A Methodological Analysis for the Development of a Circular-Motion Concept Inventory in a Ugandan Context by Using the Delphi Technique

Abstract

Concept inventories (CI) constitute a key thread in Physics Educational Research. As such, understanding the methodology and the technique of developing a good CI is essential for all physics teachers. This research aims to develop a circular-motion concept Inventory (CMCI) that is valid in the Ugandan context. To reach a consensus, we used the Delphi technique to collect the data from eleven experts in the physics discipline. These experts were asked to rank each CI item in the inventory, based on the relevant criteria, for assigning a degree of relevance for adoption on a scale ranging from one to four, one being "not relevant" and four being "highly relevant.” Because the technique does not require experts to meet face-to-face, they remained anonymous to one another. These experts are provided with structured questionnaires of CI items from the Rotational-Kinematics Inventory (RKI) and Rolling and Rotational Motion-Concept (RRMC) inventories in the first round, in order to adopt items relevant to circular-motion concepts in the Ugandan context. They agreed to use 31 CI items in the RKI and 14 CI items in the RRMC in the second round. The mean and standard deviation of expert replies were analysed by using descriptive statistics. We used the methodological principles of CI creation, in order to create eight CI items to fill in the missing sub-concepts. Therefore, a total of 53 concept items were created. In order to analyse their qualities in a psychometric analysis, these will be evaluated by using field testing and psychometric analysis. Various physics instructors will access the CMCI, because the field testing aims to gauge the level of educational efficacy in their academic and research initiatives.

Development of a Circular Motion Concept Inventory for Use in Ugandan Science Education

“…As noted earlier, The Delphi technique was used in our earlier study, 45 items were modified from the rotational kinematics inventory and the rotating and rolling motion conceptual survey inventory (Kirya et al, 2021b). The Delphi method was chosen because it involves a consensus of opinions from experts and adheres to the methodological guidelines for developing a CI (Gerke et al, 2022;Krijtenburg-Lewerissa et al, 2019;Mashood & Singh, 2015).…”

“…The Delphi method was chosen because it involves a consensus of opinions from experts and adheres to the methodological guidelines for developing a CI (Gerke et al, 2022;Krijtenburg-Lewerissa et al, 2019;Mashood & Singh, 2015). Nomination criteria were employed to choose physics instructors who were designated as Delphi technique experts (Clayton, 1997;Kirya et al, 2021b), in this instance university physics lecturers from the Islamic University in Uganda, Kyambogo University, and Kampala International University were nominated. The rotational kinematics inventory and the rotating and rolling motion conceptual survey inventory served as the benchmark CIs for the Delphi technique (Kirya et al, 2021a;Mashood, 2014;Rimoldini & Singh, 2005).…”

“…The Delphi technique, which is for identifying and quantifying expert opinions and is characterised by an iterative series of questioning and feedback, emerges frequently in the literature on creating and validating CIs in physics education research. We undertook a Delphi survey in an earlier study to modify the circular motion concept (CMC) items we used in this study (Kirya et al, 2021b).…”

“…In Ugandan schools, pupils are currently assessed mostly using traditional pen-and-paper examinations. Traditional paper-and-pencil tests provide limited ways to measure pupils' conceptual comprehension, which has been identified as a shortcoming in the Ugandan educational system (Kirya et al, 2021a). Students who come to class with misconceptions about physics or develop them while studying the subject may not have these misunderstandings addressed by teachers who provide traditional instruction and assessment.…”

“…A circular motion concept inventory (CMCI) should be a straightforward, ready-to-use tool for evaluating teaching methods and curricula. To be an effective assessment tool, it needs to establish a clear connection between concept items and their related concepts, as well as provide insights into pupil thinking by spotting misunderstandings and patterns (Kirya et al, 2021a).…”