Two-tier Multiple Choice Diagnostic Instrument Research Articles

Effect of Argumentation Based Science Learning on Students Conceptual Understanding of Ecology in Senior Secondary Schools

While educators emphasize that the conceptual understanding of ecology is important, researchers have noted that the learning of ecology related concepts is relatively difficult. As part of the contribution to arrest the situation, this study was designed to determine the effects of Argumentation Based Science learning (ABSL) on student conceptual understanding of Ecology. The study used a quasi-experimental non- equivalent control group’s pre-test and post-test design. The study was carried out in two randomly selected co-educational secondary schools in Uvwie local government area of Delta State. The sample for the study consisted of 94 (SSI) students from two randomly selected intact classes in the sampled schools. Data for the study were collected with a Two-Tier Multiple Choice Diagnostic instrument. The instrument was subjected to face and content validity. The two intact classes of 44 and 50 students each were assigned to experimental group and control group respectively. Research questions were answered using mean and percentage. Hypotheses were tested using inferential statistics t-test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings from the study revealed that Argumentation Based Science learning enhanced student’s conceptual understanding of Ecology more than the traditional method of teaching. Recommendation and suggestion for further study were made based on the findings of the study.

An Analysis of Gender Difference on Students’ Misconceptions in Learning the Material Classification and Its Changes

Every teacher has experiences to identify and find out students who have misconceptions in their classrooms. Misconceptions that occur can differ between male and female students. The purpose of this study was to analyze the effect of gender on misconceptions in the lesson of the material classification and its changes. The survey-aiming method was used in this study. A total of 62 students from one of the state junior high schools in the city of Surakarta consisting of 34 male students and 28 female students were involved as the subjects in this study. Identification of misconceptions was conducted using the Two-tier multiple-choice diagnostic instrument that was equipped with the Certainty of Response Index method. The formulation of this study problem was: “How are the differences of misconceptions between male and female students in learning the material classification and its changes?” This study showed that female students tended to have misconceptions on the competency achievement indicator vis-a-vis explaining the understanding of elements, compounds and mixtures, while male students tended to have misconceptions on the competency achievement indicator pertinent to distinguishing elements, compounds, and mixtures. In general, female students had better conceptual knowledge than male students. The two-tier multiple-choice instrument could be used as an alternative instrument to identify misconceptions among students. The results of this study are expected to be a reference for educators to identify and resolve students’ misconceptions

A Cross-National Study of Students’ Understanding of Genetics Concepts: Implications from Similarities and Differences in England and Turkey

This research is aimed at exploring 16- to 19-year-old students’ understanding of fundamental genetics concepts, which has considerable importance for developing conceptual understanding of genetics related phenomena. A cross-national descriptive research method was used to explore English and Turkish students’ understandings of genetics concepts. Data were collected by a two-tier multiple choice diagnostic instrument, The Two-Tier Genetics Concept Test, which required students to justify their choice of option by giving a reason. The results indicate that there are some differences between the English students’ and Turkish students’ understanding of fundamental concepts of genetics; however, there are some notable similarities between the alternative conceptions held by students in the two samples. The common alternative conceptions seen in both of the groups indicate that understanding the concepts occurred regardless of contextual factors. Nevertheless different proportions of the common alternative conceptions and different levels of understanding suggest that conceptualisations develop under the influence of different educational contexts.

An analysis of 16–17-year-old students' understanding of solution chemistry concepts using a two-tier diagnostic instrument

This study focused on the development of a two-tier multiple-choice diagnostic instrument, which was designed and then progressively modified, and implemented to assess students' understanding of solution chemistry concepts. The results of the study are derived from the responses of 756 Grade 11 students (age 16–17) from 14 different high schools who participated in the study. The final version of the instrument included a total of 13 items that addressed the six aspects of solution chemistry, and students' understandings in the test were challenged in multiple contexts with multiple modes and levels of representation. Cronbach alpha reliability coefficients for the content tier and both tiers of the test were found to be 0.697 and 0.748, respectively. Results indicated that a substantial number of students held an inadequate understanding of solution chemistry concepts. In addition, 21 alternative conceptions observed in more than 10% of the students were reported, along with discussion on possible sources of such conceptions.

Determination of students' alternative conceptions about chemical equilibrium: a review of research and the case of Turkey

This study aims to determine prospective science student teachers’ alternative conceptions of the chemical equilibrium concept. A 13-item pencil and paper, two-tier multiple choice diagnostic instrument, the Test to Identify Students’ Alternative Conceptions (TISAC), was developed and administered to 90 second-semester science student teachers enrolled in CHEM 102 Chemistry II course in spring 2006, after they received fourteen 50-minute regular course instruction concerning the equilibrium. The content validity of the test was established by the panel consisting of lecturers. The Spearman-Brown reliability for the test was 0.71. Analysis of the results collected with the TISAC show that students did not acquire a satisfactory understanding of the chemical equilibrium concept. For the first tier of the test items, the range of correct answer was 48.8% to 78.8%. When both tiers were combined, the correct response was reduced to a range of 22.2% to 48.8%. In this study, seventeen alternative conceptions were also identified through analysis of the TISAC. These conceptions were grouped under the headings of the application of Le Chatelier’s principle, reliability of the equilibrium constant, heterogeneous equilibrium, and the effect of a catalyst.

