Challenges Facing the Learning of General and Inorganic Chemistry Among A-Level Students in Zanzibar, Tanzania
Ochieng O Anthony
Faculty of Science, Department of Life Sciences, Chemistry Unit, Zanzibar University, Zanzibar, Tanzania
Email: d_norbatus@yahoo.com
ORCID: https://orcid.org/0000-0002-1463-5280
Web of Science Researcher ID: AFK-9191-2022
Abstract: This study investigated challenges facing the learning of General and Inorganic Chemistry among Advanced Level (A-level) students in Zanzibar, Tanzania, with emphasis on periodic properties, quantum descriptions, chemical bonding, molecular structure, and chemical reactivity. A cross-sectional mixed-methods design was employed in 15 A-level secondary schools in Mjini Magharibi, Zanzibar. The study involved 62 Chemistry students, comprising 32 Form V and 30 Form VI students, and 11 Chemistry teachers. Data were collected using a structured questionnaire, a 10-question conceptual Chemistry achievement test, semi-structured teacher interviews, and classroom observations. Quantitative data were analysed using frequencies, percentages, and comparisons of performance, while qualitative data were analysed thematically and triangulated with quantitative findings. Approximately 15% of students attained the 45% satisfactory threshold on explanatory questions, indicating substantial difficulty in explaining and applying chemical concepts despite evidence of greater familiarity with recognition-based questions. Major challenges involved connecting periodic properties with electronic structure and chemical reactivity, understanding quantum descriptions and orbitals, applying bonding theories, interpreting molecular structures, and explaining chemical reactivity. Students also reported difficulties communicating chemical reasoning in English, limited access to learning resources, and inadequate opportunities for practical learning. The study recommends concept-oriented instruction, use of chemical models, diagnostic and explanatory assessment, increased use of practical and representational learning, improved learning resources, scientific-language support, and continuing professional development for Chemistry teachers.
