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

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.

Introduction

Chemistry is one of the key disciplines in science education and its importance in the education landscape cannot be underestimated (Amoakoet al., 2022; Colliniet al., 2024). Chemistry plays significant roles in society, as it offers diverse career opportunities for the development of human resources in education, chemical engineering, medicine, food science, and environmental studies, which are highly relevant to fast tracking Ghana’s transformational strategy (Mahdi, 2014; Aryeetey, 2018; Amoakoet al., 2022). One aspect of chemistry that is particularly essential in chemistry education and national development is organic chemistry (Boateng, 2024; Yaayinet al., 2024). It is worth mentioning that organic chemistry occupies a central position in the Senior High School (SHS) curriculum in Ghana. It serves as a foundational discipline that shapes students’ understanding of molecular structures, chemical reactions, and the fundamental principles governing the behaviour of carbon-containing compounds (Ministry of Education [MOE], 2010). In view of its significance, all SHS students in Ghana are taught organic chemistry as a fundamental in integrated science and as a component of elective chemistry (Ministry of Education [MOE], 2010).

The origins of organic chemistry can be found in everything from the food we consume (carbohydrates, proteins, fats, and oils) to the clothes we wear, plastics, and medications we take (Rice, 2014; Ministry of Education [MOE], 2010). Chang and Goldsby (2016) asserted that understanding organic chemistry concepts is essential for studying any science or technology-related subject, including medicine, pharmacy, engineering, agriculture, as it is a major science discipline. Despite its importance in science education, chemistry is often considered a difficult subject as its very fundamental concepts are insufficiently grasped by students (Coll & Treagust, 2001; Nicoll, 2001). This ultimately prevents students from making progress in their chemistry studies and limits their enthusiasm for the subject (Salameet al., 2019; Sibomanaet al., 2020). Findings from previous studies revealed that students struggle with understanding the following concepts in organic chemistry: drawing and representing hydrocarbons (Johnstone, 2006; Taber, 2002) as well as naming and writing structural formulae of hydrocarbons using the International Union of Pure and Applied Chemistry (IUPAC) nomenclature system (Adu-Gyamfiet al., 2020; Yaayinet al., 2024).

Educators and researchers are now very concerned about how organic chemistry is taught and learnt in schools due to the strategies used in teaching and learning. Studies have been conducted to pinpoint the challenges involved in the teaching and learning of organic chemistry Empirical research indicates that organic chemistry is a challenging subject for Ghanaian senior high school students of which students in the selected school for this study are not exempted (Adu-Gyamfiet al., 2017; Anim-Eduful & Adu-Gyamfi, 2022; Hanson, 2017). Yaayinet al. (2024) indicated that students struggle to write the structural formulae of alkanols, alkanoic acids, alkyl alkanoates, and hydrocarbons (alkanes, alkenes, and alkynes) due to the traditional method of teaching that lacks innovation and active engagement of students in the learning process.

Studies have shown that integrating visual aids into instruction, such as digital molecular models, simulations, and animations help students comprehend unobservable phenomena in chemistry (Gilbert & Irons, 2005) and afford them with the opportunities to make abstract concepts visible. Manipulating chemical structures in 2D/3D representations help students relate the macroscopic, microscopic, and symbolic representation levels of chemicals to each other (Gilbert & Irons, 2005) and enhance students’ conceptual understanding and spatial ability (Baraket al., 2011). Several software has been developed in recent times including Avogadro, Chem Draw, Chem Window, Accelrys Draw, ACD/Chem Sketch, etc. Among these, the ChemDraw software is highly relevant to the focus of this study because it is flexible with features very easy to depiction and identification of substances by professionals and amateurs such as SHS students.

