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OGUNDIJI, Olasunkanmi
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Humanities Languange, Linguistic, Communication & Media Mathematics Other

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Diagnosis of Students’ Difficulties in Balancing Chemical Equations in Some Selected Senior Secondary Schools in Ibadan, Nigeria OGUNDIJI, Olasunkanmi
Journal of General Education and Humanities Vol. 3 No. 4 (2024): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v3i4.262

Abstract

Researchers are concerned about students' difficulties in balancing chemical equations and are working to correct these inaccuracies. The survey identified difficulties among science students in public senior secondary schools in Ibadan, Nigeria. A descriptive research design was used; 188 respondents from six public senior secondary schools in Ibadan provided data for the study. The Chemical Equation Diagnostic Test was developed and validated utilizing test-retest methodology (r=0.86). The data demonstrates the incapacity of students to identify limiting reagents (96.56%), reactants in a reaction (48.4%), understand moles (76.1%), understand atomicity (79.3%), determine the number of elements present in a compound (22.9%); identify the physical states of elements (54.3%); and calculate the valency of elements (79.3%). According to the outcome, students have several difficulties balancing chemical equations. It is advised that teachers diagnose such difficulties by recognizing the numerous ways students struggle to balance chemical equations. Addressing such difficulties will reduce students’ misconceptions about chemistry, improve their conceptual knowledge of chemistry, and increase the number of students who may wish to pursue advanced courses in chemistry and science-related fields.
Laboratory Adequacy and Students’ Attitude: the Determinant of Educational Outcome in Chemistry Practical in Secondary Schools in Ibadan Less City, Nigeria OGUNDIJI, Olasunkanmi
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.311

Abstract

Chemistry practical helps pupils to understand chemical concepts and create their own learning. Studies have revealed inadequate practical works in chemistry, and identified factors that may be responsible for this fallout with a view to improving the situation but the problem still persists. This study therefore examined if laboratory adequacy and students’ attitude will predict students’ learning outcome in chemistry practical. The population of the study comprised one 150 students and 10 teachers from 5 public senior secondary schools in Ibadan less city, Nigeria. The instruments used are: Chemistry Laboratory Adequacy Inventory (r=0.79), Chemistry Practical Achievement Test (CPAT) (r = 0.81), Students’ Attitudinal Scale (r=0.76). Descriptive and inferential statistics were used. The results revealed: students’ positive attitude in chemistry practical, students’ low achievement, inadequate laboratory facilities. Furthermore, it was revealed that laboratory facilities (β=.022P>.05); students’ attitude in chemistry practical (β=-.102,P >.05); are weak predictors of students’ achievement in chemistry practical. The study therefore recommends that chemistry teachers should improve on teaching chemistry practical, the Government at various levels should endeavor to build science laboratory, employ more chemistry teachers and supply schools with laboratory facilities
The Identifying Students’ Misconceptions in IUPAC Nomenclature of Organic Compounds in Public Senior Secondary Schools in Ibadan, Nigeria OGUNDIJI, Olasunkanmi
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.408

Abstract

The ability to accurately name organic compounds according to IUPAC rules is fundamental in chemistry education. Nevertheless, recent studies indicate students’ misconceptions in this regard. A qualitative research design involving 56 respondents was employed. The instruments for the study are the Students’ Perception Scale in IUPAC Nomenclature (r = 0.80) and the IUPAC Nomenclature Diagnostic Test (r = 0.71). The result showed mixed perceptions of students in this regard. Among the identified students' misconceptions in naming organic compounds are poor knowledge of the parent chain, inability to make sense of substituents, functional groups, isomerism, alkyl groups, etc. Students’ misconceptions in this regard could have a negative implication on their achievement. The teacher could identify and address those misconceptions through innovative strategies and regular feedback. Diagnosing such difficulties would help educators and policymakers work together to develop targeted support systems, improve teaching methods, and promote student success in chemistry.
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