scholarly journals APPLICATION OF RASCH MODEL IN TESTING FORCE CONCEPT INVENTORY

2020 ◽  
Vol 2 (6) ◽  
pp. 14-27
Author(s):  
Afiqah Basran ◽  
Denis Lajium
Keyword(s):  
Rasch Model ◽  
Physics Education ◽  
High Reliability ◽  
Test Theory ◽  
Concept Inventory ◽  
School Students ◽  
Force Concept Inventory ◽  
Force And Motion ◽  
The Rasch Model ◽  
Force Concept

Inventori Konsep Daya is an instrument that is adapted from the Force Concept Inventory (FCI). It is an instrument consisting of 30 diagnostic items related to the concept of force and motion. This instrument is widely used in physics education. However, the validity of this instrument in Bahasa Malaysia is not well studied to ensure that the items in the instrument function properly. Based on previous research, one of the major issues that are often questioned in the FCI is the reliability of the instrument when administered to different groups. When studies conducted in this country, researchers often use the reliability analysis under the Classical Test Theory. Various weaknesses are identified when evaluating using the analysis under the theory. Therefore, the purpose of this study is to apply the Rasch model under Item Response Theory in analyzing the items in Inventori Konsep Daya. Several analyzes were selected to determine the validity of the items and instruments. This study will be conducted on three levels of students involved in the learning of force and motion concepts. 300 samples will be taken from school students, elementary or matriculation students as well as undergraduate students who have studied this topic. The data will be analyzed using Windstep software. The results showed that Inventori Konsep Daya was a good instrument with high reliability and separation index, positive polarity value for every item, and fit the Rasch model. However, the instrument was quite difficult for the respondents in this study. This study is important in providing information to other researchers who will use FCI as an instrument in their study. In addition, the findings of this study can also be used to compare with the previous studies to draw more accurate conclusions.

scholarly journals An Analysis of the Students’ Perceptions of Physics in Science Foundation Studies at the National University of Laos

2010 ◽  
Vol 39 (1) ◽  
Author(s):  
Phimpho Luangrath ◽  
Thongloon Vilaythong
Keyword(s):  
Conceptual Understanding ◽  
Physics Education ◽  
Teaching And Learning ◽  
Concept Inventory ◽  
Laboratory Work ◽  
Physics Teaching ◽  
Force Concept Inventory ◽  
Interesting Part ◽  
National University ◽  
Force Concept

This paper presents the situation of physics teaching and learning at the Science Foundation Studies program at National University of Laos. The study has focused on the students’ understanding of concepts in mechanics, and the situation of the laboratory work activities. The research tools used in this study were the Force Concept Inventory test, interviews and questionnaires. The results show that in an international comparison the Lao students reveal a low level of conceptual understanding in mechanics. They also show no improvement in their conceptual understanding after teaching. The students have little experience of laboratory work. They had expectations that laboratory work would be an interesting part of Physics Foundation Studies Course. However, few of the students do get involved in the actual measurements and handling of equipment during the practical activities. So, many of them do not feel that they learn much physics through laboratory work. This corresponds to their teachers’ understandings as well. Some strategies for improving the above mentioned aspects of physics teaching based on physics education research will be suggested. Cet article présentera la situation des processus d’enseignement et d’apprentissage de la physique au sein des classes préparatoires scientifiques de l’Université Nationale du Laos. Le but de ces classes est que les étudiants comprennent les concepts de mécanique et la situation des activités de laboratoire. Afin de mener cette étude, nous avons utilisé le test Force Concept Inventory (Inventaire des Concepts de Force), mené des interviews et appliqué des questionnaires. Au niveau international, les résultats montrent que les étudiants laotiens ont un niveau bas de compréhension des concepts de mécanique. Ils montrent également que ces mêmes étudiants n’améliorent pas leur compréhension après avoir participé au cours. Les étudiants possèdent peu d’expérience en laboratoire. Ils s’attendaient à ce que le travail de laboratoire soit une partie intéressante des classes préparatoires. Cependant, peu d’étudiants s’impliquent vraiment dans les mesures et dans la manipulation de l’équipement pendant les sessions de pratique. La plupart d’entre eux pensent donc ne pas apprendre grand-chose en physique pendant les pratiques de laboratoire. Cette sensation est également partagée par les professeurs. Notre objectif est donc de proposer quelques stratégies d’enseignement, soutenues par les recherches effectuées dans le domaine de l’enseignement de la physique.

scholarly journals Students’ approaches to solving R-FCI tasks observed by eye-tracking method

2018 ◽  
Vol 9 (2) ◽  
pp. 117-130
Author(s):  
Martina Kekule ◽  
Jouni Viiri
Keyword(s):  
High School ◽  
High School Students ◽  
Eye Tracking ◽  
Graph Representation ◽  
Concept Inventory ◽  
School Students ◽  
Force Concept Inventory ◽  
Tracking Method ◽  
Motion Map ◽  
Force Concept

This study sought to assess the representational format of task options in the representational variant of the force concept Inventory (R-FCI) test, namely its impact on students’ problem-solving approaches. This was done with the help of eye-tracking equipment. 35 high-school students solved four tasks, mainly from the R-FCI test, which sought to assess the student’s understanding of Newton’s 1st and 2nd Law of Motion. As they were trying to solve the problems, their gazes were tracked by TobiiTX300. A comparison between students who provided the correct and incorrect answer was subsequently carried out. The correctly answering students very quickly found the correct solution both in verbal and graph representation. For motion map representation, they usually compared and made decision between two options. The incorrectly answering students did not show any consistent strategy except they paid the least attention to the correct answer. Moreover, two case stud studies of correctly and incorrectly answering students were described.

