Abstract:
This study investigated conceptions of senior high school students in
thermochemistry. This led to the exploration of students‟ alternative
conceptions in thermochemistry and the factors that contribute to those
alternative conceptions. A convergent parallel mixed methods research design
was employed in the study to collect quantitative and qualitative data. The
design used three stages, which included collection of quantitative and
qualitative data, analysis of data and merging of results, and interpretation of
data on conceptions in thermochemistry and prerequisite concepts. Through a
multistage sampling procedure, 141 students responded to two tests, one on
thermochemistry and the other on prerequisite concepts to thermochemistry.
Also, 12 out of the 141 students were purposively sampled for interviews.
Quantitative data were analysed using frequencies and percentages, bar charts,
and Pearson product-moment correlation statistic, whereas qualitative data
were analysed thematically. The results showed that students had alternative
conceptions and other conceptual difficulties in thermochemistry in the form
of factual misconceptions, conceptual misunderstandings, preconceived
notions, and vernacular misconceptions, and the factors accounting for these
alternative conceptions were teacher-related, textbook-related, and daily
experiences. Though weak, a positive correlation existed between students‟
achievements in the prerequisite concepts and thermochemistry. It is,
therefore, recommended among others that chemistry teachers in the SHS
should build their capacity on identification and correction of students‟
alternative conceptions in thermochemistry.
