频繁测试对加纳高中女学生某些选定物理概念成绩的影响

Daniel Nti, Jacob Nene Nanor, Obed Baa-Yanney, S. Adjibolosoo, Isaac Prosper Agbeko
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摘要

教育评估被认为是高等教育最重要的方面之一,大多数教育机构依靠考试来确定学生的表现、成就和认证。然而,大量的文献综述表明,没有研究进行了确定频繁的测试对女学生的物理表现的影响。本研究探讨了频繁测试对女学生在一些选定的物理概念上的表现的影响。本研究采用定量研究方法和行动研究设计。研究对象为50名理科大二女生。使用测试收集数据。收集到的实验数据采用描述性统计和单样本t检验进行分析。确定了每个学生在六周期间的平均分数。全体学生的总体平均分是为了了解学生在阅读作业和概念教学后的频繁测试中的总体表现。研究结果表明,概念教学后学生的平均得分(μ=6.35)优于阅读作业后学生的平均得分(μ=2.74)。此外,结果清楚地显示,教学理念后学生的表现差异有统计学意义(p<0.05)。这些结果进一步表明,课后频繁测试是提高女学生物理成绩的有效途径。该研究建议,一般的科学教师,尤其是物理教师,应该在他们的教学和学习过程中经常进行测试,因为测试可以让学生提前学习,这实际上对他们在物理方面的表现有积极的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effect of Frequent Testing On Female Students Performance in Some Selected Physics Concepts at the Senior High School in Ghana
Educational assessment is considered as one of the most important aspects of higher education and most educational institutions rely on tests to determine students’ performance, achievements and certification. However, extensive literature reviewed indicates that no study has been conducted to determine the effects of frequent testing on female students’ performance in Physics. This study investigated the effect of frequent testing on the performance of female students in some selected Physics concepts. The study used quantitative research approach and action research design. Fifty (50) second year female science students formed the study participants. Data was collected using tests. The experimental data collected were analysed using descriptive statistics and one-sample t-test. The mean score for each student for the six week-period was determined. The overall mean score for the entire students was determined to give an idea of students’ general performance in the frequent tests after both reading assignments and teaching of concepts. The results of the study showed that the mean scores obtained by students after teaching concepts (μ=6.35) was better than mean scores of students after reading assignment (μ=2.74). In addition, the results clearly showed a statistically significant difference in the performance of students after the teaching concepts (p<0.05). These results further suggest that frequent testing after teaching constitutes an effective way of improving the performance of female students in Physics. The study recommends that science teachers in general, and Physics teachers in particular, should employ frequent testing in their teaching and learning process as testing makes students learn ahead which in effect affect their performance in Physics positively.
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