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| Assessing Knowledge and Correcting Misconceptions in Science 7 |
Gilbert C. Francisco, MAEd
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Abstract:
This study aimed to determine the impact of authentic evaluation tools and techniques and the use of Misconception tests on the learning outcomes of Grade 7 students of Calawitan National High School in the Third and Fourth Grading Period of Science for the school year 2018-2019. The explanatory mixed-methodology research design was employed in this study. Each set signifies control or independent variables. 37 students from 7-Neptune (Control Group) and 39 students from 7- Mars (Experimental group) served as the participants. The frequency, mean and standard deviation, independent samples t-test and paired samples t-test were employed to determine if there were significant differences on the academic performance of students before and after the implementation of the assessment strategies. Using independent samples t-test, findings showed that there were highly significant differences in the test scores of the experimental group between pretests and posttests in both Physics and Earth science after the use of authentic evaluation tools. Accordingly, results of the paired samples t-test indicated that there were highly significant differences between the Misconception pretests and posttests of the experimental group in all of the eight Science 7 modules in Physics and Earth science. Based on the findings of the study, there were significant increase on the studentsâ€(tm) level of concept understanding and academic achievement after the implementation of authentic assessment tools and techniques and the use of Misconception tests.
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