Problem-Based Learning: An Essential Pedagogy for Enhancing Senior High School Chemistry Students’ Conceptual Understanding of Selected Organic Chemistry Concepts.

Abstract

This research investigates students’ understanding of organic chemistry and evaluate the effectiveness of Problem-Based Learning (PBL) as an essential pedagogy to enhance their grasp of specific organic chemistry concepts. The study involved 100 third-year Senior High School (SHS) chemistry students from two intact classes in the Kwabre East Municipality. A mixed-methods approach, employing the sequential explanatory design, was utilised. It commenced with pre-intervention assessment using a Three Tier Organic Chemistry Concept Test (TTOCCT) to measure students’ understanding before the introduction of PBL. Post-intervention assessment, using the TTOCCT and interview guide, were conducted to assess the intervention’s impact on the students’ understanding. Quantitative data revealed a higher average participant percentage (66.19%) in ‘full understanding’ category compared to pre-intervention (8.06%). However, in ‘partial understanding’, ‘misconception’ and ‘no understanding’ categories, there were relatively higher average participant percentage before the intervention than after the intervention. Students’ perceptions from the interview underscored the effectiveness of PBL in enhancing students’ engagement, fostering collaborative and communication skills, nurturing critical thinking abilities, bolstering problem-solving confidence, as well as reinforcing the application of knowledge. In conclusion, the findings advocate for the integration of PBL as a promising pedagogical strategy to enhance students’ understanding of organic chemistry within the Kwabre East Municipality. Consequently, chemistry educators in the Municipality are encouraged to incorporate PBL into their organic chemistry lessons to enhance students’ understanding of this challenging subject.