Student Achievement on the Concepts of Light and Shadow in Different Assessment Formats: Students  Learning Styles and Gender

Employing the phenomenological qualitative research design, this study explores the prevailing pedagogical belief and experiences of six secondary school teachers concerning their practices related to assessment of learning in science subjects among the public secondary school students in the Division of Cagayan de Oro City, Philippines. Anchored on the Theory of Reasoned Action (TRA) argument that additional factors, referred to as external, which in the case of this study pertain to pedagogical beliefs and mandate from the curriculum guide issued by the Department of Education, can influence the behavior of the teachers towards assessment strategy choices. This study has been done to verify whether external factors play a role with the teacher’s behavior. Employing the directed content analysis, the data were analyzed in the framework of TRA. Employing the directed content analysis approach, findings of this study suggest that the assessment of learning practices of the teachers are shaped by their pedagogical beliefs, social norms and intentions. This study contributes to an understanding whether external factors directly shape the teacher’s behavioral intention to carry out a certain assessment strategy to measure student’s learning.

Section: Pedagogical Beliefmentioning

confidence: 99%

Pedagogical beliefs and learning assessment in science: Teacher’s experiences anchored on theory of reasoned action

Namoco¹,

Zaharudin²

2021

A review of studies about four-tier diagnostic tests in physics education

Çelikkanlı¹,

Şahin²

2022

The aim of this research was to conduct a review of studies using four-tier tests to detect misconceptions in physics education. Fifty-eight studies whose main purpose was to develop a four-tier misconception test and eleven studies whose purpose was to determine learners' misconceptions using a four-tier diagnostic test without test development process in physics education between 2010 and 2022 inclusive with respect to their publication type, the publication year, the number of authors, and number of pages and whether the test was modified or not. General test information such as the physics topic that it examined, the number of misconceptions which were targeted, misconception criteria, validity, and reliability techniques and the number of items were also collected. Indonesia is the country where most of the studies were carried out. Surprisingly, it is found that there is no common agreement about misconception criteria in the studies. Also, it is seen that some important information about test development stages was not specified in many studies.

Students' Knowledge gains, Self-efficacy, Perceived Level of Engagement, and Perceptions with regard to Home-based Biology Experiments (HBEs)

Robledo¹,

Miguel²,

Arizala-Pillar³

et al. 2023

Home-based biology experiments (HBEs) are practical learning activities that allow students to perform safe and relevant experiments at home. Motivated by the need to innovate teaching approaches in science education due to the COVID-19 pandemic, this study was conducted to determine the effects of home-based biology experiments (HBEs) on their knowledge gains, self-efficacy, and perceived level of engagement. In addition, students' teachers' and parents' feedback were also investigated. This study employed a quasi-experimental research design using a mixed-method approach involving a pretest/post-test design in which ten teacher-collaborators and 836 pupils participated. Fifteen-item teacher-made parallel tests and the 38-item perceptions, self-efficacy and engagement questionnaire were distributed via Google Forms. Results revealed that most participants strongly agreed that HBEs were lesson congruent and risk-free, the materials were readily available, and it was fun and challenging (M=3.56, SD=0.77). Moreover, HBEs were found to be effective in improving pupils' knowledge gains (T=119, z=-4.56, p=0.04), self-efficacy (M=3.36, SD=0.71), and perceived level of engagement (M=3.45, SD=0.69). Responses were significantly different when grouped according to grade level, gender, and type of HBEs used. The results of thematic analysis were categorised as "Affordances" and "Constraints". Six subthemes emerged from the Affordances : "Safety", "Feasibility", "Independent Learning", "Learning Material", and "Affordability", while there were four subthemes for "Constraints": "Expenses", "Student Interaction", "Availability", and "Time Management". It can be concluded that home-based biology experiments are effective and relevant teaching strategies to deliver practical learning in the distance learning modality.