scholarly journals Development of Pictorial-based Two-Tier Multiple Choice Misconception Diagnostic Test on Buffer Solutions

2021 ◽  
Vol 6 (2) ◽  
pp. 132-143
Author(s):  
Setia Rahmawan ◽  
Harry Firman ◽  
Wiwi Siswaningsih ◽  
Dea Santika Rahayu
Keyword(s):  
High School Students ◽  
Diagnostic Test ◽  
Content Validity ◽  
Test Development ◽  
Multiple Choice ◽  
Reliability Test ◽  
Validity And Reliability ◽  
School Students ◽  
Buffer Solutions ◽  
Analysis Of Results

This research aims to develop a Pictorial-based Two-Tier Multiple Choice Misconception Diagnostic Test on Buffer Solutions. This research uses the Development and Validation method. The development steps in this method consist of test development (design); validity and reliability test; development of determination key; use of tests, and analysis of results. Based on the content validity test using the Content Validity Ratio (CVR) method, there are 24 items meet the content validity criteria. Based on the reliability test obtained Cronbach's Alpha value of 0.827 which indicates that the developed test is included in the acceptable category. It can identify high school students' misconceptions about the buffer solutions because the presence of pictures can help students understand the problems about the buffer solutions, and can provide an overview of their mental representations so that misconceptions are revealed more deeply.

scholarly journals Analysis Students' Misconception in Optical Material Using Three Tier Multiple Choice Diagnostic Test

2021 ◽  
Vol 3 (2) ◽  
pp. 75-84
Author(s):  
Sri Lestari Handayani ◽  
Arifin Arifin
Keyword(s):  
High School Students ◽  
Diagnostic Test ◽  
Multiple Choice ◽  
Optical Material ◽  
Concave Mirror ◽  
School Students ◽  
Light Refraction ◽  
Analysis Techniques ◽  
The Third ◽  
Senior High School Students

This study aims to analyze the misconceptions of Senior High School students and their cause in Optical material. The data collection techniques used in this research are tests and interviews. The three tiers multiple-choice diagnostic test used consists of three levels, the first is a question, the second is the reason for the answer, and the third is the student's confidence level.  The data analysis techniques used in this research are multiple-choice scoring analysis without fining and student's misconceptions level's percentage analysis. The lowest misconception level is 10.4% on the light refraction indicator, and the highest is 41.6% on the distance and characteristic of the image on the concave mirror. The sources of students' misconceptions found in this study are the students themselves, books, friends, teachers, students' daily experiences, and the Internet.

scholarly journals The Quality of Four-Tier Diagnostic Test Misconception Instrument for Parabolic Motion

2021 ◽  
Vol 54 (2) ◽  
pp. 359
Author(s):  
Maison Maison ◽  
Dwi Agus Kurniawan ◽  
Retno Sari Widowati
Keyword(s):  
High School Students ◽  
Diagnostic Test ◽  
Diagnostic Tests ◽  
High Reliability ◽  
Validity And Reliability ◽  
School Students ◽  
Test Instrument ◽  
Instrument Reliability ◽  
Very High

This study aims to find out how the process of developing instrument products in the form of a four-tier diagnostic test on parabolic motion material, and to find out how the quality of a four-tier diagnostic test instrument product on parabolic motion material was developed. The test subjects were all high school students of class X MIPA, taken by purposive sampling, namely 60 students in the first phase of the trial and 134 students for the 2nd phase of the trial. of 0,3 which means valid. The instrument reliability value is 0,859 which is in the very high reliability category. This means that the developed instrument can be used to identify misconceptions. The results of expert validation indicate that the instrument is in the very good category so that it can be used to identify misconceptions. The validation results from the first validator are 85% (Good) and the second validator is 92,08% (very good). Based on the results of the study, it can be concluded that the misconception instrument developed from one-tier questions to four-tier diagnostic tests is appropriate to be used to identify students' misconceptions on parabolic motion material. This can be seen from the results of the analysis of the validity and reliability of the instrument, where all items are valid and have very high reliability.

