Two-tier Test Research Articles

Pre-service geography teachers’ conceptual understanding of contours on maps: implications for teacher training in cartography

ABSTRACT Developing young people’s understanding of geography concepts requires teachers who have detailed, structured, interconnected, and accurate conceptual knowledge and understanding. Accordingly, this study focuses on pre-service geography teachers’ understanding of the exemplar concept of contours on maps and discusses its implications for teacher training programmes. Data collected using a two-tier conceptual test and a questionnaire in a sample of 127 pre-service geography teachers indicated that pre-service teachers should not be perceived as a homogenous group with identical conceptual understandings and educational needs. The results highlighted the necessity to differentiate between pre-service teachers not only based on their conceptual understanding but also on the non-cognitive dimensions of concepts. Four types of pre-service teachers were identified based on success and certainty rates: successful-certain (SC), successful-uncertain (SU), failing-uncertain (FU) and failing-certain (FC). Both SU and FU types were characterised by low confidence in their related skills and a negative relationship to the concept of contours. The non-cognitive dimension manifested in opposite ways in SC and FC types. The specific educational approach required by each type is discussed, and implications for further research are presented.

Active transport conceptual assessment (ATCA): a new tool for supporting the teaching and learning of physiology

ABSTRACT The physiological processes involved in the movement of molecules across a cell membrane form the basis for understanding several core concepts of physiology. A 10-item, two-tier multiple-choice diagnostic test was developed to evaluate first-year physiology students’ knowledge of active transport across the cell membrane. The diagnostic test was developed by collating common mistakes and areas of troublesome knowledge from tutorial worksheets, academic discussions, and the literature. A list of propositional statements was constructed, and questions were developed from these statements. The test was further refined following dialogue with students and physiology teaching staff. Analysis of the responses from two cohorts of first-year Human Physiology students (n = 886) demonstrated the assessment had a wide range of difficulty and good discrimination. Students performed better on the tier-one questions (What?) compared to the tier 2 questions (Why?). Several misconceptions were identified around the transport of glucose across the membrane, the predominant ions in the extracellular and intracellular fluids, and the role of ATP in active membrane transport. This diagnostic information can be used as a learning tool for students as a self-testing strategy, and for teachers as a method to evaluate and modify teaching practices.

Identification of Students’ Comprehension of Radiation Concept Using Rasch Analysis

This community service was conducted using a survey method. The survey aimed to test the understanding of high school students regarding the dangers of radiation exposure from the surrounding environment. Participants in this activity were 48 students (35 science students and 13 social science students) from a high school in Majalaya, Bandung Regency. The instrument used was a two-tier diagnostic test consisting of 4 essay questions related to physics concepts concerning radiation exposure. The analysis of the test results was divided into two parts: conception analysis and Rasch analysis. The conception analysis was done by interpreting students' answers and categorizing them into five conception categories: Full Understanding (FU), Partial Understanding (PU), Misconception (MC), Not Understanding (NU), and No Coding (NC). This categorization was presented in percentage form. The Rasch analysis was conducted based on the distribution of students' answers and item bias detection to identify the spread of students' answers to each question item and the biases present. First, the conception analysis results showed that 53% of students were included in the FU category, while only 5% were in the Not Understanding (NU) category. This indicates that students' understanding of the dangers of radiation exposure is quite good, as more than half of the participants are in the FU category. Second, the Rasch analysis results based on the distribution of students' answers showed that more students could answer basic comprehension questions compared to classification and analysis-based questions. Additionally, the Rasch analysis results based on item bias detection indicated that there was no gender or academic major bias in the four question items.

Pemahaman Konsep Materi Metabolisme pada Siswa Kelas XII MIPA

Good, broad, and in-depth mastery of concepts is very necessary to avoid misconceptions which may influence mastery of concepts in subsequent interconnected material. Low understanding of concepts can be seen from the low material completeness scores as found in class XII MIPA MA Negeri 1 Pontianak in two consecutive academic years, especially in the Metabolism material. This research aims to describe students' understanding of concepts and find out concepts that are difficult for class XII MIPA MA Negeri 1 Pontianak students to understand in Metabolism material. This research uses a survey method with a quantitative descriptive approach. The sample was taken randomly, namely one of three classes XII MIPA at MA Negeri 1 Pontianak in the 2023/2024 academic year, totaling 31 individuals. A two-tier diagnostic test instrument in the form of multiple choices is used to test understanding of the concepts of enzymes, catabolism and anabolism which consists of 20 questions. A combination of first and second level answers is used to differentiate between students who understand the concept, misconception type 1, misconception type 2, and do not understand the concept. The test results show that students' understanding of Metabolism material is in the very low category at 74.19%, in the low category 19.35%, in the medium category 6.45%, and in the high and very high categories 0%. The metabolism material that is most difficult for students to understand is the catabolism sub-material with a percentage of not understanding the concept of 50.69%, misconception type 2 41.93%. However, the percentage of misconceptions type 2 and not understanding concepts in the catabolism sub-material is also high at 50.00% and 33.33% respectively. Likewise, in the enzyme sub-material, the percentage of misconception type 2 was 38.24% and 37.32% did not understand the concept.

