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Collins Agyemang
University of Education, Winneba
Education

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USING TWO-TIER DIAGNOSTIC TEST INSTRUMENT TO ANALYZE GENDER DIFFERENCES IN MISCONCEPTION IN LINEAR MOMENTUM Daniel Nti; Eric Appiah-Twumasi; Frederick Ameyaw; Collins Agyemang
EDUSAINS Vol 14, No 1 (2022): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v14i1.24471

Abstract

Misconceptions that occur can vary between male and female students. The purpose of this study was to analyze gender difference in misconceptions in linear momentum. The diagnostic- descriptive research method was used in this study. A total of 70 (35 males and 35 females) first-year Senior High School students in the La-Nkwantanan Municipality were used for this study. Identification of misconceptions was conducted using the Two-tier multiple-choice diagnostic test instrument that was equipped with the Certainty of the Response Index method. The study showed both males' level of understanding and misconception (56.88%; 42.88%) and females (28.51%; 50.24%), respectively. An independent sample t-test revealed that male’s students understanding of concept was statistically more than females and misconception was found not be statistically significantly different. The two-tier multiple-choice instrument could be used as an alternative instrument to identify misconceptions among students. The results of this study are expected to be a reference for Physics educators to identify and resolve students' misconceptions.
Co-Authors Daniel Nti Eric Appiah-Twumasi Frederick Ameyaw