scholarly journals A Diagnosis of Students’ Misconceptions of Photosynthesis and Plant Respiration

2021 ◽  
Vol 36 (1) ◽  
pp. 155-176
Author(s):  
Hooi Lian Lim ◽  
Yen Peng Poo
Keyword(s):  
Rasch Analysis ◽  
Teaching And Learning ◽  
Visual Image ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Student Knowledge ◽  
Descriptive Survey ◽  
Plant Respiration ◽  
Matter Energy ◽  
Common Misconceptions

This study aims to identify common misconceptions about photosynthesis and plant respiration among Form Four (Grade 10) students by developing two-tier multiple-choice test questions. This descriptive survey research was carried out using a quantitative approach, with 500 study samples. The items in Photosynthesis and Plant Respiration Diagnostic Test (PRDT) was designed in two parts; Part One tested the students’ knowledge of concepts, and Part Two tested the students’ understanding and reasoning. Rasch analysis was used to obtain the option probability curves for each item. The option probability curves present a visual image of the distribution of correct answers and misconceptions across the spectrum of student knowledge. The findings showed that students had 43 common misconceptions, which can be categorised into the inability to trace matter, energy as well as scale and location. The findings brought significant implications on the progress of the teaching and learning of Biology.

A Cross-National Comparison of Students' Misconceptions about Psychology

1993 ◽  
Vol 72 (1) ◽  
pp. 243-247 ◽  
Author(s):  
Lynn E. McCutcheon ◽  
Adrian Furnham ◽  
George Davis
Keyword(s):  
College Students ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
American Students ◽  
National Comparison ◽  
Common Misconceptions ◽  
Cross National

Two groups of college students were administered the McCutcheon Test of Misconceptions, Version 6, a 65-item, multiple-choice test designed to measure common misconceptions about psychology. One group of 111 students were from a British university and the second of 68 American college students; all had earned GPAs of 2.9 or higher. Both groups were given the test near the beginning of the first term. The over-all difference between British and American students was significant. British students performed significantly better on nine items and American students performed significantly better on one item. Plausible reasons for these differences were discussed

Relationships among Critical Thinking Skills, Academic Achievement, and Misconceptions about Psychology

1992 ◽  
Vol 71 (2) ◽  
pp. 635-639 ◽  
Author(s):  
Lynn E. McCutcheon ◽  
Esther Hanson ◽  
Jennifer M. Apperson ◽  
Vincent Wynn
Keyword(s):  
Critical Thinking ◽  
Test Scores ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Choice Test ◽  
Stepwise Multiple Regression ◽  
Multiple Choice Test ◽  
Beginning Students ◽  
Introductory College ◽  
Common Misconceptions

Two groups of 60 students each were selected from introductory college psychology classes. One consisted of high academic achievers, the other of average achievers. They were given the McCutcheon Test of Misconceptions, a 65-item, multiple-choice test designed to measure common misconceptions about psychology. Subsequently, they were also given the Watson-Glaser Critical Thinking Appraisal. Both groups made many errors on the McCutcheon test, but high academic achievers made significantly fewer errors on both the McCutcheon test and the Watson-Glaser than average achievers. A stepwise multiple regression consisting of Watson-Glaser subscales 1 (the ability to draw valid inferences) and 4 (ability to weigh and interpret evidence) and GPA successfully predicted McCutcheon test scores ( R = .43). This suggests that even beginning students with high grades and good critical thinking skills are likely to harbor many misconceptions about psychology.

scholarly journals THE EFFECT OF OSTENSIVE APPROACH ON IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT, A CASE OF SMPN 10 KENDAR

2019 ◽  
Vol 4 (1) ◽  
pp. 34
Author(s):  
Yesti Verliyani
Keyword(s):  
Teaching And Learning ◽  
Traditional Approach ◽  
First Grade ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Matching Test ◽  
Quasi Experimental ◽  
The Mean ◽  
Academic Year ◽  
Vocabulary Achievement

