ASSESSMENT OF STUDENTS’ ALTERNATIVE CONCEPTIONS ON THE CONCEPTS OF CHEMICAL THERMODYNAMICS USING A FOUR-TIER DIAGNOSTIC INSTRUMENT

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.