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All Journal International Education Trend Issues UNESA Journal of Chemical Education
Motlhabane, Abraham Tlhalefang
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Exploring the Teaching and Learning of Qualitative Analysis in Ghanaian Senior High Schools: Teaching and Learning of Qualitative Analysis Nketsiah, John; Motlhabane, Abraham Tlhalefang
International Education Trend Issues Vol. 2 No. 2 (2024): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v2i2.898

Abstract

This qualitative study investigates the instructional practices and learning outcomes of qualitative analysis in Ghanaian senior high schools. Data was collected through classroom observations, teacher and learner interviews. The schools' profiles and infrastructure revealed varying levels of resources, with School X having non-functional laboratory equipment, School Y lacking a functional science laboratory, and School Z boasting six well-equipped science laboratories. Non-participant classroom lesson observations were conducted to garner authentic insights into the teaching and learning of qualitative analysis. A total of 16 lessons were observed, followed by debriefing sessions with teachers to clarify instructional practices. The study aimed to explore the enacted chemistry curriculum in relation to the intended curriculum, shedding light on the challenges and opportunities faced by teachers and learners. The findings provide valuable implications for teacher education, professional development, and chemistry education policy in Ghana. By understanding the complexities of teaching and learning qualitative analysis, educators and policymakers can develop targeted interventions to improve student learning outcomes in science education.
EVALUATING CHEMISTRY TEXTBOOKS IN GHANAIAN SENIOR HIGH SCHOOLS: A FOCUS ON THE PRESENTATION OF QUALITATIVE ANALYSIS AND PERSPECTIVES OF TEACHERS AND LEARNERS Nketsiah, John; Motlhabane, Abraham Tlhalefang
UNESA Journal of Chemical Education Vol. 14 No. 1 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n1.p8-21

Abstract

This study investigated learner and teacher perspectives of chemistry textbooks, alongside a comparative analysis of textbook variations and the presentation of qualitative analysis concepts. A mixed-methods approach was employed, surveying 466 learners and 33 teachers, and evaluating three widely used chemistry textbooks in Ghana senior high schools. The findings revealed learners' positive perspectives of textbooks, but highlighted the need for enhanced visual and digital support. Teachers prioritized curriculum alignment and guidance, yet recognized gaps in concept representation. Textbook analysis exposed varying levels of comprehensiveness, presentation styles, and omissions. The study highlights the importance of considering learner and teacher perspectives, alongside textbook variations, to inform chemistry education. Recommendations include developing learner-centered textbooks, providing teacher professional development, and ensuring curriculum alignment and comprehensive concept representation. This research contributes to the ongoing effort to improve chemistry education, informing teachers, policymakers, and textbook developers. By addressing identified gaps, teachers can foster a deeper understanding of qualitative analysis concepts and promote effective learning outcomes.
THE IMPACT OF INQUIRY-BASED LEARNING ON LEARNERS' UNDERSTANDING OF CHEMICAL CHANGE: A QUASI-EXPERIMENTAL STUDY Nkosi , Nkosinathi Willy; Motlhabane, Abraham Tlhalefang
UNESA Journal of Chemical Education Vol. 14 No. 2 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ujced.v14n2.p127-138

Abstract

Chemical change is a fundamental yet challenging concept in Chemistry. This quasi-experimental study used a pretest-posttest non-equivalent groups design to investigate the impact of inquiry-based learning on learners' conceptual understanding of chemical change. Seventy-three learners received inquiry-based instruction, while sixty-nine learners received traditional teaching methods. The results showed significant improvement in the experimental group's conceptual understanding, with medium to high N-Gain scores indicating notable enhancement.  In contrast, the control group demonstrated minimal improvements, with low N-Gain scores indicating limited enhancement. The findings suggest that inquiry-based learning effectively promotes learners' conceptual understanding of chemical change. This approach encourages active engagement with scientific concepts, develops critical thinking skills, and fosters a deeper understanding of complex phenomena. The study's results have implications for science education, highlighting the importance of incorporating inquiry-based learning into the science curriculum. The findings contribute to existing research on inquiry-based learning, underscoring its potential to enhance learners' conceptual understanding and promote excellence in science education.
Co-Authors Nketsiah, John Nkosi , Nkosinathi Willy