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Promoting Students’ Conceptual Understanding in Drawing and Naming of Hydrocarbons using ChemDraw Software with Guided Worksheets

Author

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  • Boniface Yaayin
  • Kenneth Afedzi Hayford

Abstract

This study examined the effect of ChemDraw software with worksheets intervention on senior high school students’ conceptual understanding of drawing and naming of hydrocarbons. Purposive sampling technique was used to select an intact class of 35 students offering General Science and had prior knowledge of drawing and naming of hydrocarbons through the traditional teaching method. This study adopted a quantitative research approach with action research design as the blueprint for data collection and analysis. The instrument used to collect the data was the Hydrocarbon Nomenclature Achievement Test (HNAT), which took the form of a pre-intervention test and a post-intervention test. The post-intervention test was a modified form of the pre-intervention test. The reliability of the instrument was determined calculating the test re-test reliability index, which was found as 0.760 indicating that the instrument was reliable. Data were analysed using descriptive statistics (percentages and bar charts) and inferential statistics (paired samples t-test). Findings revealed that prior to the implementation of ChemDraw software with guided worksheets intervention, students possessed low-level conceptual understanding of hydrocarbons resulting in several forms of conceptual difficulties in drawing and naming of hydrocarbons with substituents, multiple bonds and multiple functional groups. The study further found that the ChemDraw software with guided worksheet intervention was effective in promoting students’ conceptual understanding in drawing and naming of hydrocarbons. The magnitude of the effect was large. Consequently, students’ improved performance in the post-intervention test was due to the ChemDraw software with guided worksheet intervention. The study concludes that ChemDraw software with guided worksheets intervention is an effective interactive teaching and learning strategy that promotes students’ conceptual understanding of hydrocarbons and should be integrated into the teaching of organic chemistry at the senior high school level.

Suggested Citation

  • Boniface Yaayin & Kenneth Afedzi Hayford, 2025. "Promoting Students’ Conceptual Understanding in Drawing and Naming of Hydrocarbons using ChemDraw Software with Guided Worksheets," European Journal of Education and Pedagogy, European Open Science, vol. 6(3), pages 1-6, May.
    • Handle: RePEc:epw:ejedu0:v:6:y:2025:i:3:id:30956
    DOI: 10.24018/ejedu.2025.6.3.956
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    References listed on IDEAS

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    1. Mohajan, Haradhan, 2020. "Quantitative Research: A Successful Investigation in Natural and Social Sciences," MPRA Paper 105149, University Library of Munich, Germany, revised 15 Nov 2020.
    2. Stephen Kwame Amoako & Kwasi Oppong & Jonah Addai Tabi & Theophilus Aquinas Ossei-Anto, 2022. "Factors Affecting Trainees’ Performance in Organic Chemistry in Colleges of Education in Ghana," European Journal of Education and Pedagogy, European Open Science, vol. 3(6), pages 97-102, October.
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