THE TRENDS IN THE PERIODIC TABLE AS A COMMON MISCONCEPTIONS IN CHEMISTRY (A CASE STUDY OF ODEDA LOCAL GOVERNMENT)

Misconceptions about trends in the periodic table remain a major challenge in the teaching and learning of chemistry at the secondary school level. This study investigates the common misconceptions held by students in Odeda Local Government Area of Ogun State regarding periodic trends such as atomic radius, ionization energy, electronegativity, electron affinity, and metallic character. A descriptive survey research design was adopted, and a structured questionnaire and diagnostic test were used to collect data from randomly selected senior secondary school students. The results revealed that many learners struggle to correctly interpret periodic trends, often confusing patterns across periods and down groups due to inadequate foundational knowledge and ineffective instructional strategies. The findings further show that teacher explanations, textbook representations, and students’ prior knowledge significantly contribute to these misconceptions. The study concludes that addressing these misconceptions is crucial to improving students’ conceptual understanding of chemistry. It recommends the use of activity-based teaching methods, conceptual change strategies, and regular diagnostic assessments to help students develop accurate scientific understanding.