The Types and Causes of Misconceptions about the Circulatory System in Madrasah Ibtidaiyah Negeri of Pontianak City

The background of this study arose from the need to identify and overcome barriers to understanding crucial concepts in the human circulatory system. This study aims to describe the profile of students’ misconception about the blood circulatory system and their causes in MIN-Kota Pontianak consisting of MIN 1 Pontianak City, MIN 2 West Pontianak, MIN 3 Southeast Pontianak and MIN 1 Filial East Pontianak. The research method used a descriptive quantitative approach with a population of all grade VI students. Sampling was done with a proportionally stratified random sampling technique. Data collected using two-tier tests and semi-structured interviews. The research showed that misconception rate in Madrasah Ibtidaiyah throughout Pontianak City is 47.3%. Results also showed that students' misconception profile consists of: a) incorrect understanding of the role of the lungs. b) The function of the foyer and the chambers of the heart. c) incorrect understanding of the difference in the function of blood vessels in the heart and throughout the body. d) incorrect understanding of the role of capillary vessels in the circulatory system. The causes of misconceptions are: a) Inaccurate or inappropriate sources of information, b) The lack of clarity of concepts in the delivery of the material, c) The continuation of the previous class's understanding, d) Random answers or guessing also play a role in the occurrence of misconceptions.

Promoting conceptual changes of artificial intelligence with technology-facilitated situational exploration and alternative thinking: a dual-situated learning model-based two-tier test approach

ABSTRACT In the artificial intelligence (AI) era, K-12 AI education has attracted great attention. With the increasing prevalence of AI, students are likely to have misconceptions about AI starting in elementary school. Hence, it is crucial to explore an effective approach to change elementary students' misconceptions and facilitate their scientific understanding of AI. The two-tier test is an effective method to diagnose students' misconceptions, but it needs to be combined with specific learning models to further promote conceptual change in teaching practice. The dual-situated learning model (DSLM) is an instructional approach used to facilitate students' conceptual change. Therefore, this study proposed a DSLM-based two-tier test (DSLM-TT) approach for AI courses, and explored its effects on elementary students' conceptual change, learning motivation, and self-efficacy in AI courses. 160 sixth-grade students participated in this experiment: the experimental group adopted the DSLM-TT approach, while the control group adopted the conventional learning model-based two-tier test approach (CLM-TT). Results showed that the DSLM-TT group performed better on conceptual change of AI, learning motivation, and self-efficacy than the CLM-TT group. Moreover, the interview results revealed two groups' learning experiences and perceptions. Accordingly, this study can provide a baseline for future research on conceptual change in AI education.

Enhancing pupils’ understanding via discussion based POE method

The Predict-Observe-Explain method (POE) stands out as an efficient method in order to overcome misconceptions in human understanding. This approach is characterized by its flexibility and variability. Researchers have created an altered version of the POE which is based on discussion and therefore called “discussion-based POE” (short POE-DE). The current research aims to examine the effect of this teaching method by reviewing students’ academic success and the remediation of misconceptions. A total of 63 eight-graders (aged 12-14 years) took part in the underlying study. 32 pupils were part of the experimental group participating in courses with POE-DE based activities. The remaining 31 represented the control group with teaching activities in line with the current science curriculum. The subject of the unit was Simple Machines. The Simple Machines Academic Achievement Test (AAT) was employed to measure the change in the students’ academic accomplishmen. The two-tier Simple Machines Conceptual Test (SMCT) was administered to determine the students’ misconceptions and observe whether they had been rectified. According to the statistical data, POE-DE based teaching activities had a substantial impact on both the academic success rate and SMCT scores of the students.

