The concept of hybridisation is one of the most difficult concepts for chemistry students to grasp at all levels of learning. Research showed the students conceptual difficulty ranged from their lack of the pre-requisite knowledge for grasping the topic hybridisation to chemical bond formation and orientations of atomic orbitals. This study investigated the difficulties Senior High School Students face in learning hybridisation. The study adopted a mixed-method approach using the sequential exploratory design. Purposive sampling was used to select six schools that offer elective chemistry subject. Simple random sampling was then used to select 120 Senior High School form 1 students to take part in the study. Convenient sampling was used to interview 24 students from the sample. Hybridisation Achievement Test (HAT) and Semi-structured interviews were self-constructed and used to collect data. Descriptive statistics and Content analysis were used to analyse the data. Results showed that, majority of students had difficulties in explaining the concept of hybrid orbitals, writing the electron configuration of 6C, explaining the effect of hybridisation on formation of chemical bonds in 6C, and type of hybridisation and shapes of compounds such as NH3, OF2, BCl3, CO2, SiO2, C2H2, BeF¬2 and C2H4. The study also showed that students had difficulties in explaining and demonstrating the formation of C = C double bond in ethene and other compounds. Equally students were challenged in demonstrating the differences between the formation of sigma and pi bonds in compounds. Students had difficulties in using electron orbital diagrams to explain the shape of CO2 as linear. The study concluded that Senior High School form 1 chemistry students in the Upper West Region of Ghana lacked the most basic and fundamental concept of hybridisation. Teachers need to use conceptual change instructional approaches to teach hybridisation in order to foster students’ understanding and reduce misconceptions. Keywords: atomic orbitals; hybrid orbitals; hybridisation; mixed- method approach; sigma and pi-bonds;

The study investigated the potential of information and communication technology (ICT) in the teaching of chemistry at Senior High Schools (SHSs) in Ghana. The study uses a cross-sectional survey design while employing purposive and simple random sampling techniques to select the SHSs and science teachers, respectively. A total of three chemistry teachers were sampled from 10 SHSs purposely selected making a total of 30 teachers. The study investigates the competence and ICT tools usage by science teachers and how the usage of these tools can be sustained and improved for the teaching of chemistry in Ghana. Furthermore, the study identifies the possible factors that impede science teachers' use of ICT tools in teaching chemistry at the SHSs in Ghana. The study has found that science teachers are competent in using ICT tools in performing teaching and learning activities. However, the utilization of ICT has not been most effectively utilized in secondary schools in teaching and learning chemistry since the general usage of ICT by teachers was low. Besides, the study found that the utilization of ICT tools in teaching chemistry is bedeviled by myriads of factors and these factors greatly influence the science teachers' and students' capabilities of using ICT for the teaching-learning process. These factors were found to be teacher-level factors, cost-related factors, technological-related factors, management and leadership-related factors, and environmental-related factors. Based on the findings of the study, it is recommended that the Ministry of Education should ensure that adequate ICT resources and facilities needed for proper utilization of ICT tools for teaching and learning chemistry in SHSs in Ghana are provided in the right numbers.

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Pedagogical content knowledge, PCK, a concept in teacher education requires additional focus and attention by pre-tertiary teachers to improve teaching and learning and learners’ performance. The study adopted PCK model developed by Magnusson et al. (1999) to investigate senior high school (SHS) chemistry teachers PCK in teaching the concept of hybridization. The study adopted a qualitative approach using the case study design. Six chemistry teachers from six SHSs in the Upper West Region of Ghana were purposively sampled for the study. Semi- structured interviews, lesson plans analysis and observations were used as data collection instruments. Data was analyzed using content analysis. The findings reveal that most of the teachers have high knowledge of instructional strategies and knowledge of the science curriculum. In addition, it was revealed that many of the teachers have inadequate knowledge in their orientation towards science teaching, assessment of scientific knowledge, and in knowledge of students understanding of science. It was concluded that the teachers’ PCK was inadequate since knowledge of instructional strategies and knowledge of curriculum alone does not define an effective science teacher. The study recommended that in-service professional training in PCK should be organized for teachers to improve their classroom practices.