Sirhan (2007) found that students frequently misinterpret reaction mechanisms, often perceiving chemical reactions as one-step processes rather than multi-step transformations influenced by electron flow. These misconceptions contribute to difficulties in problem-solving and applying organic chemistry principles in real-world contexts.
Organic chemistry is a fundamental branch of chemistry that deals with the structure, properties, composition, reactions, and synthesis of carbon-containing compounds (Bruice, 2020). It plays a crucial role in various scientific and industrial applications, including pharmaceuticals, agriculture, and petrochemicals. Despite its importance, secondary school students often struggle with the subject due to its abstract concepts and complex reaction mechanisms (Barke et al., 2009). Misconceptions in organic chemistry arise from various sources, including teaching methods, and the cognitive challenges associated with visualizing molecular interactions (Taber, 2018).
Research suggests that students frequently misinterpret key organic chemistry concepts, such as molecular structures, reaction mechanisms, and functional group behaviors, leading to persistent misunderstandings (Sirhan, 2007). For instance, studies have shown that many students wrongly believe that all organic compounds are derived from living organisms, despite the fact that synthetic organic compounds are widely produced in laboratories (Talanquer, 2013). Similarly, students often struggle with the concept of resonance, mistakenly perceiving it as a physical movement of electrons rather than a theoretical representation of delocalization (Justi & Gilbert, 2002).
The presence of such misconceptions hinders students' ability to understand organic chemistry at an advanced level and affects their performance in the subject. According to Johnstone (2006), chemistry education requires a shift from rote memorization to conceptual understanding, where students can apply knowledge rather than merely recall it. Therefore, identifying and addressing misconceptions is essential for improving chemistry instruction and student learning outcomes.
1.2 Statement of Problems
Investigation revealed that many students enter secondary school with preconceived notions about chemistry, often influenced by everyday language and experiences that contradict scientific principles (Taber, 2018). Also, they struggle to connect the symbolic, submicroscopic, and macroscopic levels of chemical representation, leading to persistent misconceptions that hinder their academic performance (Barke et al., 2009).
The problem is further exacerbated by the lack of effective teaching aids and instructional strategies. Traditional lecture-based methods often fail to engage students in meaningful learning, making it difficult for them to visualize molecular interactions and reaction mechanisms (Justi & Gilbert, 2002). Inadequate laboratory exposure and limited access to molecular modeling tools reduce students' ability to construct accurate conceptual frameworks, reinforcing their misunderstandings. Without addressing these learning difficulties, students may develop a negative attitude toward organic chemistry, perceiving it as a difficult and insurmountable subject (Cooper et al., 2012). It is against the backdrop that this study seeks to provide insights that will inform more effective teaching strategies and curriculum improvements.
1.3 Aim and Objectives of Study
The aim of this study is to investigate the misconceptions in organic chemistry among secondary school students. The objectives of this study include:
- To examine the factors contributing to the development of these misconceptions.
- To analyze the impact of misconceptions on students' academic performance and understanding of organic chemistry concepts.
- To evaluate the effectiveness of different teaching strategies in addressing misconceptions.
- To identify common misconceptions held by secondary school students in organic chemistry.
- To recommend instructional approaches that enhance students' comprehension and reduce misunderstandings in organic chemistry.
1.4 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- What are the common misconceptions held by secondary school students in organic chemistry?
- What factors contribute to the development of these misconceptions among students?
- How do misconceptions affect students' academic performance and understanding of organic chemistry concepts?
- How effective are different teaching strategies in addressing students' misconceptions in organic chemistry?
- What instructional approaches can be recommended to improve students' comprehension and minimize misconceptions in organic chemistry?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Misconceptions in organic chemistry are not significantly influenced by prior knowledge and teaching methods.
- H1: Misconceptions in organic chemistry are significantly influenced by prior knowledge and teaching methods
Hypothesis Two
- H0: The use of interactive teaching strategies does not significantly reduces misconceptions in organic chemistry.
- H1: The use of interactive teaching strategies significantly reduces misconceptions in organic chemistry.
Hypothesis Three
- H0: There is no significant relationship between students' misconceptions in organic chemistry and their academic performance.
- H1: There is a significant relationship between students' misconceptions in organic chemistry and their academic performance.
1.6 Significance of Study
The outcome of this research will contribute to curriculum development by highlighting the need for conceptual-based learning approaches, ensuring that students receive instruction that fosters deep understanding rather than rote memorization. It will also guide the development of instructional materials and resources that support effective learning in organic chemistry.
Furthermore, science educators and policymakers will benefit from this study as it will emphasize the importance of integrating interactive and student-centered teaching methods into the chemistry curriculum. It will also help in designing teacher training programs that focus on common misconceptions and strategies to correct them.
Lastly, this research will serve as a foundation for further studies on conceptual understanding in chemistry education, encouraging continuous improvements in teaching and learning strategies within secondary schools.
1.7 Scope of Study
This study focuses on investigating misconceptions in organic chemistry among secondary school students in Lagos State. The research will cover selected public and private secondary schools within the state, examining students' understanding of key organic chemistry concepts, the factors contributing to their misconceptions, and the impact of these misunderstandings on their academic performance.
The study will primarily target senior secondary school students, particularly those in SS2 and SS3, as they engage more deeply with organic chemistry topics in their curriculum. Chemistry teachers within these schools will also be included to provide insights into instructional methods and common learning challenges faced by students.
1.8 Limitations of the Study
This research study was limited by several factors that affected its scope and depth.
- Insufficient data was a challenge, as some schools had incomplete academic records or lacked detailed assessments of students' understanding of organic chemistry concepts.
- Delays from respondents were also experienced, as some students and teachers took longer than expected to complete questionnaires and participate in interviews.
- Financial constraints were a challenge, as the cost of traveling to different schools, printing research materials, and accessing relevant academic resources was higher than anticipated.
- Time constraints also posed a limitation, as the study was conducted within a specific academic term, leaving little room for follow-ups or extended observation of students' learning progress.
1.9 Definition of Terms
To provide clarity and ensure a better understanding of key concepts in this study, the following terms are defined based on scholarly sources and contextual meanings:
Misconception:
A misconception is a false or incorrect understanding of a concept due to prior knowledge, cognitive errors, or misinterpretation of information (Taber, 2018). In this study, misconceptions refer to the misunderstandings secondary school students have about organic chemistry topics.
Organic Chemistry:
Organic chemistry is a branch of chemistry that studies the structure, properties, and reactions of carbon-containing compounds (Brown, Iverson, Anslyn, & Foote, 2020). It is an essential subject in secondary school science curricula, influencing students' grasp of chemical reactions and molecular interactions.
Secondary School Students:
Secondary school students refer to learners enrolled in post-primary education, typically between the ages of 12 and 18, preparing for national examinations like WAEC or NECO (Federal Ministry of Education, 2019).
Survey:
A survey is a research method used to collect data from a selected group of individuals to gain insights into their knowledge, attitudes, and perceptions (Creswell, 2014).
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