Unlocking the Mysteries of Alkenes How the REACT Teaching Strategy Fuels Students’ Performance in Alkenes

Bawa Nlanbitabini Moses, Charles Amoah Agyei, Shakibu Mohammed and Kofi Sarpong
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Bawa Nlanbitabini Moses: Department of Science, St John Technical Institute, Nandom
Charles Amoah Agyei: Department of Integrated Science Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Asante Mampong
Shakibu Mohammed: Department of Integrated Science Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Asante Mampong
Kofi Sarpong: Department of Chemistry Education, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, Asante Mampong

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 11, 901-911

Abstract: The research looked at how well Senior High School (SHS) students in Lambussie District, Upper West Region, Ghana performed when it came to understanding the concepts of alkenes in chemistry when taught using REACT versus traditional methods. This study’s quasi-experimental pretest and posttest non-equivalent control group design was implemented by using a quantitative approach. For the study, a sample group of eighty-seven (87) SHS 3 students was selected from two complete classes. Data for the study were gathered using instruments called the Alkenes Concepts Test (ACT). To address the study topics, the means, standard deviations, frequencies, percentages, mean differences, and independent sample t-test were employed. According to the findings, students had trouble understanding alkenes. Students who were taught alkenes utilizing the REACT teaching strategy performed significantly better than those who were taught using the traditional method. It was recommended, amongst other things, that Lambussie SHS teachers be urged to employ REACT instructional techniques when introducing alkenes to their students.

Date: 2024
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