Improving student higher order thinking skills using SynecticHOTS-oriented learning model

The achievement of students’ learning outcomes in physics lessons has a low tendency, this is due to various factors, one of which is higher-order thinking skills (HOTS) based learning that has not been fully implemented in the learning process and assessment. This study aimed to determine the differences in the Synectic-HOTS learning model in physics compared to conventional learning models. This study used a quasi-experimental study with a pre-test–post-test nonequivalent control group design. The instrument used in this study is a two-tier test question that contains 20 items of HOTS aspect. The prerequisite test showed that the data was not homogeneous, while the results of the data homogeneity test were stated to be homogeneous. Therefore, a non-parametric test was carried out using the Mann-Whitney U-test. Based on the results of the data analysis, the Asymp. Sig. (2-tailed) for the pre-test was 0.111 and the post-test was 0.001 (p=.000<05). The effect size calculation shows that the Synectic learning model is effective in the medium category. These results indicate that the application of the SynecticHOTS model significantly improves HOTS when compared to conventional learning models. This work can open up insights to teachers about alternative, creative, and effective learning models to improve higher-order thinking skills and student learning outcomes.

Misconceptions of Intermolecular Forces in General Chemistry Courses

The misconception is the most topic in chemistry learning that is important to analyze. There are many advantages for lecturers and students to know about misconceptions. This research aims to describe misconceptions in general chemistry courses, especially intermolecular forces (IMFs) topic. The two-tier multiple-choice tests have played an important role in helping researchers determine students’ level of understanding and in identifying specific misconceptions. The project used a convenience sample of 88 students (76 female and 12 male) chemistry education program that studied IMFs as participants. Misconception knew from the test’s second tier, which is the student’s reason for the answer. Surprisingly, 29 misconceptions were acquired from the test about IMFs concepts. This needs to be a special concern for lecturers of basic chemistry courses in order to evaluate the learning process that has been carried out. Students misconceptions in basic chemistry courses will have an impact on organic chemistry courses because the concept of intermolecular forces will be studied in depth in organic chemistry courses. The success of students in organic chemistry courses is highly dependent on the initial knowledge of students, especially in basic chemistry courses

Identifikasi Pemahaman Konsep Siswa pada Materi Titrasi Asam Basa

This research was conducted to identify the level of students' conceptual understanding in acid-base titration material for class XI IPA MAN I Gorontalo City. This research is descriptive research, the instrument used in this research is a two-tier multiple choice diagnostic test consisting of 10 item questions. This instrument has been tested for validity with validation results obtained at 100%. The research respondents were 118 students of class XI IPA at MAN I Gorontalo City. Data collection was obtained by means of observation, giving tests and documentation. The results showed that students' understanding of the concept of acid-base titration material in the understanding category was 80%, in the category of misconceptions was 13%, in the category of guessing was 2%, and in the category of not understanding the concept was 5%. So it can be concluded that students' understanding of acid-base titration material tends to understand the concept.

Effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees conceptual understanding and retention of Acid-Base Chemistry and Stoichiometry

The study aimed to investigate the effect of computer simulation and animation-integrated instruction on pre-service science teacher trainees' conceptual understanding and retention of acid-base chemistry and stoichiometry. A quantitative approach with a pretest–posttest-delayed test quasi-experimental design was used. In the study area, there were only two sections of first-year trainees in the natural science department. So a comprehensive sampling technique of the two intact sections was employed. The two intact classes were randomly assigned to an intervention group (IG) and a comparison group (CG). Data was collected using Acid-Base Chemistry and Stoichiometry Conceptual Understanding of a two-tier multiple-choice Test (ABSCUT). Parametric statistics (independent sample t-test and ANCOVA) were used for the data analysis. The independent sample t-test was used for the pre-test analysis to examine the prerequisite experiences of trainees in the two groups and male and female trainees in the IG before the intervention. The result showed no significant difference between the mean score of the CG and IG. The result also showed no significant difference in the mean score of male and female trainees in the IG. The ANCOVA was used for post-test and delayed test analysis after the intervention. The result indicated that there was a statistically significant difference between the two groups on conceptual understanding, F (1, 49) =5.07, p=.029, partial eta squared=0.094, in favor of IG. This tends to imply the concepts of the trainees who received the intervention outperformed the comparison group. The ANCOVA result also indicated that gender difference has no statistically significant difference in the IG, F(1,24)=3.68, p=.067. The delayed-test analysis showed that the IG has higher retention than the CG. Based on the results, this study recommended that policymakers, chemistry curriculum experts, chemistry curricular material developers, and practitioners alike consider the application of computer simulation-integrated chemistry instruction to enhance learners’ conceptual understanding and retention.