scholarly journals Development of a Four-Tier Multiple-Choice Test on The Concept of Transport Across Membranes

2020 ◽  
Vol 4 (2) ◽  
pp. 77-97
Author(s):  
Brian Ricard Wola ◽  
Muslimin Ibrahim ◽  
Tarzan Purnomo
Keyword(s):  
High School ◽  
High School Students ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Validity And Reliability ◽  
School Students ◽  
Test Instrument ◽  
Three Stages ◽  
Four Levels

The development and use of diagnostic tests in the form of multiple choice four levels in biology learning are still lacking. This study aims to develop a valid and reliable four-tier multiple-choice test instrument to identify the conception profile of high school students on the concept of transport across membranes. The research method is in the form of development research by adapting the Kilic and Saglam models which consist of three stages, namely defining content, obtaining information on student misunderstandings, and developing tests. The research instruments used were validation sheets, test instruments, and interview sheets. Descriptive statistical analysis techniques were used to analyze the data in this study. The results showed that 15 items developed were declared valid and the reliability coefficient of the test was 0.82, including the very reliable category. Thus, it can be concluded that the four-tier multiple-choice test instrument developed has met the validity and reliability requirements to identify the conception profile of high school students about the concept of transport across membranes. The four-tier multiple-choice test developed can be used by high school teachers as an accurate test to identify the conception profile of their students because it can distinguish between students who understand the concept, do not understand the concept, or who experience misconceptions about the concept of transport across membranes.

Secondary Student Perceptions of Their Class Activities Regarding Meaningfulness, Challenge, Choice, and Appeal: An Initial Validation Study

2002 ◽  
Vol 13 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Marcia Gentry ◽  
Penny Mork Springer
Keyword(s):  
High School Students ◽  
School Improvement ◽  
General Education ◽  
Student Perceptions ◽  
Gifted Education ◽  
National Sample ◽  
Initial Study ◽  
Classroom Quality ◽  
Validity And Reliability ◽  
School Students

This research reports the results of an initial study in which the instrument Student Perceptions of Classroom Quality was developed and then administered to a sample of students to allow examination of validity and reliability evidence. Accordingly, exploratory factor analysis was used to examine the construct validity of the scores, and internal consistency alpha reliability estimates were calculated for the 4 factors that were derived from the data. Student Perceptions of Classroom Quality, assesses how high school students perceive their class activities concerning meaning-fulness, challenge, choice, and appeal—constructs clearly tied in the literature to motivation and learning and with their roots of practice found in gifted education programming. Validity and reliability evidence from this pilot study were sufficiently strong, and, thus, this line of research will be continued using a larger national sample in a confirmatory study of the revised version of the instrument that resulted from the present research. Ultimately, this instrument has potential value for those engaged in research or school improvement efforts in both general education and gifted education by providing them a means to assess constructs central to learning and classroom climate from the students’ points of view.

scholarly journals Family Relational Boundaries Questionnaire (FRBQ): Developing and Standardization

2021 ◽  
Vol 9 (4) ◽  
pp. 20-33
Author(s):  
Ahmadreza Kiani Chalmardi ◽  
◽  
Masoud Asadi ◽  
Asghar Shiralipur ◽  
Elham Fathi ◽  
...  
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Family Relationships ◽  
Convergent Validity ◽  
Structural Reliability ◽  
Family Relationship ◽  
Cluster Sampling ◽  
Validity And Reliability ◽  
School Students ◽  
Relationship Boundaries

