Development and validation of a two-tiered diagnostic test on chemical reactions

Date of Publication

12-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Chemistry

Subject Categories

Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Voltaire Mallari Mistades

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Lydia S. Roleda
Minie Rose C. Lapinid
Socorro E. Aguja
Nathan Ray A. Alim

Abstract (English)

This study developed and validated a two-tiered diagnostic test to assess chemical thinking in chemical reactions among Filipino tertiary learners. Addressing a critical need for diagnostic tools beyond rote memorization, this research employed a comprehensive sequential exploratory mixed-methods design. Phase 1 involved a qualitative analysis of 150 student and 5 teacher responses, which revealed prevalent misconceptions and informed the generation of items and plausible distractors. Phase 2 achieved excellent content validity, with all initial 50 items receiving an Item-level Content Validity Index of 1.00 from three chemistry experts. Phase 3 conducted a robust psychometric validation using Rasch analysis on the responses of 950 college students. Findings confirmed its robust psychometric properties, including a person reliability index of 0.837, and demonstrated the superior fit of the Partial Credit Model. This instrument serves as a valuable diagnostic tool, offering profound insights into specific misconceptions and reasoning patterns. Consequently, it provides significant implications for targeted instructional interventions and enhancing chemistry education in the Philippines.

Keywords: chemical thinking, chemical reactions, misconceptions, Rasch analysis, polytomous, Philippine educational context, two-tiered diagnostic test

Abstract Format

html

Abstract (Filipino)

Nilinang at pinatunayan sa pag-aaral na ito ang isang two-tiered na diagnostic test upang masukat ang chemical thinking sa paksang chemical reactions sa mga mag-aaral sa tersiyaryang antas sa Pilipinas. Bilang pagtugon sa mahalagang pangangailangan para sa mga kagamitang diagnostiko na higit pa sa pagsasaulo, gumamit ang pananaliksik na ito ng isang komprehensibong sequential exploratory mixed-methods na disenyo. Sa Unang Yugto, isinagawa ang kwalitatibong pagsusuri sa mga tugon ng 150 mag-aaral at 5 guro, na nagbunyag ng mga laganap na misconceptions at nagsilbing batayan sa pagbuo ng mga aytem at makatotohanang mga distractors. Sa Ikalawang Yugto, nakamit ang napakahusay na content validity, kung saan ang lahat ng paunang 50 aytem ay tumanggap ng Item-level Content Validity Index (I-CVI) na 1.00 mula sa tatlong eksperto sa kimika. Sa Ikatlong Yugto, isinagawa ang masusing psychometric validation gamit ang Rasch analysis batay sa mga tugon ng 950 mag-aaral sa kolehiyo. Ipinakita ng mga resulta ang matibay na psychometric properties ng instrumento, kabilang ang person reliability index na 0.837, at napatunayan ang higit na angkop na paggamit ng Partial Credit Model. Ang instrumentong ito ay nagsisilbing isang mahalagang kagamitang diagnostiko na nagbibigay ng masusing pananaw sa mga tiyak na misconceptions at mga huwaran ng pangangatwiran. Dahil dito, nagdudulot ito ng mahahalagang implikasyon para sa mga targeted instructional interventions at sa higit pang pagpapaunlad ng edukasyon sa kimika sa Pilipinas.

Mga Susing Salita: chemical thinking, chemical reactions, misconceptions, Rasch analysis, polytomous, Philippine educational context, two-tiered diagnostic test

Abstract Format

html

Language

English

Format

Electronic

Keywords

Chemistry—Study and teaching; Curriculum-based assessment

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