ENHANCING PRE-SERVICE TEACHERS’ UNDERSTANDING AND ATTITUDES TOWARD NAMING AND REACTIONS OF ORGANIC COMPOUNDS USING JIGSAW APPROACH

Boniface Yaayin, Emmanuel K. Oppong, Ruby Hanson

Abstract


This study aimed at enhancing pre-service teachers’ understanding and attitudes toward naming and reactions of organic compounds using the jigsaw approach. It was a descriptive study that used a quantitative approach in collecting the data for analysis. The research design was a quasi-experimental one, which adapted the non-randomised control group pre-test/post-test intact class design. A sample of 144 pre-service teachers, comprising 72 in the experimental group and 72 in the control group were engaged in the study. Intact classes were used for the study; thus, the sample selection was non-randomised. ‘Organic Chemistry Concept Understanding Test’ (OCCUT) in the form of a pre-test and a post-test as well as an ‘Organic Chemistry Attitude Scale’ (OCAS) were the instruments used for the study. The reliability indices of the pre-test and the post-test were 0.721 and 0.724 respectively, whereas, Cronbach’s alpha reliability coefficient of the ‘OCAS’ was 0.899. This study found that in terms of the pre-service teachers’ prior knowledge on naming and reactions of organic compounds, the experimental group and the control group both had more misunderstanding and partial understanding than a sound understanding of the concepts. The findings further revealed that the majority of the pre-service teachers in the experimental group had a sound understanding of the naming and reactions of organic compounds after they were taught through the jigsaw approach. Nevertheless, quite a large number of the pre-service teachers in the control group continue to show a misunderstanding of the concepts after they were taught through the traditional lecture-method. Again, the study found that the jigsaw approach enhanced the pre-service teachers’ attitudes toward the organic chemistry concepts than the traditional lecture-method.

 

Article visualizations:

Hit counter


Keywords


misunderstanding, sound understanding, concepts, attitudes

Full Text:

PDF

References


Adams, H. F. (2013). Using jigsaw technique as an effective way of promoting cooperative learning among primary six pupils in Fijai. International Journal of Education and Practice, 1(6), 64-74.

Adu-Gyamfi, K., Ampiah, J. G., & Appiah, J. Y. (2017). Students’ difficulties in IUPAC naming of organic compounds. Journal of Science and Mathematics Education, 6(2), 77-106.

Belachew, W., Barke, H., & Yitbarek, S. (2018). Effects of conceptual change instructional approach on achievement of pre-service chemistry teachers in aliphatic hydrocarbon concepts. African Journal of Chemical Education, 8(2), 7-23.

Çagatay, G., & Demircioglu, G. (2013). The Effect of Jigsaw-I Cooperative Learning Technique on Students’ Understanding about Basic Organic Chemistry Concepts. The International Journal of Educational Researchers, 4(2), 30-37.

Cheung, D. (2011). Evaluating student attitudes toward chemistry lessons to enhance teaching in the secondary school. 2011 International Year of Chemistry [Attitude toward Chemistry], 22(2), 117-122.

Chief Examiner’s Report (2013). Chemistry theory examination (FDC 224C). Colleges of Education, Ghana.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.

Garg, G., & Kothari, C. R. (2014). Research Methodology; Methods and Techniques (3rd ed.). New Delhi, Bangalore: New Age International (P) Limited Publishers.

Hamadneh, Q. M. S. (2017). The effect of using jigsaw strategy in teaching science on the acquisition of scientific concepts among the Fourth Graders of Bani Kinana Directorate of Education. Journal of Education and Practice, 8(5), 127-134.

Hanson, R. (2017). Enhancing students' performance in organic chemistry through context-based learning and micro activities-A case study. European Journal of Research and Reflection in Educational Sciences, 5(6), 7-20.

Horowitz, G., Rabin, A. L., & Brodale, L. D. (2013). Improving student performance in organic chemistry: Help-seeking behaviours and prior chemistry aptitude. Journal of the Scholarship of Teaching and Learning, 13(3), 120 -133.

Hung, W. (2008). The 9-step problem design process for problem-based learning: Application of the 3C3R model. Educational Research Review, 4(2009), 118-141.