Considering the changing landscape of education and the potential benefits of integrating technology into the classroom, this study aims to explore the effect of ChemDraw software with guided worksheets on the conceptual understanding and performance of senior high school students in drawing and naming hydrocarbons. The integration of technology, such as ChemDraw software, alongside guided worksheets, offers a promising avenue for enhancing students’ understanding and proficiency in this subject area. Triantafyllou (2024) asserts that the integration of technological tool such as ChemDraw through constructivism facilitates students capacity at understanding key conceptual issues thereby promoting their academic achievement in organic chemistry. Similarly, Mahbubet al. (2024) argued that educators in the field of chemistry should prioritize the adoption of appropriate technological tools in the teaching and learning of organic chemistry. ChemDraw Software, renowned for its intuitive interface and powerful molecular visualization features, presents an opportunity to augment organic chemistry instruction (Liet al., 2004). On the other hand, worksheets are defined as the fundamental tools containing required process steps and helping students to configure the knowledge and at the same time provide a full participation of the entire class in the activities (Çelikler, 2010; Celiket al., 2022). Worksheets are used to keep students engaged while they are learning and the usage of worksheets by students can enhance and boost their creativity and activity levels, helping them to think through concepts on their own.

The problem in this study is based on the difficulties senior high school students face when drawing and naming hydrocarbons, which are fundamental concepts in organic chemistry. West African Examination Council (WAEC) Chemistry Chief Examiner’s report in Ghana has lamented the weakness of most students, including students in the study area in IUPAC nomenclature of organic compounds (West African Examinations Council (WAEC), 2010; 2018). Candidates, for instance, were unable to identify ${\text{C}}_6{\text{H}}_5\text{Cl}$ as chlorobenzene. Candidates referred to ${\text{CH}}_3-\text{CH}\left(\text{N}{\text{H}}_2\right)-\text{COOH}$ as 2-amidepropanoic acid rather than 2-aminopropanoic acid. The report showed that candidates could not write the correct IUPAC names of $\text{HCOOC}{\text{H}}_3$ as methyl methanoate. Consequently, a report by the Ministry of Education [MOE] (2010) indicated that chemistry teachers grapple with the challenge of imparting the complex concepts of drawing and naming hydrocarbons effectively. Empirical evidence exists that most of the educators follow the traditional approach to teaching chemistry (Adu-Gyamfiet al., 2017; Leeet al., 2023). To address the issues, this study was guided by the following research questions.

1. What are the students’ initial conceptual understanding of drawing and naming of hydrocarbons before the implementation of the ChemDraw software with guided worksheet intervention?

2. What is the effect of ChemDraw Software with guided worksheet intervention on the students’ conceptual understanding of drawing and naming of hydrocarbons?

Methods

This study adopted a quantitative research approach with action research design as the blueprint for data collection and analysis. Three phases of action research design were utilised. The pre-intervention phase, where pre-intervention test was administered to the students in an intact class to assess their conceptual difficulties and performance in drawing and naming hydrocarbons. The intervention phase was the application of the ChemDraw software with guided worksheets to facilitate students’ conceptual understanding and performance in drawing and naming hydrocarbons. Consequently, the post-intervention phase took place when post-intervention test was conducted to determine the effect of the ChemDraw software with guided worksheets on students’ performance in naming and drawing of hydrocarbons.

The accessible population in this study comprised all general science students from the selected senior high school in the Central region of Ghana. Purposive sampling technique was used in arriving at the selected senior high school for the study because the school possesses state-of-the-art computer laboratory and requisite infrastructure for a study that requires the use of computers (Sarantakos, 2005; Mohajan, 2020). This study engaged an intact class of 35 Form Two General Science students as the sample. These students were purposively selected to participate in the study of their background knowledge in organic chemistry and expertise in basic computer skills.

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 using the test re-test reliability approach, which was useful in ascertaining the equivalence of sets of test items within the instrument (Kimberlin & Winterstein, 2008). The scores of the two test items were correlated with the aid of Statistical Package for the Social Sciences (SPSS) Version 21 and the correlation coefficient (r) obtained was 0.760, which shows that the instrument was reliable. To ensure that the instrument measured what it was supposed to measure and forestall the weakness of action research (Fraenkel & Wallen, 2000; Sauro, 2015), the researcher adopted a practical approach to ascertain both face and content validity of the instrument. Content of hydrocarbon concepts was widely covered in the test taking into consideration the chemistry syllabus for senior high schools in Ghana. Experts review of the questions was ensured.

Data collection took into consideration the three phases of action research. Pre-intervention test was used to collect data at the pre-intervention phase and post-intervention test was used to collect another set of data during the post-intervention phase. This was done after the intervention phase was duly executed. The intervention was basically on using ChemDraw software with guided worksheets to facilitate students’ drawing and naming of hydrocarbons so as to improve their conceptual understanding of hydrocarbons.

