scholarly journals Diagnostic test assessment on protist misconception

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Defita Raharjo ◽  
Murni Ramli ◽  
Yudi Rinanto
Keyword(s):  
High Schools ◽  
Diagnostic Test ◽  
Educational Practice ◽  
Discriminatory Power ◽  
Difficulty Level ◽  
Public High Schools ◽  
Diagnostic Test Assessment ◽  
Evidence And Proof ◽  
Structure Communication ◽  
Specific Diagnostic Test

One of the fatal problems emerge in educational practice is misconception as it is related to the students’ understanding. Consequently, these must be detected at the beginning of learning process. This research was conducted to construct and develop the specific diagnostic test to detect the misconception in protist material. The instrument consisted of, Evidence and Proof (EP), Structure Communication Grid (SCG), and essay. The instruments were analyzed to determine the validity, reliability, discriminatory power, and difficulty levels. As many as 351 students of grade X, XI, and XII were selected as the samples. The samples selected from three Public High Schools and three Private High Schools in Klaten Regency using stratified random sampling. The results showed that 93.10% of the columnar (EP) items, 100% of the SCG items, and 100% of the essay questions were valid; in which the all instruments were reliable. Based on discriminatory power analysis, of the three instruments developed, there was more than 50% of the items were classified as fair level. Whereas, the difficulty level of the instruments were balance. In general, the instruments can be accepted and used after revisions. These diagnostic test instruments can also be developed for another topic.

College-Bound Figured Worlds: Case Studies of Three Urban High Schools

2021 ◽  
pp. 001312452110275
Author(s):  
Meredith R. Naughton
Keyword(s):  
High Schools ◽  
Thematic Analysis ◽  
College Graduates ◽  
Qualitative Case Study ◽  
Figured Worlds ◽  
Public High Schools ◽  
Full Time ◽  
Peer Mentors ◽  
Compare And Contrast

This qualitative case study explored the unique ways recent college graduates serving as full-time, near-peer mentors supported students along the path to college in three different urban public high schools. By applying the theory of figured worlds to school spaces and practices, this study sought to both define the physical and figurative ways mentors helped students envision and enact college-bound identities and compare and contrast the differences in these spaces across schools. Data and thematic analysis indicate that promoting the development and enactment of college-bound identities requires intentionality about how school culture, people, and policies enable real and figurative spaces for college-bound exploration and support.

Specialized Public High Schools of Science, Mathematics, and Technology and the STEM Pipeline: What Do We Know Now and What Will We Know in 5 Years?

Roeper Review ◽  
2009 ◽  
Vol 32 (1) ◽  
pp. 7-16 ◽  
Author(s):  
Rena F. Subotnik ◽  
Robert H. Tai ◽  
Rochelle Rickoff ◽  
John Almarode
Keyword(s):  
High Schools ◽  
Public High Schools ◽  
Stem Pipeline

NYC Selective Specialized Public High Schools and Honors College STEM Degrees: A Previously Unexplored Relationship

2018 ◽  
Vol 29 (4) ◽  
pp. 304-320 ◽  
Author(s):  
Pessy J. Sloan
Keyword(s):  
High School ◽  
New York ◽  
High Schools ◽  
College Graduates ◽  
Public High Schools ◽  
Public High School ◽  
Honors College ◽  
Significant Difference ◽  
And Mathematics ◽  
The Relationship

This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study design was applied. The participants consisted of 1,647 graduates from seven honors colleges, from 2011 to 2015, in the northeastern United States. Of the 1,647 graduates, 482 students graduated from NYC selective specialized public high schools and 1,165 students graduated from other high schools. The study found a significant difference ( p < .05) between the two groups. A larger percentage of NYC selective specialized public high schools graduated with a STEM degree from an honors college than students from other high schools. These results support the positive relationship between attending a NYC selective specialized public high school and graduating with a STEM degree from an honors college. Results and implications are discussed.

Implementation of Low-Fat, Low-Sugar, and Portion-Controlled Nutrition Guidelines in Competitive Food Venues of Maine Public High Schools

2007 ◽  
Vol 77 (10) ◽  
pp. 687-693 ◽  
Author(s):  
Janet E. Whatley Blum ◽  
Anne-Marie Davee ◽  
Rachel L. Devore ◽  
Christina M. Beaudoin ◽  
Paul L. Jenkins ◽  
...  
Keyword(s):  
High Schools ◽  
Public High Schools ◽  
Low Fat ◽  
Nutrition Guidelines
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