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ERIC Number: EJ1231176
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1309-7202
Cognitive Diagnostic Assessment of Students' Responses: An Example from Energy and Momentum Concepts
Dega, Bekele Gashe
European Journal of Physics Education, v10 n1 p13-23 2019
Students' responses to energy & momentum (EM) concepts were investigated. EM concepts are fundamental and crosscutting in physics. A standardized Energy and Momentum Conceptual Survey (EMCS) test were used to collect quantitative data from 108 first year science students enrolled in a university in Ethiopia. Concentration analysis was used to analyze the responses in terms of concentration score, concentration factor, and concentration deviation. A one-sample t-test was conducted and showed no statistically significant difference (t=0.33, p=0.74) between the average concentration score and the hypothetical random score. A paired-samples t-test was conducted and showed also a no statistically significant difference (t=1.25, p=0.22) between the concentrations of students' responses to the scientific conceptions and misconceptions. The results showed that newly enrolled university science students have low, random and inconsistent conceptual knowledge of core physics concepts. Concentration analysis is recommended for science teachers to diagnose students' level of understanding before instruction.
Erciyes University. Melikgazi, Kayseri, 38039 Turkey. Tel: +90-352-207-6666; Web site: http://www.eu-journal.org/index.php/EJPE
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia