Effects of conceptual change instructional approach on achievement of pre-service chemistry teachers in Aliphatic hydrocarbon concepts

Abstract

College students face difficulties in Organic Chemistry because the concepts are generally abstract, especially functionality chemistry. This study explored college level pre-service chemistry teachers’ achievement in aliphatic hydrocarbon concepts through conceptual change instructional approach (CCIA). The participants were 87 pre-service chemistry teachers in Arbaminch College of Teacher Education, Southern Nations, Nationalities and Peoples Regional State (SNNPRS), Ethiopia. Two intact classes, taking Introductory Organic Chemistry I, were randomly assigned as Experimental group and Comparison group. The data collection instrument was the aliphatic hydrocarbon achievement test (AHAT). A non-equivalent pre-test-posttest control group design was used to investigate participant’s achievement in aliphatic hydrocarbon chemistry. Data were collected and analyzed using independent samples t-test and paired samples t-test. A pre-test established that CCIA group and conventional instructional approach (CIA) group were similar at the beginning. After interventions, analysis of students’ response indicated that students in the CCIA group scored significantly higher than those in the CIA group. Based on these findings and discussions, conclusions were made.