Analysis of Students’ Misconceptions in Basic Science Concepts in Junior Secondary Schools in Delta State

This study analysed the nature and prevalence of students' misconceptions in selected Basic Science concepts in junior secondary schools in Delta State, Nigeria. Conceptual misconceptions in science, if unaddressed at the junior secondary level, tend to persist and form barriers to higher-level science learning. A descriptive diagnostic research design was employed. The sample consisted of 360 JS2 students drawn from 12 public junior secondary schools across Warri South, Ughelli North, and Asaba Local Government Areas. A Conceptual Understanding Diagnostic Test covering topics in matter, force and motion, and living organisms was developed, validated, and administered. The instrument contained 40 two-tier multiple-choice items designed to distinguish between correct understanding, misconception, and guessing. Reliability was established at 0.80. Analysis involved frequency distributions and misconception prevalence rates per concept category. Findings revealed that misconceptions were most prevalent in concepts related to the particulate nature of matter, density, and photosynthesis. Students frequently confused dissolving with disappearing and conflated weight with mass. Factors associated with higher misconception rates included poor instructional strategy, lack of laboratory exposure, and use of outdated textbooks. Recommendations included deployment of conceptual change pedagogy, regular diagnostic assessments, and updated instructional resources. Keywords: misconceptions, Basic Science, junior secondary schools, Delta State, conceptual understanding.