The differences that result from different ways of phrasing questions in the electric field to measure students' achievement in physics

Ergin I., Comert R., SARI M.

ENERGY EDUCATION SCIENCE AND TECHNOLOGY PART B-SOCIAL AND EDUCATIONAL STUDIES, vol.4, no.3, pp.1563-1572, 2012 (SCI-Expanded) identifier identifier


The purpose of this study is "to research the effects of different ways of phrasing questions on students' success in the subject of Electric field in Physics". Based on the results of the short test application containing questions in different forms, a research has been conducted to find out if there is a difference in students' success levels. This study is a descriptive one which researches the effects of using equivalent questions in Physics presented in different ways in order to determine the students' learning levels in Electric Field in Physics. For this purpose, a short test of 4 questions about Electric Field was given to 166 students attending 11th grade the section of science in a public high school and an Anatolian high school. The short test in Electric Field is one that is applied in Physics, has one correct answer and measures knowledge. As in the calculation of the reliability of a multiple-choice test, the reliability of the two short tests has been calculated by means of statistics. It has been found out that the students' success differs in the Electric Field Short Test (EFST) questions prepared in the forms of mathematical, graphical, verbal and diagrammatic in order to measure their levels of learning the same Physics topic. It has been determined that the students attain the highest success rate in the presentation of diagrammatic question, and the lowest rate in graphical one and the success of answering verbal questions is close to the diagrammatic ones.