The background of conducting this research is the need to find out a method of teaching vocabulary that can be integrated into the four main skills, while focused still on students’ vocabulary. The objective of the research is to find out whether there is a significant effect of  ostensive approach on students’ vocabulary at the first grade of SMP Negeri 10 Kendari. This research is focused on the effect of ostensive approach based on students’ vocabulary achievement. The  design  of  the  study  was  Quasi experimental  design  which  two  group  in  given pretest and posttest. The instrument of this study was vocabulary test that consisted of 40 numbers and multiple- choice test consists of 20 items and there are 20 items of matching test. The population of this study  was all  the first  grade  students’  of  SMP  Negeri 10 Kendari  who  were registered in academic year 2015/2016 with the total number of students is 223. The researcher chooses class VII5 as experimental class  and  VII6  as control class and both of class consist of 30  students.  The researcher collected the data by giving pretest in two classes to know students’ prior knowledge, giving treatment which the researcher conducted teaching and learning process by using  ostensive approach in experimental class and using traditional approach in control class, then giving posttest to know the differences effect of the two approach toward the improving of students’ vocabulary achievement after treatment. The data collected analyzed by using SPSS 16 for windows in form independent-sample t test and the result of the analysis shows that there were significant differences between students who taught by ostensive approach and students who taught by traditional approach. Its’ proved by the result, the hypothesis testing show the value of probability (sig. 2 tailed) 0.004 lower than alpha value (0.05). It means that Ho was rejected and H1  totally accepted. Therefore, mean score experiment class was higher than control class (79.5000 > 69.4667). The mean score of experiment class was included in high criteria whereas the mean score of control class was included in moderate criteria.  It can be concluded that there is a significant effect of using ostensive approach on improving students’ vocabulary achievement at the first grade of SMPN 10 Kendari.  Keywords: Ostensive Approach, effect, vocabulary achievement.

scholarly journals Misconception Reduction by Implementing Contextual Teaching and Learning (CTL) Approach on Salt Hydrolysis Material in Grade XI at SMA 1 Palasa

2020 ◽  
Vol 9 (2) ◽  
pp. 78-86
Author(s):  
Moh. Raisul ◽  
Tahril Tahril ◽  
Afadil Afadil
Keyword(s):  
Teaching And Learning ◽  
Multiple Choice ◽  
Descriptive Study ◽  
Choice Test ◽  
Scientific Concept ◽  
Multiple Choice Test ◽  
Response Index ◽  
Contextual Teaching ◽  
Quantitative Descriptive Study ◽  
Quantitative Descriptive

Misconception is a conception of someone who is not in accordance with the scientific concept recognized by experts. Student’s who experience misconceptions will make mistakes in understanding concept’s and occur continuously. This study aimed to determine the percentage of reduction of students’ misconception in grade XI SMA 1 Palasa on salt hydrolysis by implementing contextual teaching and learning (CTL) approach. This study was a quantitative descriptive study with the number of samples of 2 classes, that’s Class XI Science A consisted of 22 students, and Class XI Science B consisted of 22 students. The instrument test was a reasoned multiple choice test accompanied by a certainty of response index (CRI) consisting of 20 items. The results showed that the percentages of the average reduction of students’ misconceptions in the class XI science A and in the class XI science B on salt hydrolysis with contextual teaching and learning (CTL) approach were 19.6 and 9.8%, respectively.

scholarly journals Reliability of multiple-choice versus problem-solving student exam scores in higher education: Empirical tests

2020 ◽  
Author(s):  
Eric S Lee ◽  
Naina Garg
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Test Scores ◽  
Empirical Studies ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Student Knowledge ◽  
Traditional Research ◽  
Empirical Tests

Instructors in higher education frequently employ examinations composed of problem-solving questions to assess student knowledge and learning. But are student scores on these tests reliable? Surprisingly few have researched this question empirically, arguably because of perceived limitations in traditional research methods. Furthermore, many believe multiple choice exams to be a more objective, reliable form of testing students than any other type. We question this wide-spread belief. In a series of empirical studies in 8 classes (401 students) in a finance course, we used a methodology based on three key elements to examine these questions: A true experimental design, more appropriate estimation of exam score reliability, and reliability confidence intervals. Internal consistency reliabilities of problem-solving test scores were consistently high (all > .87, median = .90) across different classes, students, examiners, and exams. In contrast, multiple-choice test scores were less reliable (all < .69). Recommendations are presented for improving the construction of exams in higher education.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

Development of a Multiple-Choice Test of Lipreading

1967 ◽  
Vol 10 (3) ◽  
pp. 565-569 ◽  
Author(s):  
Kenneth G. Donnelly ◽  
William J. A. Marshall
Keyword(s):  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test
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