Junior High School Teachers’ Challenges in Teaching Writing and Naming Binary Compounds and the effect of Locally Constructed Model Kits on Students’ Performance and Retention.

Abstract

In this study a multiple research approach was employed to investigate the challenges encountered by Junior High School (JHS) integratedscience teachers in the study of writing and naming of binary compounds in Sekyere Central District. Subsequently, Valency Arm and Y-shaped Model Kits were made from locally available materials, and their effectiveness was evaluated in terms of performance and retention. It was discovered that the experimental group, which received instruction using the model kits, performed better and retained the concepts and principles learned compared to the control group after using the Model Kits in the teaching and learning process of writing and naming binary compounds. These enhanced learning outcomes were noticeable in the three successive tests (Pillai's Trace = 0.440, F (2, 133) = 52.319, p = 0.000, partial eta squared = 0.440). Following the intervention, 12 randomly selected participants from the experimental group participated in a semi-structured interview. According to the JHS students interviewed in this study, using the model kits to teach writing and naming of binary compounds has several advantages. Four of these advantages were discovered, which include a better understanding of the principles, an enhanced attitude towards writing and naming binary compounds, better retention of principles and concepts, and active participation and interest in lessons. The findings suggest that in the event that the original models or resources are not available, junior high school integrated science teachers in the Sekyere Central District who wish to support successful teaching and learning of writing and naming binary compounds may think about using these Model Kits.