Journal of Education, Society and Behavioural Science

This research was carried out to determine the effectiveness of imagination stretch teaching strategy in correcting misconceptions of students about the particulate nature of matter in Senior Secondary Schools in Rivers State.  Quasi-experimental design pretest- posttest control group was adopted using ninety-two (92) Secondary School 3 Chemistry Students from intact class as the sample. A four-tier misconception diagnostic test tagged “Particulate Nature of Matter Misconception Diagnostic Test” developed by the researcher was the instrument used for diagnosis of students’ misconception on the particulate nature of matter. The reliability coefficient of 0.76 of the instrument was established using alpha Cronbach method. Mean, percentages, standard deviation and ANOVA were statistical tools used for data analysis and hypotheses tested at 0.05 level of significance. Wrong answers by approximately 20% or above were considered as misconceptions. From the results, it was discovered that imagination stretch teaching strategy caused a significant reduction in students’ misconceptions about the particulate nature of matter. There was a significant difference in mean score of students’ misconceptions about the particulate nature of matter for the experimental and control groups confirming the effectiveness of imagination stretch teaching strategy in correcting students’ misconceptions. Based on the findings, it was recommended that teachers should adopt conceptual change instructional strategy in teaching abstract chemistry concepts to foster students’ understanding and motivate them to the study chemistry as a subject.