Instructional Strategies for Correcting Chemistry Students’ Alternative Conceptions to Reduce Their Learning Difficulties in Chemistry Classroom in Onitsha and Ogidi Education Zones

Abstract

This study is premised upon the conception that secondary school chemistry students have alternative conceptions in most chemistry concepts and this alternative conception tends to be very resistant to instruction because learning entails replacing or radically re-organizing students’ knowledge. The study therefore investigated the instructional strategies for correcting those alternative conceptions held by chemistry students in secondary schools as a way of reducing learning difficulties in chemistry classroom. Four research questions guided the study. The design for the study was a descriptive survey design. A validated questionnaire was used and it has a reliability coefficient of 0.83 using Cronbach Alpha Technique. The researchers with the help of a research attendant distributed and collected the questionnaire and the data obtained was analyzed using mean and standard deviation. The results revealed that most of the chemistry teachers agreed that students have alternative conceptions in most chemistry concepts but they are not aware of the instructional strategies that can be used to correct them.  Hence they do not use the instructional strategies listed in teaching.  It was recommended among others that chemistry teachers should identify possible types and sources of alternative conceptions and use two or more of the instructional strategies listed in teaching because the instructional strategies which ultimately might prove effective in correcting alternative conceptions might differ according to the type or source of the alternative conception.