EXCELLING IN ORGANIC CHEMISTRY WITH CLASS MAP 2.0: TRANSITIONING FROM PAPER TO WHITEBOARD

Abstract

In the realm of organic chemistry education, facilitating student understanding and engagement is pivotal for academic success. This action research explores the implementation of Class Map 2.0, transitioning from traditional paper-based methods to a portable whiteboard, aimed at enhancing students' grasp of organic chemistry concepts, specifically synthesis. The study identified prevalent challenges among students, including difficulty in determining organic reaction products and an inability to formulate chemical equations, which led to negative perceptions of the subject. The study aimed to (i) determine organic reaction products, (ii) enhance students' ability to write chemical equations, and (iii) explore student perceptions towards organic chemistry. Action research methodologies following the Kemmis and McTaggart Model (1988) were employed, utilizing observation, document analysis, and interviews to gauge students' perceptions and insights. Following a two-month exposure to Class Map 2.0, significant improvements were observed: students demonstrated enhanced capability in determining organic reaction products and proficiently wrote chemical equations. Moreover, student interviews revealed a positive shift in perception and heightened academic aspirations for organic chemistry. The findings underscore the efficacy of transitioning from paper to portable whiteboard tools in teaching organic synthesis. Improved student performance and positive attitudes towards the subject highlight the potential of innovation-enhanced learning approaches to foster academic excellence and student engagement in challenging academic disciplines.