An Evaluation of a Teaching Intervention to Promote Students’ Ability to Use Multiple Levels of Representation When Describing and Explaining Chemical Reactions

Students are generally known to memorise and regurgitate chemical equations without sufficient understanding of the changes that occur at the particulate level. In addition, they often fail to recognise the significance of the symbols and formulas that are used to represent chemical reactions. This article describes an evaluation of the ability of 65 Grade 9 students (15–16 years old) from a Singapore secondary school to describe and explain seven types of chemical reactions using macroscopic, submicroscopic and symbolic representations. The study was conducted over nine months using a supplementary teaching program with particular emphasis on the use of multiple levels of representation to describe and explain chemical reactions. Students’ proficiency in the use of multiple levels of representation was assessed at the end of the course using a two-tier multiple-choice diagnostic instrument that was previously developed by the authors. In order to evaluate the efficacy of the instructional program, the instrument was also administered to another group of 76 students who were not involved in the supplementary instructional program. The efficacy of the program was evident from the significantly improved scores on the diagnostic instrument of the former group of students. In addition, several student conceptions in the use of multiple levels of representation were identified that could assist teachers in their planning and implementation of classroom instruction.

The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation

Download options Please wait... Article information DOI https://doi.org/10.1039/B7RP90006F Article type Paper Submitted 29 May 2007 Accepted 14 Jun 2007 Download Citation Chem. Educ. Res. Pract., 2007,8, 293-307 BibTex EndNote MEDLINE ProCite ReferenceManager RefWorks RIS Permissions Request permissions The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation A. L. Chandrasegaran, D. F. Treagust and M. Mocerino, Chem. Educ. Res. Pract., 2007, 8, 293 DOI: 10.1039/B7RP90006F To request permission to reproduce material from this article, please go to the Copyright Clearance Center request page. If you are an author contributing to an RSC publication, you do not need to request permission provided correct acknowledgement is given. If you are the author of this article, you do not need to request permission to reproduce figures and diagrams provided correct acknowledgement is given. If you want to reproduce the whole article in a third-party publication (excluding your thesis/dissertation for which permission is not required) please go to the Copyright Clearance Center request page. Read more about how to correctly acknowledge RSC content. Social activity Tweet Share Search articles by author A. L. Chandrasegaran David F. Treagust Mauro Mocerino

Alternative Conceptions in Animal Classification Focusing on Amphibians and Reptiles: A Cross-Age Study

This study examined students’ alternative conceptions of reptiles and amphibians and the extent to which these conceptions remain intact through the elementary (grades 4 and 6), junior, and senior high school years. We administered multiple-choice and free-response instruments to a total of 513 students and interviewed at least 20 students at each educational level to get an in-depth view of their original conceptions. Then, we developed and administered a two-tier multiple choice diagnostic instrumentto assess various levels of students’ understanding of amphibians and reptiles(N=1267). The results showed that most students were able to classify snakes as reptiles, whereas fewer than 30% of the students across different ages classified sea turtles as reptiles; the remaining 70% classified sea turtles as amphibians. More students were able to correctly classify frogs as amphibians than toads. In most instances, students correctly classified “prototypical” representatives of the two animal classes more readily than less exemplary representatives, a finding that supports previous research (Trowbridge, J.E. andMintzes, J.J. (1988). Alternative conceptions in animal classification: A cross-age study. Journal of Research in Science Teaching, 25(7), 547–571). Interestingly, the alternative views of sea turtles as amphibians remained intact throughout the school years. Interview data indicated that students classified sea turtles as amphibians largely because sea turtles are able to live in terrestrial and aquatic habitats. Semantically, “amphi” means living on land and in water. When asked to distinguish between reptiles and amphibians and to classify several species into those two groups, a wide range of alternative conceptions emerged and the origin of those alternative conceptions are discussed. Similar results were obtained when we applied a two-tier multiple-choice diagnostic instrument to assess students’ understanding of amphibians and reptiles.

Development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis*

AbstractThis article describes the development and application of a two‐tier multiple choice diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. The development of the diagnostic instrument was guided by the framework outlined by Treagust. The instrument was administered to 915 Grade 10 students (15 to 17 years old) from 11 schools after they had learned the theory involved in qualitative analysis and after a series of qualitative analysis practical sessions. The Cronbach alpha reliability of the instrument was .68, the facility indices ranged from .17 to .48, and the discrimination indices ranged from .20 to .53. The study showed that the Grade 10 students had difficulty understanding the reactions involved in the identification of cations and anions, for example, double decomposition reactions, the formation and reaction of complex salts, and thermal decomposition. The findings of the study and literature on practical work were used to develop a qualitative analysis teaching package. © 2002 Wiley Periodicals Inc. J Res Sci Teach 39: 283–301, 2002