Abstract:
Correct identification of misconception is an important first step in order to gain an
understanding of student learning. More recently, four- tire multiple choice test have been
found to be effective in assessing students ’alternative conception. The purpose of this study
was using a four tier test to assess and identify students’ alternative conceptions about
chemical thermodynamics concepts. The study was carried out at two preparatory schools of
Babile Woreda (Babile and Bisidimo preparatory) in east Hararghe, Oromia. From 160 of the
total populations only 61 students selected and participated in main study. Validity of the fourtier
test score was established by means of some qualitative and quantitative methods. These
are: positive correlation between the student’s correct scores considering only first–tier and
their confidence for this tier(r=0.8) between correct scores considering first and third tiers
and confidence scores for both tiers(r=0.9) were found as evidence for construct validity The
results obtained from four-tier diagnostic instrument indicated that 15 alternate
conceptions were found related to thermodynamics concepts such as: Energy, heat and
temperature, Enthalpy change and thermal equilibrium, First and Second law of
thermodynamics, and Entropy and spontaneity of the reaction harbored by grade 12
students. The result obtained from closed ended to assess the sources so students’ alternative
conception were teachers, and materials taught in class, text books, Knowledge from lower
grade and observation of day today, the language, common sense reasoning and from friends
were the main sources of misconception in chemical thermodynamics concepts of grade 12
students. The findings of this study Suggestions for the Teacher for Teaching and Learning.
