Effect of Regular Classroom Tests on Learning and Understanding of Concepts in Chemistry.

Autor/in	Essiam, Charles
Titel	Effect of Regular Classroom Tests on Learning and Understanding of Concepts in Chemistry.
Quelle	In: Action research and innovation in science education, 2 (2019) 2, S. 3-12Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2626-9902
Schlagwörter	Test; Feedback; Motivation; Chemieunterricht; Intervention
Abstract	This study employed regular classroom tests as an intervention to help students learn and understand the concepts periodicity and chemical bonds in chemistry. The participants of the study were thirty four second year science students at Swedru Senior High School in the Central Region of Ghana. These students were taught for eight weeks and at the end of each week made to take an essay-type test on the concepts they have learnt within the week and the previous weeks. Questions asked were constructed with increasing cognitive demand to challenge students to reason and apply the principles learnt in solving them. Descriptive feedback in the form of written comments was provided against any incorrect responses which did not reflect understanding of concepts learnt. These strategies adopted improved the performance of students in the weekly tests as most of the responses students provided in the weekly tests reflected understanding of the concepts learnt. The regular classroom tests made students revised their notes throughout the term and hence improved their performance in chemistry.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2021/2