Abstract
Physical chemistry has been an aspect of chemistry which students find difficult at the secondary and tertiary levels of education. In the past, the effort of researchers has been focused on the research that will identify various causal factors which can be attributed to the performance of the learners in this aspect of chemistry. Also, very few experimental studies, has been carried out to improve students’ performance. In order to find the right bases for all research that will improve students’ achievement, there is a need to profile the misconceptions in the aspect of physical chemistry which is chemical equilibrium. The purpose of this study is to determine students’ misconceptions regarding the concepts of chemical equilibrium. To diagnose students' misconceptions in this area, a two-tier multiple-choice question on chemical equilibrium test was administered to 300 high school students in Ilesa Metropolis of Osun- state, Nigeria. Descriptive analysis was used in analyzing the data, students’ responses in a Chemical Equilibrium Misconception Test (CEMT) were categorized. The results revealed widespread misconceptions among students in the areas related to (1) equilibrium constant (2) heterogeneous Equilibrium (3) Approach to chemical equilibrium, (4) Application of Le-Chatelier Principle and (5) adding a catalyst.
Highlights
There is no doubt in the fact that science and technology is part of our everyday life
Public policy decisions that affect every aspect of our lives are based on scientific evidence
The enormous complex natural world that surrounds is full of infinite scientific concepts
Summary
There is no doubt in the fact that science and technology is part of our everyday life. Process of science education, is important and must be given an utmost attention. Science and chemistry education in particular is a veritable instrument for national development. According to OkonEnoh, (2008) science is a way of seeking information (process) and an accumulated knowledge resulting from research (products). Okoro (2013) sees science as a systematic investigation of nature with a view to understudy and harnessing them to serve human needs. Chemistry is a compulsory subject among senior secondary school science students in Nigeria due to its relevance. It addresses the needs of majority through its relevance and functionality in content, practice and application. Chemistry education plays important role in the quality of science teaching and research as well as ensuring
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