The intervention took eight weeks to complete the learning activities that were planned to complete the content of the hydrocarbons at the level of the senior high school students in Ghana according to the chemistry syllabus. The activities were planned to outline the roles for the teacher who served as a facilitator and the roles of the students based on ChemDraw software with guided worksheets instructions. Week one and week two focused on introduction to the ChemDraw software, week 3 and week 4 were used on drawing and naming of alkanes while week 5 and week 6 were used to address drawing and naming of alkenes. Again, week 7 was used to treat drawing and naming of alkynes and finally week 8 focused on critical evaluation and review of all the concepts taught.

Data analysis was done with the help of SPSS version 21. Descriptive statistics (percentages and bar chart) were used to quantify number of students who demonstrated difficulties in understanding various concepts related to drawing and naming of hydrocarbons before the implementation of the ChemDraw software with guided worksheet intervention. The bar chart displayed students’ performance in drawing and naming of hydrocarbons before the intervention to determine students’ initial understanding of drawing and naming of hydrocarbons. Again, paired samples t-test was used to compare the means of the pre-intervention test and the post-intervention test to determine the effect of ChemDraw software with guided worksheet intervention on the students’ conceptual understanding of drawing and naming of hydrocarbons.

Ethically, participants were assured of confidentiality and anonymity of data collected and reported. Participants’ consent was sought before they were engaged in the study. Data collection process was objective to avoid biases that have the potential of influencing internal validity of the study.

Results and Discussion

The results were presented based on the formulated research questions. Table I presents the results that show areas of drawing and naming of hydrocarbons where students’ demonstrated difficulties in understanding the concepts.

Table I. Number of Students who Demonstrated Difficulties in Understanding Hydrocarbon Concepts

Areas of students’ conceptual difficulties	N	F	(%)
1. Identification of root names and structures	35	20	57
2. IUPAC naming for branched and substituted alicyclic organic compound	35	23	65
3.IUPAC naming for branched and substituted aliphatic organic compound	35	29	83
4. IUPAC naming for substituted inorganic aliphatic organic compound	35	26	75
5. Numbering of multiple bonds and substituents simultaneously	35	27	77
6. Naming of organic compounds involving double and triple bonds	35	34	97
7. Identification of cyclic compounds	35	21	60
8. Naming multiple functional groups and prioritization	35	34	97
9. Drawing structures from names and skeletal formula	35	31	89
10. Naming compounds with similar substituents and bond placement	35	31	89
11. Clearly representing alphabetical order of substituents	35	33	94
12. Identification of main chain complex structures	35	30	84

From the results in Table I, more than 80% of the students in each case demonstrated difficulties in understanding the concepts of IUPAC naming for branched and substituted aliphatic organic compound, drawing structures from names and skeletal formulae, naming compounds with similar substituents and bond placement as well as identification of main chain complex structures. The results also show that over 90% of the students in each conceptual area had difficulties in understanding naming of organic compounds involving double and triple bonds, naming multiple functional groups and prioritization, and clearly representing alphabetical order of substituents.

The study found that majority of the students (over 80%) had difficulties regarding conceptual understanding of IUPAC naming and drawing of organic compounds with substituents, multiple bonds and multiple functional groups prior to the implementation of the intervention. Instances where students are not properly taught using innovative methods of teaching rather than the traditional method where learners are only exposed to textbooks other than interactive approaches, students continue to lack understanding of basic concepts. Therefore, conceptual issues in hydrocarbons in relation to substituents on organic structures, multiple bonds and multiple functional groups need further investigation.

The findings resulting from this study are consistent with Yaayinet al. (2024) findings that several teachers are accustomed to using tra ditional approaches to chemistry education with little use of constructivist teaching methods that are critical to the development and enhancement of students’ conceptual knowledge and understanding. Additionally, the finding lends credence to Boateng (2024) and Adu-Gyamfiet al. (2017) observation that majority of students have several misunderstandings regarding organic chemistry concepts that centre on identifying structures of hydrocarbons, especially Alkanes, Alkenes and Alkynes, and accurately provide IUPAC name for branched and substituted hydrocarbons. Anim-Eduful and Adu-Gyamfi (2022) found that majority of the students have low-level grasp of how to write the structural formulae of carbon and hydrogen molecules of hydrocarbons, which directly aligns with the finding of this study. Similarly, Boateng (2024) observed that students’ difficulty in drawing and naming hydrocarbons can particularly be traced to erroneous conception regarding organic structures and this finding corroborates with the finding of this current study where students had difficulties understanding the IUPAC naming and drawing of organic compounds with substituents, multiple bonds and multiple functional groups. Many times, the erroneous conception that students have bother on organic functional groups that have similar or close functional group structures such as esters and carboxylic acids, alcohols and aldehydes as well as ethers and ketones. Students also get confused in identifying parent organic structures and substituents on the parent structures, especially with the branched chains.