Objective: The present study attempted to develop and validate the Family Relationships Questionnaire (FRQ) Based on Minuchin’s Structural Family Therapy (SFT). Methods: The study sample was comprised of 200 high school students; they were selected by cluster sampling method from Mazandaran, Sari City, Iran. The research instrument included a researcher-developed questionnaire, based on Minuchin’s SFT. Results: The exploratory factor analysis data have led to extracting 3 factors; normal boundary, enmeshment boundary, and disengaged boundary. Additionally, the obtained results suggested that the 3 elicited factors explained 62.28 variances of family relationships boundaries. Confirmatory factor analysis results revealed that elicited factors can also measure family relationships boundaries. Reliability analysis, distinctive, and convergent validity of the components of family relationship boundaries indicated that questions in assessing the components of family relationships boundaries are clear and defined. Reliability testing with Cronbach’s alpha coefficient reported a score of above 0.60 and the structural reliability was measured to be above 0.70. In other words, all 3 components can define the FRQ constructs as well. For validation, we first calculated the scores of family relationships boundaries and categorized those in a frequency table. The results scores of T and Z values revealed that the scores above the mean value indicated that more participants were aware of their family relationship boundaries. Conclusion: The present research results suggested that this questionnaire has proper validity and reliability; thus, it is proper for assessing family relationship boundaries. Therefore, the collected results can help to assess family relationship boundaries and to develop proper strategies for treatment and future researches.

scholarly journals Reliability and Validity of the Persian Version Emotional Self-efficacy Scale for Young Adolescents

2021 ◽  
Vol 11 (1) ◽  
pp. 61-70
Author(s):  
Zahra Mohammadi ◽  
◽  
Zohreh Meshkati ◽  
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Factor Structure ◽  
Self Efficacy ◽  
Reliability And Validity ◽  
First Grade ◽  
Validity And Reliability ◽  
School Students ◽  
Statistical Population ◽  
Persian Version

Background: The present research aimed at determining the reliability and validity of the Persian version of the Emotional Self-Efficiency Scale (ESES) for adolescents of Isfahan city. This study was conducted using a developmental research method. The statistical population consisted of all the first-grade high school students of Isfahan city in 2018 (n=59396). Methods: A total number of 280 students (160 girls and 120 boys, mean±SD age of 12.98±1.14) were selected using a stratified random sampling method, and completed ESES for adolescents (2015), as well as Self-Efficacy Questionnaire for Children (2001). Results: An Exploratory Factor Analysis (EFA) revealed the four-factor structure of ESES. A Confirmatory Factor Analysis (CFA) also confirmed the fit of the four-factor structure of the scale. The results of the within-group correlation coefficient were obtained to investigate the acceptable test-retest reliability. The results of the correlation between the above-mentioned scale and SEQ-C instrument was also significant (P<0.05). Moreover, ESES and its dimensions had proper reliability over time. The reliability obtained by Cronbach’s alpha for all four dimensions of the questionnaire, given the number of items, was higher than 0.5 for each dimension and higher than 0.7 for the whole scale, which was acceptable. Conclusion: These findings indicate the acceptable validity and reliability of ESES for Isfahan’s adolescents, and its validity and reliability should be investigated in broader research on Iranian children and adolescents.

scholarly journals Examination of Cognitive Flexibility Levels of Young Individual and Team Sport Athletes

2018 ◽  
Vol 6 (8) ◽  
pp. 149 ◽  
Author(s):  
Şehmus Aslan
Keyword(s):  
High School Students ◽  
Cognitive Flexibility ◽  
Female Athletes ◽  
Team Sports ◽  
Team Sport ◽  
Study Data ◽  
Validity And Reliability ◽  
School Students ◽  
The Individual ◽  
Individual Sports

The purpose of this study was to compare the level of cognitive flexibility of individual and team athletes who are students. The study included a total of 237 volunteer athletes, comprising 140 males (59.1%) and 97 females (40.9%) with a mean age of 18.98 ± 2.18 years (range, 16-26 years) who were licensed to participate in individual and team sports. Study data were collected using the Cognitive Flexibility Scale developed by Martin and Rubin (1995), which consists of 12 items in total. International validity and reliability studies were conducted by Martin and Rubin, and Turkish validity and reliability studies were conducted by Çelikkaleli on high school students (Çelikkaleli, 2014). The scores of the Cognitive Flexibility Scale were found to be higher in the team sports athletes compared with the individual sports athletes (p<0.05). No difference was determined between the levels of cognitive flexibility in male and female athletes. The results indicated that the cognitive flexibility levels of team athletes are higher than those of individual athletes.

Sign in / Sign up

Export Citation Format

Share Document