VARIOUS KINDS OF PROBLEMS IN AN ELECTRICITY AND MAGNETISM ASSESSMENT WITHIN AN INTRODUCTORY PHYSICS COURSE FOR CHEMISTRY MAJORS

2017 ◽  
Author(s):  
Lukáš Richterek ◽  
◽  
František Látal ◽  
Keyword(s):  
University Students ◽  
Introductory Physics ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Assessment Data ◽  
Score Difference ◽  
Electricity And Magnetism ◽  
Graph Reading ◽  
Conceptual Problems ◽  
Physics Course

An assessment is described in the introductory physics course for chemistry major students with the focus on solving problems from the electricity and magnetism. The experiences are summarised, obtained during the academic years 2014/2015, 2015/2016 and 2016/2017 from a multiple-choice test passed by 390 chemistry majors at the Faculty of Science in Olomouc. Various kinds of quiz problems were used, which can be divided into three categories: conceptual questions, numerical questions, questions with chart reading and interpretation. In the study assessment data are summarised and the score difference, achieved in the mentioned problem categories, is identified. The results did not prove that conceptual problems were more difficult for the set of students, but it is suggested, that students are more successful in the whole test to reach better scores in graph reading questions. Keywords: chemistry majors, physics course, university students.

scholarly journals Topic Order in Introductory Physics and its Impact on the STEM Curricular Ladder

2017 ◽  
Vol 7 (1) ◽  
pp. 136 ◽  
Author(s):  
Teresa L Larkin
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
First Semester ◽  
Physics Courses ◽  
Introductory Course ◽  
Electricity And Magnetism ◽  
Physics Course ◽  
Introductory Physics Courses

Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.

Research-Based Strategies in an Electric Circuits Lab

2017 ◽  
pp. 365-393
Author(s):  
Monica Quezada-Espinoza ◽  
Genaro Zavala
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Conceptual Understanding ◽  
Multiple Choice ◽  
Graphing Calculators ◽  
Introductory Physics ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Electric Circuits ◽  
Active Learning Strategies

This study reports the outcomes of comparing three methods to carry out a physics laboratory with active learning strategies: Tutorials in Introductory Physics (Tutorials) and RealTime Physics (RTP). A sample of 476 students was divided into three groups, about one third of the students used Tutorials, another third used RTP, and the last third used RTP with graphing calculators and probes. A multiple choice test was used to find that the three groups had statistically-significant differences on conceptual understanding of current concepts. Additionally, it was found differences in gains among the three groups using a multiple-choice pretest and posttest. With an analysis of misconceptions it was found that an important portion of students still holding misconceptions. The change of instruction seems to affect conceptual understanding when students have to analyze difficult circuits. Besides, it was found that students still holding misconceptions, they continue using terms like current and voltage interchangeably.

scholarly journals Analysis of Competitive Learning at University Level in Mexico via Item Response Theory

2018 ◽  
Vol 9 (4) ◽  
pp. 215-223
Author(s):  
Semei Coronado ◽  
Salvador Sandoval-Bravo ◽  
Pedro Luis Celso-Arellano ◽  
Ana Torres-Mata
Keyword(s):  
Item Response Theory ◽  
University Students ◽  
Item Response ◽  
Competitive Learning ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Response Theory ◽  
Academic Challenge ◽  
The Subject ◽  
University Level

Abstract This paper presents a study of the multiple choice test from the eleventh knowledge tournament for Statistics I, in order to determine whether it instills competitive learning in university students. This research uses Item Response Theory (IRT). The results obtained show that only 27 students (13.43% of the total number of participants) have an acceptable level of ability (1.03 to 2.58), while the level of ability of the rest of the students is not satisfactory (-1.68 to 0.76). The participants are not a group of students seeking to test their knowledge of the subject or looking for an academic challenge. Better strategies for motivating students in terms of competitive learning must be found.

scholarly journals How English as a Foreign Language (EFL) University Students Understand the Pronunciation of Adjectives Ending in -ed

2019 ◽  
Author(s):  
William Charpentier Jiménez
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Quantitative Study ◽  
Auditory Perception ◽  
Classroom Practices ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test ◽  
The Times ◽  
Rules And Exceptions

This article looks at how EFL university students understand the pronunciation of adjectives that end in -ed. The goal is to determine the extent to which students are able to follow pronunciation rules and exceptions of -ed inflections when used as adjectives. The quantitative study presents data gathered from a 20-item multiple choice test that was taken by 61 students.  Overall results reveal that students obtained low scores (M = 7.33, SD = 1.51, n = 61) and even lower scores (M = 2.00, SD = 2.33, n = 61 for non-governed-rule -ed endings) with regards to following rule-governed pronunciation patterns. On average, students were able to identify -ed endings pronounced /ɪd/ 8.2% of the times, followed by /d/ (7.31%) and /t/ (6.49%). Students scored lowest for non-standard pronunciation of participial adjectives (2.72%). The results reveal that students have not yet mastered the rules for the pronunciation of participial adjectives ending in -ed. The author proposes that changes be made to the curriculum and the design of the materials and that current classroom practices be assessed in order to help improve student pronunciation. Lastly, the author highlights the need to conduct further research focusing on pronunciation and auditory perception to attain this goal.

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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