Relationship between Secondary School Students' Physics Academic Achievement Scores and Their Conceptual Knowledge
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| Title: | Relationship between Secondary School Students' Physics Academic Achievement Scores and Their Conceptual Knowledge |
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| Language: | English |
| Authors: | Khan, Wajid Ali, Saeed, Muhammad |
| Source: | Bulletin of Education and Research. Aug 2021 43(2):1-16. |
| Availability: | Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32 |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 9 High Schools Junior High Schools Middle Schools |
| Descriptors: | Science Achievement, Physics, Scientific Concepts, Concept Formation, Knowledge Level, Secondary School Students, Secondary School Science, Gender Differences, Correlation, Grade 9, Foreign Countries, Rural Urban Differences |
| Geographic Terms: | Pakistan |
| ISSN: | 0555-7747 |
| Abstract: | Policies shift their focus from increasing enrolment to quality improvement and enhancing the conceptual knowledge and investigating skills of the students. Students' achievement scores are generally considered the true reflectors of quality improvement. This study investigated the relationship between public sector students' physics achievement scores and their conceptual knowledge at secondary school level. In this quantitative research a self-developed achievement test was used to investigate the conceptual knowledge, validated by six experts and pilot tested. Reliability of the test was found 0.85 Cronbach Alpha. Four secondary schools were selected as clusters from which 135 students were selected randomly. Pearson correlation and independent sample t-test were used for data analysis. Significant positive relationship was found between the variables, academic achievement and conceptual knowledge gender-wise and locale-wise in the subject of physics. Effect size shows the moderate and large size practical significance. This study has some implications for stakeholders in education. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1338293 |
| Database: | ERIC |
| Abstract: | Policies shift their focus from increasing enrolment to quality improvement and enhancing the conceptual knowledge and investigating skills of the students. Students' achievement scores are generally considered the true reflectors of quality improvement. This study investigated the relationship between public sector students' physics achievement scores and their conceptual knowledge at secondary school level. In this quantitative research a self-developed achievement test was used to investigate the conceptual knowledge, validated by six experts and pilot tested. Reliability of the test was found 0.85 Cronbach Alpha. Four secondary schools were selected as clusters from which 135 students were selected randomly. Pearson correlation and independent sample t-test were used for data analysis. Significant positive relationship was found between the variables, academic achievement and conceptual knowledge gender-wise and locale-wise in the subject of physics. Effect size shows the moderate and large size practical significance. This study has some implications for stakeholders in education. |
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| ISSN: | 0555-7747 |
