Effect of congruence between medium of instruction and testing in assessing students' achievement in general college chemistry

Date of Publication

1995

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Abstract/Summary

This study determines the differential effects of the congruence or non-congruence between medium of instruction and testing on students' achievement.The language of instruction used was English and mixed (English-Filipino) and the medium of testing was also in English and mixed. Items in the achievement test include: atomic structure, chemical bonding and stoichiometry.This study was conducted over a 4-week period during the second semester of school year 1993-1994. First year engineering students enrolled in General Chemistry 1 at Mariano Marcos State University, Batac campus, grouped into experimental and control groups were the subjects of the study. The study utilized a quasi-experimental factorial group design. The data gathered were analyzed using the Analysis of Covariance at 0.05 level of significance.The study concluded that the language of instruction has no effect on the language of testing. Students are not affected by the language used in teaching when it comes to taking the test in English or mixed language, As regards the language used in testing, the achievement of students who took the test where the language used is mixed is higher.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03084

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

76 leaves ; 28 cm.

Keywords

Ability--Testing; Chemistry--Study and teaching; Achievement tests; Bilingualism

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