Development of an Online Three-Tier Diagnostic Test to Assess Pre-University Students’ Understanding of Cellular Respiration

Saat, Rohaida Mohd; Fadzil, Hidayah Mohd; Aziz, Nor Azlina Abd; Haron, Kamariah; Rashid, Kamaludin; Shamsuar, Natalya Rudina

doi:10.33225/jbse/16.15.532

Cited by 17 publications

(12 citation statements)

References 45 publications

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“…The researchers designed a pre-test of 12 questions as the Academic Performance Test (APT) using various literature on two-tier multiple choice questions and three-tier questions (Kumandaş et al, 2018;Prodjosantoso & Hertina, 2019;Saat et al, 2016). APT had two sections: Section A was a two-tier multiplechoice questions, and Section B was a three-tier explanation questions (Appendix 1).…”

Section: Methodsmentioning

confidence: 99%

“…EG was taught using GI, while CG was taught using TCAT. The same pre-test was used as a post-test, but the numbers of the questions were re-arranged to reduce the recognition effect (Kibirige & Teffo, 2014;Saat et al, 2016). Pre-and post-tests data were analysed descriptively: means, standard deviations (SD), and inferential: t-test to establish the differences between the two groups.…”

Section: Methodsmentioning

confidence: 99%

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In-Service Teachers’ Performance Using Guided Inquiry Computer Simulations to Learn Cellular Respiration

Kibirige

2022

j.of education technology

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Respiration is one of the difficult biology topics, and teachers have challenges effectively teaching it to minimise misconceptions. The aims of this study was to analyse the effect of guided inquiry computer simulations on pre-service teachers' performance. A quasi-experimental design was used with 65 in-service teachers: 33 experimental groups taught using guided inquiry computer simulations, and 32 control groups received instructions using traditional chalk-and-talk. Data were collected using the Academic Performance Test and analysed using a T-test to determine the differences between the groups. Analysis of Covariance was used to find out the effect of the intervention. Both groups were pre-tested to gauge their previous knowledge and post-tested to establish changes after the teaching. The results show experimental group surpassed the control group. Also, males and females performance in the experimental group was similar, suggesting that guided inquiry computer simulations favoured both genders. It implies that guided inquiry computer simulations are effective tools to minimise misconceptions regarding cellular respiration. Thus, the researchers recommend using guided inquiry computer simulations in qualitative and quantitative approaches with a large sample of in-service teachers from different geographic regions.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

In-Service Teachers’ Performance Using Guided Inquiry Computer Simulations to Learn Cellular Respiration

Kibirige

2022

j.of education technology

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“…This is one of the advantages of this instrument because basically in the world of education it is very important to distinguish the level of student understanding so that the right teaching method can be chosen in the learning process in the classroom (Maulini et al, 2016). Therefore, the three-level multiple choice diagnostic test is considered more accurate to identify students' misconceptions because it is equipped with belief questions (Saat et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Development of Three˗Tier Diagnostic Test Instrument to Measure Misconceptions of Class XI Students on Reaction Rate Materials

Natalia¹,

Sudrajat

2023

Jurnal, Teknologi, Pendidikan

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This study aims to measure and detect student misconceptions that occur in the concept of reaction rate based on the diagnosis results of Grade XI Negeri 2 Kabanjahe students and to show subconceptions that experienced both high and low misconceptions. The study was conducted in March–April 2022. The type of research used is Research and Development with ADDIE development. Methods used are tests, anchors, interviews and documentation. The diagnostic test developed is a threetitier multiple choice diagnostic test consisting of an answer choice, reason and confidence level. Validation result by validator indicates the developed instrument is valid. The validity of the developed test is 20 valid problems and 10 invalid problems. Reliability test results show a reliability figure of 0.85. The highest percentage of misconceptions in collision theory is 51.5% and the lowest percentage of misconceptions in reaction order and reaction rate equations is 26.72%. The percentage of students who understand the concept of reaction rate is 35%. The percentage of categories did not understand the concept of reaction rate by 27% and the percentage of misconceptions of reaction rate by 38%.

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“…Prior to the improvement of the concept of students who experience misconceptions, identification needs to be carried out to find out which concepts tend to make students experience misconceptions. Identification of misconceptions in students can be done using a diagnostic test instrument before the learning process is carried out (Hasyim et al, 2018;Nugraha & Fitrihidajati, 2021;Saat et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

How is The Implementation of Diagnostic Tests in Biology Learning in South Sumatra?

Dewi

Lidyawati

Destiansari

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Diagnostic tests have a very important role to provide information about the strengths and weaknesses of students related to a concept to be studied. This study aims to obtain an overview of the implementation of diagnostic tests carried out by Biology teachers in South Sumatra Province using the survey method. This study involved 86 Biology teachers in South Sumatra Province. Samples were taken using the convenience sampling method. Data collection by using e-questionnaire distributed through Google Form. The e-questionnaire consists of 25 questions developed from standard indicators of assessment, including planning, method selection, test instrument development, test implementation, test result management, test results reporting and the implications of these test results in the biology learning process in schools. The results of this study indicate that Biology teachers in South Sumatra have carried out routine diagnostic tests. The development of this diagnostic test instrument has also referred to the learning objectives and the results of the diagnostic test have been used to determine the methods, strategies, and approaches used in the learning process. Although in general the implementation of diagnostic tests in Biology learning is good, but the implementation and management of diagnostic tests that are very close to the learning process is feared will not have a significant effect on the implementation of the learning process in schools.

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Development of an Online Three-Tier Diagnostic Test to Assess Pre-University Students’ Understanding of Cellular Respiration

Cited by 17 publications

References 45 publications

In-Service Teachers’ Performance Using Guided Inquiry Computer Simulations to Learn Cellular Respiration

In-Service Teachers’ Performance Using Guided Inquiry Computer Simulations to Learn Cellular Respiration

Development of Three˗Tier Diagnostic Test Instrument to Measure Misconceptions of Class XI Students on Reaction Rate Materials

How is The Implementation of Diagnostic Tests in Biology Learning in South Sumatra?

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