A Stepwise Pedagogical Framework for Learning IUPAC Nomenclature of Aliphatic Organic Compounds

Abstract

This study presents a stepwise pedagogical framework designed to simplify the learning and application of IUPAC nomenclature for aliphatic organic compounds. Undergraduate learners often find nomenclature challenging because several interdependent rules must be considered simultaneously during the construction of a chemical name. The proposed framework organises the naming process into five sequential components—secondary prefix (2°-P), primary prefix (1°-P), word root, primary suffix (1°-S), and secondary suffix (2°-S)—to provide learners with a consistent and structured sequence for applying established nomenclature principles. Importantly, the proposed format is intended as an instructional framework and does not replace or modify IUPAC nomenclature rules. Its pedagogical usefulness was evaluated through a quasi-experimental study involving 64 undergraduate chemistry students. Students were divided into two groups: one was taught using a conventional instructional approach, while the other was taught using the proposed stepwise framework. Both groups completed identical pre-test and post-test assessments and nomenclature exercises. Students taught using the stepwise framework showed greater improvement in test performance and greater efficiency in completing naming exercises than those taught using the conventional approach. Feedback from students and faculty further indicated that the framework was easy to understand, recall, and apply, and helped reduce confusion during name construction. The findings suggest that the proposed stepwise framework may serve as a useful pedagogical tool for facilitating the teaching and learning of IUPAC nomenclature in undergraduate chemistry education.