Fostering positive attitudes in organic chemistry through digital tools and worksheets: A case study on hydrocarbon nomenclature

This study investigated the impact of ChemDraw software and guided worksheets on senior high school students’ attitudes toward drawing and naming hydrocarbons in organic chemistry. Acknowledging the difficulties many students face with hydrocarbon nomenclature, the intervention was designed to enhance conceptual understanding and engagement through the use of digital tools, framed within a constructivist learning approach. A purposive sampling technique was used to select an intact class of 35 chemistry students from a Ghanaian senior high school. A mixed-methods case study design was employed, involving data collection through a researcher-developed attitude scale and semi-structured interviews. Quantitative findings revealed that over 80% of the students reported positive attitudes, indicating increased confidence, ease of use, and improved academic performance. Thematic analysis of interview responses supported these results, emphasizing ChemDraw’s interactivity, visual appeal, and relevance to students’ learning needs. Although a minority of participants reported initial challenges such as screen fatigue and time demands, the overall response was highly favorable. The findings suggested that integrating ChemDraw with structured support can effectively foster engagement, digital literacy, and conceptual mastery in organic chemistry. The study recommended the wider adoption of such tools and further investigation into tailored support for diverse learners