Development of the Bipolar Junction Transistor Diagnostic Test (BJTDT) to explore the second-year undergraduate Myanmar electronic and Thai electrical engineering students’ understanding of BJT working principles and applications

ABSTRACT A bipolar junction transistor (BJT) and its operation are fundamental concepts for the understanding of power electronics (industrial electronics), transistor-transistor logic (TTL), electronic switching, and signal amplification in modern electronics. Previous research showed that non-major engineering, computer, electronic, and electrical engineering students could not understand the basic concepts involved in a BJT. This paper describes the development of a two-tier diagnostic test, the test’s administration, limitations, the participants’ detailed context, and findings from a study that explores Myanmar and Thai second-year undergraduate students’ understanding of BJT working principles and applications. The results revealed that many students in both countries had the same alternative conceptions about collector current in each operation mode of the BJT. Some alternative conceptions differ from the previous research, such as a) the collector current does not depend on the base current in cut-off mode, and b) changing the collector current does not depend on the base current in active mode, but it depends on the collector supply voltage. These research findings provide valuable information and instruments for teachers to insight, prevent, and correct the alternative conceptions proposed by students.

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

Considering the negative situations faced by the migrating societies, it is known that the language and culture factors exert a stronger influence on the mathematics course than the other undesirable conditions. From this perspective, it is known that the mathematical performance of individuals is likely to increase by placing the concept of number sense in the center. Therefore, the present study aimed to examine the number sense skills of Syrian immigrant students with reference to gender and duration of stay as an immigrant as well as to determine their conceptual awareness of number sense-related components. The descriptive correlational design was used in this study in which 152 immigrant students participated. Web-based two-tier test was used in the data collection process, and descriptive statistical values and t-test for independent samples in the analysis of the data. As a result, it was found that male students compared to female students, as well as those who had been immigrants in Turkey for a long time compared to those for a shorter time showed higher number sense performances, though most of the students were at a low number sense level. In addition, the differences appeared significantly in relation to the variables of gender and duration of stay as an immigrant. A surprising result is that most students preferred number sense-based solutions as the basis for their answers. It can thus be concluded that the number sense performances of Syrian immigrant students are lower than expected and that future studies are needed not only to focus on teachers but also on teaching methods and materials in order to take immigrant problems under control and to come up with solutions with a view to overcome such challenges.

Understanding Students’ Misconceptions about Chemical Formula Writing and Naming Ionic Compounds

Difficulties in the competency of chemical formula writing and naming ionic compounds are common to General Chemistry 1 learners. Hence, this study is formulated to understand 34 General Chemistry 1 learners' misconceptions about chemical formula writing and naming ionic compounds. This descriptive case study research used a two-tier test and interview questionnaire as the main data-gathering instruments. From the conducted study, analysis shows that in terms of chemical formula writing, the learners misrepresent ionic compounds as charged species, show a lack of understanding of valency and the use of the cross-charge method, and mispresent radicals. In naming ionic compounds, the learners generally misname some of the elements found in binary ionic compounds and misname metal ions with more than 1 charge and polyatomic ions. These misconceptions were validated by the difficulties experienced by the learners in answering the two-tier test, as mentioned in their interviews. Despite the misconceptions and difficulties of the learners in chemical formula writing and naming ionic compounds, they mentioned several ways of addressing them.

Analysis of high school students' difficulties in solving hots problems using the two-tier test method

High Order Thinking Skills (HOTS) are high-order thinking skills that should be owned and improved by Indonesian students to catch up with other countries, especially in the field of mathematics. This study aims to identify and describe students' difficulties in solving HOTS questions through the two-tier test method at MAN 3 Aceh Tengah. This research is a qualitative-research with document data sources on test answers, questionnaires, and interviews. The research subjects in this study were 3 subjects from class XII at MAN 3 Central Aceh. Analysis of the validity of the data used triangulation techniques, namely identifying and describing the difficulties faced by students when solving HOTS questions by analyzing the results of test answers, questionnaires and interviews. The results of the research show specifically and descriptively that students when solving analyzing indicator questions feel anxious, lack self-confidence and are unable to process information into the form of solving mathematics. In the evaluating indicator, students are not sure they can solve the questions given. So that students fail to understand the concept of solving the problems presented. Meanwhile, in the creating indicator, students still have difficulty developing their own ideas. In the indicator of creating, students are only monotonous in what the teacher teaches, without developing their creativity to solve the given problem.

Students' Mental Model Profiles on Chemical Bonding Concept Using a Two-Tier Mental Model Diagnostic Test (TDM-Two-Tier)

This study aims to analyze students' mental models on the concept of chemical bonds using a two-tier mental model diagnostic test. A test with the first tier asking the content and the second tier asking the reasons for the answers at the first tier. The test used has been developed and declared valid with a degree of reliability 0.751. This research is qualitative research with a case study design. Students' mental models are categorized into complete mental models, partial mental models, mental models with misconceptions, and mental models with inconsistencies. In the concept of chemical bonds found 17, 9, 15, and 59% of students with complete, partial, misconceptions, and inconsistencies in mental models respectively. Most students have misconceptions by stating that ionic bonds are formed through atomization and the formation of bonding electrons by reason of the sharing of electrons in ionic crystals. In addition, students understand that the process of forming covalent bonds in oxygen and fluorine occurs because of the attraction between atoms which is greater than the repulsion between bonded atoms. Among the inconsistent concepts found are students explaining the phenomenon of solubility, boiling point, and melting point based on the concept of the electron cloud.

