EXPLORING ALTERNATIVE CONCEPTIONS AND LEARNING CHALLENGES IN THERMOCHEMISTRY: EVIDENCE FROM GHANAIAN SHS STUDENTS

ABSTRACT This study investigated senior high school students’ conceptual difficulties in thermochemistry and examined the factors contributing to their alternative conceptions. A sequential explanatory mixed-methods design was employed, involving 90 second-year science students and 10 chemistry teachers from two purposively selected public senior high schools in the Cape Coast Metropolis, Ghana. Data were collected using a prerequisite concepts test, a thermochemistry diagnostic test, questionnaires, and interviews. Quantitative data were analyzed using descriptive statistics, Pearson’s correlation, and one-sample t-tests with SPSS (Version 26), while qualitative responses were subjected to thematic analysis. Findings revealed widespread misconceptions in areas such as enthalpy changes, distinguishing heat from temperature, and solving thermochemical equations. Many students relied on rote memorization rather than deep conceptual understanding, which compounded their difficulties. A strong positive correlation (r = .953) was observed between students’ mastery of prerequisite chemistry concepts and their performance in thermochemistry, underscoring the importance of foundational knowledge. Contributing factors identified included limited access to laboratory experiments, persistent misconceptions from earlier learning experiences, ineffective instructional methods, and insufficient problem-solving skills. The study concludes that conceptual understanding in thermochemistry can be improved by increasing opportunities for hands-on practical activities, integrating remedial programs to address prior misconceptions, and adopting student-centered instructional strategies that link abstract concepts to real-life applications. These findings provide valuable implications for chemistry educators and curriculum developers seeking to strengthen science education at the senior high school level. Keywords: Thermochemistry, alternative conceptions, conceptual difficulties, chemistry education, senior high school students.