Unmasking Approaches and Errors to Synthesis-Type Problems: Insights from Undergraduate Chemistry Students

This study aimed to uncover common difficulties and possible areas for improvement by focusing on the approaches and errors made by 3rd-year undergraduate chemistry students in solving organic synthesis problems. The study employed a purposive sampling technique to select 112 undergraduate chemistry major students to participate in this study. Students’ responses to synthesis-type problems from mid-semester examinations within the framework of a synthetic methodology course in a Ghanaian University were examined. The primary data collection tool was a mid-semester examination that employed deductive coding systems to analyze students’ responses. The study’s findings revealed that while many students performed well in identifying and providing reagents for the given reactions, a lot more struggled with other types of synthesis problems. Specifically, the reaction mechanism-type questions recorded the lowest scores and most errors among the synthesis problems. Asignificant number of students (67.0% and 66.1%, respectively) encountered difficulties in drawing complete reaction mechanisms and proposing the synthesis of target molecules, respectively. The results further indicated that students may have relied on rote memorization in solving synthesis problems. Students’ significant errors included the inability to draw resonance structures, expand atoms/bonds, map atoms, generate starting material/chemical equivalent, and draw correct products. However, students showed glimpses of using retrosynthesis analysis through the disconnection approach and exhibited a good usage of arrows in arrow-pushing formalism. The study recommends focused interventions and teaching strategies to enhance students’ understanding of reaction mechanisms, drawing of resonance structures, expanding atoms/bonds, mapping of atoms, starting material generation, and problem-solving skills in organic synthesis. Besides, students should be provided with ample practice for synthesis design by educators.