Exploring the Level of Conceptual Understanding of Hydrocarbons Among Senior High Students

ABSTRACT This study explored the conceptual understanding of hydrocarbons among senior high school students in Ghana, as hydrocarbons are fundamental in organic chemistry but often pose challenges for learners. The research aimed to identify students' levels of conceptual understanding and examine the interconnections among their conceptual difficulties. A cross‐sectional survey design was utilized to collect data from 276 randomly selected SHS three science students across 12 schools that have taught organic chemistry. The Hydrocarbon Conceptual Understanding Scale (HCUS), a two‐tier diagnostic tool, assessed students' understanding in five areas: naming and drawing, reactions, isomerism, identification of functional groups, and physical and chemical properties of hydrocarbons. Results indicated a low level of conceptual understanding across all evaluated areas, with significant interconnections between students' difficulties in different concept domains. This highlights the need for effective instructional strategies, such as student‐centred approaches like molecular modeling and cognitive conflict strategies, to address these challenges.