Effective coding of information is important in a teaching – learning process. A defective coding exists when the information is not well-articulated or not well thought – out and therefore not well expressed in the language employed. This would depend on the field of experience of the students. Distortions as a result of misuse of language could either be using words that do not adequately express the message or one that gives a different or opposite meaning of the intended message. This consequently results into a conflict. Thomas, as quoted in Sote (2003), identified “cognitive conflict” as one of the conflicts, which are relevant here. On investigating students’ perception of some concepts in Chemistry practical, it was revealed that a large percentage could not carry out mathematical operations. There was also inadequate mastery of English vocabulary and colour description was limited to the culturally bound colors. It was evident that there was non-comprehension of languages of Mathematics, Chemistry and English. The three languages are constantly in conflict with the Mother Tongue. The paper concluded that horizontal relationship (integration) of subjects that are related to Chemistry by curriculum developers is necessary. In doing this, students’ socio–cultural background should be given preference and this would affect students’ performance in Chemistry positively.