Remediating Students’ Misconception And Achievement In Chemistry Via Science Writing Heuristics And Peer Review Instructional Strategies In Delta State

The study looked at remediating students’ students’ misconception and achievement in chemistry via science writing heuristics and peer review instructional strategies in Delta State using quasi-experimental design. The population comprised 18,879 Delta State’s public secondary schools. 328 SSII chemistry students were sampled for the study. 3 experts validated Two-Tier Chemistry Test (TTCT) with reliability values of 0.79 (for achievement) and 0.72 (for misconception) was used for data collection. The outcome of ANCOVA analysis indicated that students taught chemistry via science writing heuristics, peer review and lecture approach had significantly different mean misconception and achievement scores; in favor of science writing heuristics and peer review strategies. The study came to the conclusion that peer review and science writing heuristics are useful instructional strategies for remediating students’ misconceptions, and improving students’ achievement in chemistry. The adoption of science writing heuristics and peer review strategies by chemistry teachers in teaching chemistry was recommended

Effect of context-based approach on students’ scientific reasoning on heredity concepts

This study aimed to examine the impact of a context-based relating, experiencing, applying, cooperating, and transferring (REACT) strategy on the scientific reasoning (SR) abilities of tenth grade students. A mixed-method approach and convergent embedded experimental design were used. One hundred thirty-one students participated in the study in three groups. REACT strategy of context-based instruction and conventional instruction integrated with context-based activities was used to teach treatment group 1 (TG 1) and treatment group 2 (TG 2) students, respectively. The students in the comparison group (CG) were taught conventional instruction. The data collected using two-tier multiple-choice tests, observation, and semi-structured interviews were analyzed using one-way ANOVA and descriptive analysis. The result showed that there were significant mean score differences between TG 2 and the other two groups in favor of TG 2. Nevertheless, there was no significant difference between TG 1 and CG. This implies that when conventional instruction is integrated with a context-based activity, it has a significantly positive effect on students’ SR skills compared to using a context-based REACT strategy or conventional instruction alone.

The description of students learning difficulties in reaction rate materials

Reaction Rate is material that high school students study in class XI MIPA in odd semesters. In this material, as much as 77.64% of SMAN 16 Padang class XI MIPA students have yet to achieve the minimum criteria set. It indicates that students have learning difficulties. Learning difficulties are failures in achieving learning goals characterized by low learning outcomes. This study aims to determine the percentage of students who experience learning difficulties for each indicator on the material reaction rate and determine the factors that cause learning difficulties experienced by students in terms of learning methods. This research is a type of descriptive research. The sample for this research was students in class XI MIPA 3 at SMAN 16 Padang in the 2022/2023 academic year, which consisted of 36 people. The research instruments used were two-tier multiple-choice diagnostic tests, questionnaires, and interviews. The data analysis used is descriptive, namely analyzing and providing an understanding of the data in the form of numbers so that an overview can be given in an orderly, concise, and clear manner. The results of this study stated that students of SMAN 16 Padang experienced learning difficulties in tar material with a high category. The highest difficulty level is found in the 3rd indicator (Explaining the effect of surface area on the rate of reaction), which is equal to 83.33%. Learning difficulties experienced by students are caused by ineffective learning methods, such as making study schedules and carrying them out, reading and taking notes, repeating material, concentrating, and doing assignments.

Analysis High Order Level Thinking Skills of High School Students in Chemistry Learning

This study aims to describe the high-order thinking skills of high school students. The research method used is a descriptive method with a quantitative approach. The sampling technique used was the random sampling technique. The research subjects were 488 high school students. The data collection technique is a two-tier multiple choice test consisting of twenty questions covering analyzing, evaluating, and creating. Based on the research results and discussion, high-order thinking skills of high school students showed an average in the very high category with a percentage of 1.8% with a frequency of 9 students. The ability of students in the high category has a percentage of 19.9%, with a frequency of 97 students and the ability of students in the medium category is 49%, with a frequency of 239 students. Meanwhile, the average in the low category is 21.9%, with a frequency of 107 students and the ability of students in the very low category has a percentage of 7.4% with a frequency of 36 students. Overall, high-order thinking skills in high school in Tegal are in the medium category.