INCREASED STUDENT PERFORMANCE ON PHYSICS CONCEPT INVENTORY TEST AFTER STUDENT-CENTRED APPROACH IN UNIVERSITIES OF LATVIA

2021 ◽  
Author(s):  
Ilva Cinite ◽  
◽  
Girts Barinovs ◽  
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Conceptual Understanding ◽  
Physics Education ◽  
Teaching Approach ◽  
Concept Inventory ◽  
Test Results ◽  
Widespread Application ◽  
Force Concept Inventory ◽  
Force Concept

Education research has repeatedly shown that active learning in physics is pedagogically more efficient than traditional lecture courses. Widespread application of the active learning is slowed down by the lack of data on the performance of the active learning in widely varying circumstances of different educational systems. We measured the level of understanding of basic physics concepts using Force Concept inventory for students who enrol at different universities in Latvia in calculus-based and non-calculus-based groups and compared the student performance to the pre-test results elsewhere in the world. We measured the growth of concept inventory test results and studied the dependence of the growth on the teaching approach used by university lecturers. About 450 undergraduate students from 12 groups of science and engineering courses taught by 8 lecturers were involved in the study at three universities in Latvia. The Force Concept Inventory multiple-choice test was translated to Latvian and used for pre-/post-tests. The pre-test results showed that the maximum of the distribution of correct answers for non-calculus groups is around 20%, which is the value obtained by the random guessing of test answers, whereas the pre-test results of calculus-based groups was about 50% of correct answers. The test score after taking post-test confirmed that the growth of students’ tests results is closely related to the teaching approach chosen by lecturer, showing that in order to provide physics graduates with a good conceptual understanding of physics, student centred teaching approach was crucial. The use of concept inventories in undergraduate physics education to measure the progress of learning appears to be particularly important in the current situation with a small number of students in physics and a critically small number of future physics teachers, when efficiency of teaching is of crucial importance. Keywords: STEM education quality, conceptual understanding, student-centred approach

scholarly journals FMCE-PHQ-9 Assessment with Rasch Model in Detecting Concept Understanding, Cheating, and Depression amid the Covid-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 297-309
Author(s):  
Fauzan Sulman ◽  
Sutopo Sutopo ◽  
Sentot Kusairi
Keyword(s):  
Conceptual Understanding ◽  
Rasch Model ◽  
Physics Education ◽  
Education Students ◽  
Concept Understanding ◽  
Force And Motion ◽  
Test Instrument ◽  
Index Of Difficulty ◽  
The Rasch Model ◽  
Item Reliability

This research aims to see the ability of the FMCE-PHQ-9 test instrument amid the Covid-19 pandemic to measure conceptual understanding, cheating, and depression in students. The research was conducted on 64 physics education students at Sulthan Thaha Saifuddin State Islamic University Jambi. The instrument consists of 47 force and motion material items to fit the Winsteps 3.65.0 program. The analysis results using the Rasch Model showed that the MNSQ Outfit was 1.00 in the person column and 0.1 in the item column. Judging from the ZSTD value of 0.57 for the person and 0.1 for the item, the Points Measure value correlated with 0.4 to 0.85 while the item reliability value was 0.73 and the Cronbach's Alpha value was 0.56. therefore, the test instrument using the Rasch proclamation model found 31 fit items. The analysis results show that the concept ability was poor since, on average, the students could only answer questions with a low index of difficulty category. The research results on the level of cheating obtained data that 100 percent of students were not indicated to have the same pattern. Lastly, for the level of depression, only 16 percent of students did not experience depression, while 84 percent of students experienced it.

Force concept inventory (FCI) representation of high school students (SMA & MA)

2017 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Jeffry Handhika ◽  
Farida Huriawati ◽  
Nur Fitriani
Keyword(s):  
High School Students ◽  
Concept Inventory ◽  
School Students ◽  
Force Concept Inventory ◽  
Test Number ◽  
Third Law ◽  
Level Of Understanding ◽  
Problem Number ◽  
Learning Concept ◽  
Force Concept

<p class="Abstract">There have been profiling the level of understanding of physics concept (dynamics and kinematics) of students' (SMA and MA) in madiun region. Profiling is done by using the Force Concept Inventory test. Samples were taken from 120 students from SMA and MA  in Madiun and Ponorogo. The results indicate that FCI test number 23 and number 16 is the most answered incorrectly by the students. Problem number 23 related to kinematics and test number 16 on Newton's third law. Only 24.16% of students answered correctly test numbers 23 and 25% of students answered correctly test number 16. Students SMA and MA do not understand the concept well and can’t represent concept in another shapes. These results provide an indication that the learning concept needs to be implementation at SMA and MA.</p>

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