Analysis of students misconceptions using two-tier multiple choice diagnostic tests on acid-base material: Distractor analysis

Mulyani, Sri; Pratiwi, Enggar Fitrias; Mulyani, Bakti

doi:10.1063/5.0111091

Cited by 1 publication

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to these evidence, secondary school students perform poorly. The low performance of students might be related to their misconceptions in oxides (Sesen & Tarhan, 2011), acids (Mulyani et al, 2023;Sesen & Tarhan, 2011;Tumay, 2016), bases (Mulyani et al, 2023;Sesen & Tarhan, 2011;Tumay, 2016), and salts (Secken, 2010;Tumay, 2016). Specially, Sesen and Tarhan's (2011) study revealed 54 misconceptions that were observed in some common terminologies such as 'acid and base theories', 'properties of metallic and nonmetallic oxides', 'acid and base strengths', 'neutralization reactions', 'pH and pOH', and 'acid and base indicators'.…”

Section: Introductionmentioning

confidence: 99%

The effect of simulation-integrated context-based instructional strategy on grade 10 students’ achievement in chemistry

Demelash,

Belachew,

Andargie

2023

PEDAGOGICAL RES

View full text Add to dashboard Cite

The purpose of this study was to examine whether a simulation-integrated context-based 7E instructional strategy (SICBIS) could increase students’ achievement in the chemistry of oxides, acids, bases, and salts (COABS) when compared to context-based 7E instructional strategy (CBIS), simulation-integrated conventional teaching approach (SICTA), and conventional teaching approach (CTA). An embedded mixed-method was employed. For the quantitative part, a 25-item chemistry achievement test was utilized to collect data from 229 grade 10 students as part of a quasi-experimental pre-/post-test control group study design. Both descriptive and inferential statistics were utilized to analyse the data. Semi-structured interviews were used to triangulate it the with quantitative results. Quantitative results demonstrated that although difference was not statistically significant, incorporating computer simulations within CBIS helps students do better than they would have without. SICBIS and CBIS outperformed SICTA and CTA in COABS. Also, implications and recommendations are made.

show abstract