RELATIONSHIP BETWEEN ALTERNATIVE CONCEPTIONS IN ORGANIC CHEMISTRY AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN CHEMISTRY IN DELTA STATE

Abstract

This study investigated the relationship between alternative conceptions in organic chemistry and academic achievement of secondary school students in Chemistry in Delta State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. A correlational research design was adopted. The population of the study comprised 4,500 senior secondary year three (SS3) students offering Chemistry in Delta North senatorial district in the 2024/2025 academic year, from which a sample of 367 students were drawn using a multistage sampling procedure. Data were collected using the Organic Chemistry Alternative Conceptions Test (OCACT) to assess students' alternative conceptions, while students' Chemistry academic achievement scores were obtained from school examination records to measure achievement. The OCACT was validated by three experts from the Departments of Science Education and Educational Foundations, at Nnamdi Azikiwe University, Awka and its reliability was established using Kuder-Richardson 20, yielding a coefficient of 0.78. Data collected were analyzed using Mean and standard deviation, Pearson’s Correlation was used to test the hypotheses. Fisher's Z-transformation test was used to determine differences in the relationship between alternative conceptions and academic achievement among male and female students. Findings revealed that students held diverse alternative conceptions in organic chemistry, which negatively affected their Chemistry achievement. The result further showed that female students exhibited more alternative conceptions than the males, and the strength of the relationship between alternative conceptions and academic achievement varied by gender. The study recommended amongst others that Chemistry teachers should identify and address students' alternative conceptions during instruction to enhance meaningful learning and achievement. Gender-inclusive teaching strategies that will engage both male and female students effectively should also be adopted.