Development and validation of a conceptual multiple-choice survey instrument to assess student understanding of introductory thermodynamics

Brundage, Mary Jane; Singh, Chandralekha

doi:10.1103/physrevphyseducres.19.020112

Cited by 6 publications

(2 citation statements)

References 65 publications

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“…Similarly, we have seen student performance in online classes in other studies to be on par in some respects [36,65]. However, students in the online class also all had their cameras and microphones off, possibly enabling them to consult resources that they were not intended to access, so there may also be some inflation in the scores, as was suggested in another study of student performance on content surveys [66]. In-person class 1 had the best performance out of all three years.…”

Section: Comparisons Between In-person and Online Instructionsupporting

confidence: 62%

Challenges in addressing student difficulties with basics and change of basis for two-state quantum systems using a multiple-choice question sequence in online and in-person classes

Hu,

Li,

Singh

2023

Eur. J. Phys.

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Research-validated multiple-choice questions comprise an easy-to-implement instructional tool for scaffolding student learning and providing formative assessment of students’ knowledge. We present findings from the implementation of a research-validated multiple-choice question sequence on the basics of two-state quantum systems, including inner products, outer products, translation between Dirac notation and matrix representation in a particular basis, and change of basis. This study was conducted in an advanced undergraduate quantum mechanics course, in both online and in-person learning environments, across three years. Student learning was assessed after traditional lecture-based instruction in relevant concepts, and their performance was compared with that on a similar assessment given after engaging with the multiple-choice question sequence. We analyze, compare, and discuss the trends observed in the three implementations.

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Section: Comparisons Between In-person and Online Instructionsupporting

confidence: 62%

Challenges in addressing student difficulties with basics and change of basis for two-state quantum systems using a multiple-choice question sequence in online and in-person classes

Hu,

Li,

Singh

2023

Eur. J. Phys.

Self Cite

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“…Numerous tools exist for measuring physics learning. These predominantly focus on conceptual understanding and attitudes towards the subject (Brundage & Singh, 2023;Gürler & Baykara, 2020;Hestenes et al, 1992;Marake et al, 2022;Maloney et al, 2001). However, specialised instruments for measuring complex physics problem-solving abilities are less common (Adams, 2015).…”

Section: Instrument and Proceduresmentioning

confidence: 99%

Recorded Video Versus Narrated Animation in Teaching Physics Problem-Solving: The Influence of Problem Difficulty Level

Wei,

Chen,

Zhong

et al. 2024

JBSE

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Numerous studies compared the effectiveness of various formats of video-based teaching, yet their focus has primarily been on relatively straightforward content, such as concepts and basic procedures. Research on the effectiveness of teaching complex content through different formats of videos remains limited. This study addresses this gap by conducting a well-controlled comparison between recorded video and narrated animation in the context of teaching physics problem-solving, a challenging content area with easily measurable difficulty levels. The study employed a controlled experimental design with a sample of 361 upper secondary school students who had been randomly assigned to seven classes within a selected secondary school by the school administrator. Data were collected using pre- and post-test assessments that measured students' problem-solving performance after video-based teaching. The results indicated that the effectiveness of recorded videos featuring the teacher's face was not significantly different from that of narrated animations that did not include the teacher's face, irrespective of the content's difficulty level. These findings provide valuable insights for educators in selecting appropriate teaching formats for teaching challenging content through video-based education. They contribute to our understanding of teaching strategies and have practical implications for educators seeking to optimise teaching approaches in similar contexts. Keywords: physics problem-solving, secondary education, teaching/learning strategies, educational video

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Validating light phenomena conceptual assessment through the lens of classical test theory and item response theory frameworks

Santoso,

Istiyono,

Haryanto

et al. 2024

Phys. Educ.

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The light phenomena conceptual assessment (LPCA) is a conceptual survey of light phenomena that has been recently established by physics education research (PER) scholars. Studying the LPCA psychometric properties is imperative to inform its measurement validity to potential LPCA users as well as general educational researchers. Classical test theory (CTT) and item response theory (IRT) are two popular statistical frameworks that can be utilized to explore the LPCA measurement validity. To our knowledge, no PER studies have attempted to make a head-to-head comparison of these methods while validating the LPCA. This study is the first to delineate the LPCA measurement by statistically comparing CTT- and IRT-based analyses. The LPCA dataset was drawn from physics students from eight secondary schools presented by Ndihokubwayo and Uwamahoro (2020 Phys. Educ. 55 035009). Our results accomplish harmony between the CTT and IRT arguments to estimate the LPCA item performance and student ability probed by the LPCA. They support the idea that the LPCA may be used as an inventory for evaluating conceptual understanding of light phenomena from the low to high ability range of students, and even some LPCA items should be flagged based on CTT- and IRT-based validity arguments. Special considerations for further refinement related to the discriminating power of problematic LPCA items are discussed.

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Development and validation of a conceptual multiple-choice survey instrument to assess student understanding of introductory thermodynamics

Cited by 6 publications

References 65 publications

Challenges in addressing student difficulties with basics and change of basis for two-state quantum systems using a multiple-choice question sequence in online and in-person classes

Challenges in addressing student difficulties with basics and change of basis for two-state quantum systems using a multiple-choice question sequence in online and in-person classes

Recorded Video Versus Narrated Animation in Teaching Physics Problem-Solving: The Influence of Problem Difficulty Level

Validating light phenomena conceptual assessment through the lens of classical test theory and item response theory frameworks

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