Isa, I. M., & Muhammad, B. A. (2019). Effects of jigsaw IV cooperative learning strategy on students’ academic performance in organic chemistry in Zaria Education Zone, Kaduna State, Nigeria. Chemistry and Materials Research, 11(9), 1-3.

Karacop, A., & Diken, H. E. (2017). The effects of jigsaw technique based on cooperative learning on prospective science teachers’ science process skill. Journal of Education and Practice, 8(6), 86-97.

Kay, C. C., & Yiin, H. K. (2010). Misconceptions in the teaching of chemistry in secondary schools in Singapore and Malaysia. Proceedings of the Sunway Academic Conference, 1, 1-10.

Koc, Y., Doymus, K., Karacop, A., & Simsek, U. (2010). The effects of two cooperative learning strategies on the teaching and learning of the topics of chemical kinetics. Journal of Turkish Science Education, 7(2), 52-65.

Kurbanoglu, I. N. (2013). The effects of organic chemistry anxiety on undergraduate students in relation to chemistry attitude and organic chemistry achievement. Journal of Baltic Science Education, 12(2), 130-138.

Levy, Y., & Ellis, T. (2011). A guide for novice researchers on experimental and quasi-experimental studies in information systems research. Interdisciplinary Journal of Information, Knowledge, and Management, 6, 151-161.

Mari, J. S., & Gumel, S. A. (2015). Effects of jigsaw model of cooperative learning on self-efficacy and achievement in chemistry among concrete and formal reasoners in colleges of education in Nigeria. International Journal of Information and Education Technology, 5(3), 196-199.

Ministry of Education. (2010). Teaching syllabus for chemistry (Senior High School). Accra: National Council for Curriculum and Assessment.

Musengimana, J., Kampire, E., & Ntawiha, P. (2021). Factors Affecting Secondary Schools Students’ Attitudes toward Learning Chemistry: A Review of Literature. EURASIA Journal of Mathematics, Science and Technology Education, 17(1), 1-12.

Ngozi-Olehi L. C., Duru C. E., Uchegbu R. I., & Amanze K. O. (2018). Improving interest and performance in organic chemistry pedagogy by incorporating animations. American Journal of Educational Research, 6(3), 277-280.

Nwabueze, A. I., & Igbinedion, D. A. (2013). The implications of cooperative learning strategy on students’ academic achievement. African Journal of Education and Technology, 3(1), 115-124.

O' Dwyer, A., & Childs, P. E. (2017). Who says organic chemistry is difficult? Exploring perspectives and perceptions. EURASIA Journal of Mathematics Science and Technology Education, 13(7), 3599-3620.

Ogembo, J. O. (2017). Effects of computer assisted learning on instruction in organic chemistry in public secondary schools in Kwale County, Kenya. Unpublished Doctor of Philosophy Thesis, Kenyatta University.

Oludipe, D., & Awokoy, J. O. (2010). Effect of cooperative learning teaching strategy on the reduction of students’ anxiety for learning chemistry. Journal of Turkish Science Education, 7(1), 30-36.

Opara, F. M. (2013). Application of the learning theories in teaching chemistry: Implication for global competitiveness. International Journal of Scientific & Engineering Research, 4 (10), 1229 - 1243.

Ozmen, H. (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.

Sirhan, G. (2007). Learning difficulties in chemistry: An overview. Journal of Turkish Science Education, 4(2), 2-20.

Suresh, C., & Reddy, D. V. (2017). Effect of Jigsaw Cooperative Learning Strategy in Promoting Insightful Learning of Junior Intermediate Students in Mathematics. The International Journal of Indian Psychology, 4(2), 69-75.

Tarhan, L., & Sesen, A. B. (2012). Jigsaw cooperative learning: Acid–base theories. Chemistry Education Research and Practice, 13, 307–313.




DOI: http://dx.doi.org/10.46827/ejoe.v7i2.4442

Refbacks

  • There are currently no refbacks.


Copyright © 2016-2023. European Journal of Open Education and E-learning Studies (ISSN 2501-9120) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).