Pembinaan ujian diagnostik objektif dan kupasan jawapan bagi mengesan kesalahan pelajar dalam "graf gerakan linear"
This study aims to develop a set of objective diagnostic test and answer sheme that can inform students’ weaknesses based on the wrong answer for the topic of "Linear Motion Graph". It involves the study of six secondary schools, in the area of Pasir Gudang, Johor. This study consists of a...
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| Format: | Thesis |
| Language: | English |
| Published: |
2012
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| Online Access: | http://eprints.utm.my/id/eprint/32369/5/AzzahyiruddinAhyanuddinMFP2012.pdf http://eprints.utm.my/id/eprint/32369/ http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:70646?site_name=Restricted Repository |
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| Summary: | This study aims to develop a set of objective diagnostic test and answer sheme that can inform students’ weaknesses based on the wrong answer for the topic of "Linear Motion Graph". It involves the study of six secondary schools, in the area of Pasir Gudang, Johor. This study consists of a fourphase method and involves a total of 575 Form Four and Five science stream students who have studied the topic "Linear Motion Graph". The research methods used include a set of subjective diagnostic question, observations, interviews and finally the production of a set of objective diagnostic tests. The findings were analyzed manually using Microsoft Excel 2007 to obtain the value of Difficulty Level (P), Discrimination Index (D) and Kuder Richardson reliability (KR20). Modes of errors were analyzed using the software Statistical Package for the Social Science (SPSS) version 14.0. the findings in Phase 1 categorized students’ errors into three parts which are errors in the concept of graph, interpretation of graphs and relationships between graphs. These errors became the wrong answer choices (or distractors) for the 20 objective questions in the second phase of the study. The analysis of KR20 yields a realibility value of 0.907, while P shows that 15 items are at the optimum level and D shows that 19 items give the value of 0.19 and above. The review of the test questions and answer scheme by excellent Physics teachers and the analysis of interviews and observations established the validity of the test. In conclusion, the four phases carried out to produce this set of objective diagnostic tests with answer response analysis has helped to produce a diagnostic test which has high reliability and validity. |
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