STUDENTS AND TEACHERS’ CHALLENGES IN LEARNING AND TEACHING ORGANIC CHEMISTRY TOPICS IN SENIOR SECONDARY SCHOOLS IN PANKSHIN L.G.A. OF PLATEAU STATE

This study investigated the challenges faced by students and teachers in learning and teaching organic chemistry in secondary schools within Pankshin LGA. Using a descriptive survey design, data was collected through questionnaires from 250 students (25 from each of 10 selected schools) and their 25 respective teachers. Key findings revealed that both students and teachers generally perceived organic chemistry topics as "understood after considerable effort", with 16 of 31 topics seen as "easy to understand" and 15 as "difficult to understand". Both groups identified aromatic hydrocarbons as the most challenging topic. Students reported various learning challenges, including educational background, teachers' experience and qualifications, lack of real-life examples, complex molecular structures, difficulty understanding textbooks, poor teaching methods, inadequate syllabus coverage, and lack of practical work. Teachers cited issues such as lack of incentives, inappropriate instructional materials, lack of in-service training, inadequate laboratory equipment, insufficient time allocation, pressure to cover the syllabus, pressure of external examination and large class sizes as obstacles to effective teaching. These findings show no significant disparity between student and teacher perceptions of organic chemistry difficulty and identify specific areas for improvement in secondary school chemistry education. The study suggests a need for targeted interventions to address these challenges and enhance the teaching and learning of organic chemistry.