IMPACT OF CHEMISTRY STUDENTS’ CONCEPTIONS AND MISCONCEPTIONS ON THEIR ACADEMIC ACHIEVEMENT IN STOICHIOMETRY
Keywords:
Stoichiometry, Alternative Conceptions, Misconceptions and Chemistry LearningAbstract
The study is on evaluating the impact of school location, school type and academic achievement on chemistry students’ alternative conceptions and misconceptions in stoichiometry. Two research questions were raised to guide the study and one hypothesis formulated. The descriptive survey design was used for the study. The stratified random sampling technique was used to assign the strata into school types (public and private schools). 673 SS II Chemistry students were selected from 10 senior secondary schools in Warri South Local Government Area of Delta State. The instrument for the study was a two-tier Chemistry Achievement Test (CAT). The research instrument has two sections. Section A contains general information about the school and the students while section B was a 30 multiple choice test items with reasons for choosing the option. The research questions were analyzed using frequency, percentages and mean and standard deviation, and independent sample t-statistics was used to test the hypothesis at .05 level of significance. The results showed that a high percentage of the students holds correct conceptions about stoichiometry in Warri South Local Government Area. The result also showed that there is no significant difference between male female secondary school student correct conception and misconception of stoichiometry. From the findings, it was recommended that secondary school students should be taught stoichiometry using electronic centred teaching methods and that teachers should be trained through seminar and workshop for them to acquired skills needed for their usage.
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