Prerequisite chemistry knowledge as a predictor of senior high school students’ achievement in thermochemistry

Authors

DOI:

https://doi.org/10.32674/pzhze917

Keywords:

thermochemistry achievement, Prerequisite knowledge, chemistry education, senior high school students, conceptual understanding, foundational concepts, STEAM education

Abstract

This study examined whether students’ mastery of prerequisite chemistry concepts predicts their achievement in thermochemistry. Using a quantitative correlational design, data were collected from 90 second-year science students in public senior high schools in the Cape Coast Metropolis, Ghana. Prerequisite knowledge was measured using a Prerequisite Concepts Achievement Test (PCAT), while thermochemistry achievement scores were obtained from continuous classroom-based assessments. Data were analyzed using descriptive statistics and Pearson’s product–moment correlation. Results revealed a very strong positive and statistically significant relationship between prerequisite knowledge and thermochemistry achievement (r = .953, p < .001). The coefficient of determination (r² = .908) indicates that mastery of foundational concepts accounts for a substantial proportion of variance in thermochemistry performance. These findings reinforce the hierarchical nature of chemistry learning and underscore the importance of diagnostic assessment, curriculum sequencing, and targeted remediation in strengthening students’ conceptual readiness for advanced chemistry topics.

Author Biographies

  • Kenneth Afedzi Hayford, University of Education, Winneba, Ghana

    KENNETH AFEDZI HAYFORD, MPhil, is a PhD student in Science Education and a Chemistry educator with research interests in chemistry education, technology integration in science teaching, and students’ conceptual understanding of chemical concepts. His research focuses on improving the teaching and learning of organic chemistry through digital tools such as ChemDraw and guided worksheets, particularly in the drawing and naming of hydrocarbons among senior high school students in Ghana. He is also interested in studying students’ conceptual difficulties and alternative conceptions in thermochemistry. Email: kennethhayford24@gmail.com

  • Dennis Yeboah Asiamah, University of Education, Winneba, Ghana

    DENNIS YEBOAH ASIAMA, MPhil, is a PhD student and a dedicated Chemistry educator and researcher with a passion for enhancing chemistry education through innovative approaches. His interests lie in chemistry education, integrating technology in science teaching, and understanding students' conceptual grasp of chemical concepts. His research focuses on green chemistry, examining students' performance, attitudes, and conceptual growth. He's also exploring conceptual challenges and alternative conceptions in thermochemistry among Ghanaian senior high school students. Email: denyeb25@gmail.com

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Additional Files

Published

2026-05-26

Issue

Vol. 22 (2026): American Journal of STEM Education

Section

STEAM Education: Hearing the Voices from the Global South

License

Copyright (c) 2026 Kenneth Afedzi Hayford, Dennis Yeboah Asiamah

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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This work is licensed under a Creative Commons Attribution 4.0 International License.
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How to Cite

Hayford, K., & Asiamah, D. Y. (2026). Prerequisite chemistry knowledge as a predictor of senior high school students’ achievement in thermochemistry. American Journal of STEM Education, 22, 53-71. https://doi.org/10.32674/pzhze917