From the pre-intervention test, students’ performance in drawing and naming of hydrocarbons to determine their initial conceptual understanding was categorised as high performance (70%–100%), average performance (56%–69%), pass (40%–55%) and fail (0%–39%). Fig. 1 illustrates the number of students and their performance in the pre-intervention test.

Fig. 1. Students’ performance in pre-intervention test.

As shown in Fig. 1, the results reveal that across the various performance levels, the majority of the students, 12 (34.3%) failed the test indicating low level performance in drawing and naming of hydrocarbons. Students with high performance, 8 (22.9%) were few compared to a total number of 35 students who took the test. The finding shows that the majority (57%) of the students had low level conceptual understanding of drawing and naming of hydrocarbons before the implementation of the ChemDraw software with guided worksheets intervention.

To determine the effect of ChemDraw Software with guided worksheet intervention on the students’ conceptual understanding of drawing and naming of hydrocarbons, paired samples t-test was used to compare the mean scores of the pre-intervention test and the pos-intervention test. The results are presented in Table II.

Table II. Results of Paired Samples t-test

Test	N	M	SD	df	t	P	Cohen’s D
Pre-Intervention Test	35	17.60	6.92	34	10.886	0.001*	0.740
Post-Intervention Test	35	28.91	5.38

As indicated in Table II, a statistically significant difference occurred between the mean scores in the pre-intervention test (M = 17.60, SD = 6.92) and the post-intervention test (M = 28.91, SD = 5.38; t (34) = 10.886, p = 0.001). Therefore, the ChemDraw software with guided worksheets intervention had effect on the students’ performance in drawing and naming of hydrocarbons. The mean score of the post-intervention test was significantly higher than that of the pre-intervention test. The Cohen’s d effect size value of 0.740 (Cohen, 1988) shows that the magnitude of the effect was large. Consequently, the study found that ChemDraw software with guided worksheet intervention was effective in promoting students’ conceptual understanding of drawing and naming of hydrocarbons.

The finding in this study with regards to the use of technology as in the ChemDraw software provides empirical support for the findings of studies by Mahbubet al. (2024) that educators in the field of chemistry should prioritize the adoption of appropriate technological tools in the teaching and learning of organic chemistry, which improves students’ performance. The findings of this current study also resonate with the finding of Triantafyllou (2024) that integration of technological tools should be complemented or bonded by the constructivist approach. This is because it often creates a veritable platform for high level engagement by students during classroom discussion and practice and more importantly allow them to create, contribute and co-create knowledge with their colleagues and chemistry teacher leading to improved performance. It is evident that the findings of this study reveal a gap regarding participants’ conceptual knowledge and understanding of hydrocarbons as students’ performance improved with assisted technology using ChemDraw software and dropped without any interactive technological approach. It thus underscores the need for critical examination and evaluation of educators’ approach to the teaching and learning of organic chemistry with a view of integrating technology within the framework of constructivism, where students are actively engaged in the learning process.

The findings in this current study are relevant to making strategic decision concerning the use of ChemDraw software with guided worksheets via Constructivist framework. It means that educators in chemistry education can make appropriate investment in ChemDraw software to boost the conceptual knowledge of students in organic chemistry.

Conclusions

The study concludes that many students demonstrated conceptual difficulties in understanding hydrocarbon concepts that particularly focus on IUPAC names and drawing of organic compounds with substituents, multiple bonds and multiple functional groups when they are not taught with interactive and technology assisted (ChemDraw software) strategy. The implication for chemistry educators is that students need to be taught with innovative approaches that are learner engaging, interactive and creative enough to promote understanding of concepts that can lead to higher academic performance. The study also 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.