The Implementation of Two-tier Multiple Choice (TTMC) to Analyse Students' Conceptual Understanding Profile on Heat and Temperature

Sukarmin,; Suparmi, Suparmi; Ratnasari, Dwi

doi:10.2991/ictte-17.2017.41

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…The responses collected with DTOCT were scored using a scoring rubric to help in transforming them into numerical data. The scoring rubric was adapted from Sukarmin et al (2017). That is, if a teacher failed to choose any option and to provide any reason, or selected a wrong option and provided the wrong reason, a zero score was awarded and the corresponding conceptual classification as do not understand; for a correct selection of the option, but wrong reason or wrong selection of the option, but correct reason, a score of one mark was awarded the conceptual classification as partial understanding with misconception; and correct selection of option with correct reason was awarded 2 scores with the conceptual classification as sound understanding.…”

Section: Data Processing and Analysismentioning

confidence: 99%

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Adu-Gyamfi

Asaki

2022

Contemporary Mathematics and Science Education

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Teachers are one of the important factors influencing students' learning of chemistry as they (teachers) transform the content for students. When teachers do not have a sound scientific understanding of the chemistry behind the organic concepts considered to be difficult, they are likely, not able to transform sound scientific understanding for their students. Hence, the need to examine the conceptual difficulties of teachers in teaching organic chemistry to senior high school students. Teachers, teaching chemistry in 31 schools were sampled through multi-stage sampling procedures and responded to a diagnostic test on organic chemistry. The data from the test were manipulated using quantitative and qualitative methods, such as means, standard deviations, percentages, and themes. The quantitative results were merged with the qualitative results to examine teachers' conceptual difficulties in organic chemistry. The findings showed that teachers have conceptual difficulties with organic chemistry. This study has added to the literature that teacher conceptual difficulties were partial understanding with misconceptions such as preconceived notions, factual misconceptions, and conceptual misunderstandings. Therefore, in order to deal with those misconceptions, chemistry educators should implement instructional approaches that will help preservice teachers challenge and deal with their misconceptions in organic chemistry.

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Section: Data Processing and Analysismentioning

confidence: 99%

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Adu-Gyamfi

Asaki

2022

Contemporary Mathematics and Science Education

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“…As a result, learning Physics becomes difficult for many students especially those with lower mathematical competencies (Linder et al, 2014). In order to have better learning outcomes in Physics Sukarmin et al (2017) argue that there is need to develop a learning strategy that identifies and considers learners' interests, goals and motivation in the design of the subject's instructional objectives and delivery. This way, the negativity surrounding physics, lack of enthusiasm towards it and the difficulty of using mathematical formulae among the learners can be minimized (Aykutlu et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review

Awuor¹,

Okono²

2022

JSS

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ICT integrated active learning has proven to tremendously improve learners' educational outcomes and their classroom engagement unlike the traditional classroom approach. This can be attributed to the fact that active learning shifts the learning process and activities from teacher-focused to become more learner-centered, and is guided by the learning ability of the students. Through this, learners get to experience the learning process in their own pace. So despite the existence of differences and multiplicities in terms of learning styles and achievement levels in a classroom, through active learning, the learners are in full control of the learning process and they can engage with the learning materials at their own level of understanding, review confusing concepts, or break the sessions' learning content into bits that they can easily comprehend. For instance, in teaching and learning of Physics, the instruction methods have been demonstrated as the major reason for the decline of its performance and less populous among students in Kenya. This paper, therefore, explores the need to enhance the teaching and learning of Physics in secondary schools by adopting learner-centered teaching methodologies, and providing a systematic review of frameworks for the integration of technology towards enriching active class learning. Then we leverage these insights coupled with field experience to derive and design a framework for ICT integration in teaching and learning of Physics in developing countries (case of Kenya). The hybrid framework will be learner-centered and will eliminate the learner barriers that exist due to personalities, temperaments among others. The review adopted the scoping review technique to map the key concepts underpinning the study to the main sources of the literature.

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“…Conceptual understanding can defined as learning with understanding [4]. Conceptual understanding include of relation, assimilation, comparison, and re-organization some new knowledge with existing knowledge and transferring it to solve the new daily problem.…”

Section: Introductionmentioning

confidence: 99%

Development of Two-Tier Multiple-Choice Test to Assess Students’ Conceptual Understanding on Respiratory System Material of 11th Grade of Senior High School

Myanda

Riezky

Maridi

2020

Int. J. Sci. Appl. Sci.: Conf. Ser.

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Students’ conceptual understanding on Respiratory System Material has to be assessed. This is a research and development study aims to develop a two-tier multiple-choice (TTMC) test to assess students' conceptual understanding on Respiratory System Material on 11th grade. Modified Borg and Gall’s (R&D) research design was used in this research. A preliminary study was conducted to analyse teacher and student needs about instrument assessment. Instrument validation was carried out to expert judgment and 90 of 11th grade students of SMA N Gondangrejo were selected by random sampling. The validation result shows that validation of material, construct, and practitioners expert are very good. Statistical validation using Rasch model shows that there is no item bias in terms of gender, 20 items are valid, person reliability 0.73, item reliability 0.89, item difficulty divided into four categories (very easy, easy, hard, very hard), and based on person separation and item separation the TTMC instrument was developed consists of 4 categories items to assess 3 categories respondent (understanding, misconception, not understanding). The percentage of students’ conceptual understanding on Respiratory System Material shows that 37,7% students understood the concept, 41,6% students had misconceptions, and 20,7% students who don’t understand the concept.

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The Implementation of Two-tier Multiple Choice (TTMC) to Analyse Students' Conceptual Understanding Profile on Heat and Temperature

Cited by 4 publications

References 18 publications

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

Teachers’ Conceptual Difficulties in Teaching Senior High School Organic Chemistry

ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review

Development of Two-Tier Multiple-Choice Test to Assess Students’ Conceptual Understanding on Respiratory System Material of 11th Grade of Senior High School

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