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SEC Physics 2003: A Study  


Abstract Category: Education
Course / Degree: B. Ed. (Hons.)
Institution / University: University of Malta, Malta
Published in: 2005


Thesis Abstract / Summary:

The aim of the study is to conduct an analysis of various aspects of the SEC Physics May 2003 examination. These include the quality of the examination questions and the paper, achievement by gender and by type of school and choice of Paper 2.

The study also contains an item and error analysis paying special attention to whether students found any mathematical difficulties. The difficulty of each question is tested by analysing each item and determining its facility index and discrimination power. The quality of the examination paper concerns issues mainly related to reliability and validity. The reliability of the examination papers is determined using Cronbach’s alpha and found to be moderately high, where the alpha coefficient for Paper 1 & 2A and Paper 1 & 2B is 0.91 and 0.93 respectively. The content validity of the paper was found to be fair when the topics of the syllabus were compared to each question and topic of the exam papers.

The most difficult questions are analysed further for errors committed by students and the possible reasons for the difficulties they encountered are discussed. Achievement by gender shows that when considering the combined papers, there is no significant sex difference for students opting for Paper 1 and 2A, while in Paper 2B, boys perform better than girls. Achievement by type of school shows that Church Schools’ candidates outperform all other candidates.

Paper choice is analysed in terms of the factors which influence candidates in making the choice and it is observed that a number of candidates fail to choose the more suitable paper for their ability. The conclusion contains a general discussion about various issued related to the examination and some recommendations.


Thesis Keywords/Search Tags:
SEC PHYSICS, SECONDARY EDUCATION, ITEM ANALYSIS, ANALYSIS OF ERRORS, GENDER DIFFERENCES, SCHOOL DIFFERENCES

This Thesis Abstract may be cited as follows:
Gabriella Cumbo & Bernice Schembri, Faculty of Education, University of Malta, UJnpublished Thesis, May 2005


Submission Details: Thesis Abstract submitted by Gabriella Cumbo & Bernice Schembri from Malta on 01-Oct-2005 16:00.
Abstract has been viewed 2533 times (since 7 Mar 2010).

Gabriella Cumbo & Bernice Schembri Contact Details: Email: gabriella@global.net.mt



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