Addressing Students’ Misconceptions and their Impact on Chemistry Performance: An Embedded Mixed-Methods Study at the Secondary Level

Abstract

This study investigated the effect of misconceptions on students’ performance in chemistry at the secondary level, emphasizing how inaccurate conceptual frameworks hinder understanding and achievement. Guided by constructivist and conceptual change theories, the research explored the prevalence and persistence of misconceptions in core chemistry topics such as ionic, covalent, coordinate covalent, and metallic bonding, as well as the duplet and octet rules. A qualitatively driven embedded mixed-methods design was adopted within a quasi-experimental one-group pretest–posttest framework. Twenty secondary-level students from a government high school in Lahore, Pakistan, participated in the study. Data were collected through semi-structured interviews before and after a ten-session instructional intervention employing inquiry-based learning, cognitive conflict, and analogy-supported strategies. Thematic analysis was conducted on qualitative data, while frequency and intensity coding provided quantitative evidence of conceptual change. Findings revealed that students initially held deep-rooted misconceptions. Post-intervention results demonstrated significant improvement in conceptual understanding and academic performance. The study concludes that addressing misconceptions through constructivist and diagnostic approaches can enhance chemistry learning and promote conceptual clarity. Implications are discussed for curriculum developers, teacher educators, and policymakers aiming to improve science education at the secondary level.