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Abstract

This study investigates the challenges and perceptions of students in learning chemistry at Winneba Senior High School (SHS) in Ghana. Despite the importance of chemistry in the senior high school curriculum, students often perceive it as a difficult subject due to its abstract nature, complex terminologies, and reliance on strong foundational knowledge in mathematics and science. Using a mixed-methods approach, the study collected data from 114 general science students through structured questionnaires and interviews with 10 students and 5 teachers. The findings reveal that students face significant challenges, including insufficient background knowledge in mathematics and science (29.8%), inadequate teaching methods (19.3%), and limited access to laboratory resources (19.3%). Students also reported difficulties in understanding chemistry concepts (mean = 3.95) and found terminologies confusing (mean = 4.17). However, they enjoyed laboratory work (mean = 4.15), despite its challenges. The study highlights the role of motivation, with many students lacking the drive to study chemistry, which adversely affects their academic performance. Gender disparities were also noted, with female students expressing less interest in the subject. The study recommends investing in well-equipped laboratories, adopting context-based teaching methods, and incorporating culturally responsive pedagogy to make chemistry more relatable. It also emphasizes the need for professional development for teachers and the integration of technology to enhance learning. By contextualizing these findings within the Ghanaian educational system, this study contributes to the broader discourse on improving science education in resource-constrained settings and offers practical strategies for enhancing chemistry learning outcomes.

Keywords

Chemistry Education Student Perceptions Learning Challenges Laboratory Resources Teaching Methods

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