Advertisement

MEASURING THE CONFIDENCE OF 8TH GRADE TAIWANESE STUDENTS’ KNOWLEDGE OF ACIDS AND BASES

  • Brady Michael JackEmail author
  • Chia-Ju Liu
  • Houn-Lin Chiu
  • Chun-Yen Tsai
Article

ABSTRACT

The present study investigated whether gender differences were present on the confidence judgments made by 8th grade Taiwanese students on the accuracy of their responses to acid–base test items. A total of 147 (76 male, 71 female) students provided item-specific confidence judgments during a test of their knowledge of acids and bases. Using the correctness of the answer responses, a confidence rating score, an unweighted rating score, and a relative confidence rating score were calculated for each respondent. The correlations between the boys and girls for each score area showed girls as scoring higher than boys in their knowledge of acids and bases, were more confident in this knowledge, and more willing to express different levels of confidence among the test items.

Key words

acid–base chemistry education item-specific confidence knowledge science education 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Chen, C.-H. & Howard, B. (2010). Effect of live simulation on middle school students' attitudes and learning toward science. Educational Technology & Society, 13(1), 133–139.Google Scholar
  2. Ebel, R. L. (1965). Confidence weighting and test reliability. Journal of Educational Measurement, 2(1), 49–57.CrossRefGoogle Scholar
  3. Echternacht, G. J. (1972). The use of confidence testing in objective tests. Review of Educational Research, 42(2), 217–236.Google Scholar
  4. Else-Quest, N. M., Hyde, J. S. & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103–127.CrossRefGoogle Scholar
  5. Feng, S.-L. & Tuan, H.-L. (2005). Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases. International Journal of Science and Mathematics Education, 3, 463–484.CrossRefGoogle Scholar
  6. Glenberg, A. M. & Epstein, W. (1987). Inexpert calibration of comprehension. Memory & Cognition, 15, 84–93.CrossRefGoogle Scholar
  7. Halpern, D. F., Aronson, J., Reimer, N., Simpkins, S., Star, J. R. & Wentzel, K. (2007). Encouraging girls in math and science—Institute of Education Sciences. Washington: National Center for Education Research.Google Scholar
  8. Hastedt, D. & Sibberns, H. (2005). Differences between multiple choice items and constructed response items in the IEA TIMSS surveys. Studies in Educational Evaluation, 31, 145–161.CrossRefGoogle Scholar
  9. Hong, Z.-R., Veach, P. M. & Lawrenz, F. (2003). An investigation of the gender stereotyped thinking of Taiwanese secondary boys and girls. Sex Roles, 48(11/12), 495–504.CrossRefGoogle Scholar
  10. Isaacson, R. M. & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated learning: academic success and reflections on learning. Journal of the Scholarship of Teaching and Learning, 6(1), 39–55.Google Scholar
  11. Jack, B. M., Hung, K. M., Liu, C. J. & Chiu, H. L. (2009a). Utilitarian Model of Confidence Testing for Knowledge-Based Societies. Paper presented at the American Education Research Association (AERA), San Diego, CA, 13–17 April 2009.Google Scholar
  12. Jack, B. M., Liu, C. J., Chiu, H. L. & Shymansky, J. A. (2009b). Confidence Testing for Knowledge-Based Global Communities. Paper presented at the American Education Research Association (AERA), San Diego, CA, 13–17 April 2009.Google Scholar
  13. Lundeberg, M. & Mohan, L. (2009). Context matters: Gender and cross-culture differences in confidence. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 222–239). New York: Routledge.Google Scholar
  14. Mangan, B. (2001). Sensation's ghost: The non-sensory "fringe" of consciousness. Psyche, 7(18). http://www.theassc.org/files/assc/2509.pdf.
  15. Martin, M. O., Mullis, I. V. S., Foy, P., Olson, J. F., Erberber, E., Preuschoff, C., Galia, J. (2008). TIMSS 2007 International Science Report Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.Google Scholar
  16. Odom, A. L. & Barrow, L. H. (2007). High school biology students' knowledge and certainty about diffusion and osmosis concepts. School Science and Mathematics, 107(3), 94–101.CrossRefGoogle Scholar
  17. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578.Google Scholar
  18. Planinic, M., Boone, W. J., Krsnik, R. & Beilfuss, M. L. (2006). Exploring alternative conceptions from Newtonian dynamics and simple DC circuits: Links between item difficulty and item confidence. Journal of Research in Science Teaching, 43(2), 150–171.CrossRefGoogle Scholar
  19. Rahayu, S., Chandrasegaran, A. L., Treagust, D. F., Kita, M. & Ibnu, S. (2011). Understanding acid–base concepts: Evaluating the efficacy of a senior high school student-centered instructional program in Indonesia. International Journal of Science and Mathematics Education doi:http://10.1007/s10763-010-9272-x.
  20. Schraw, G. (2008). A conceptual analysis of five measures of metacognitive monitoring. Metacognition Learning, 4, 33–45.CrossRefGoogle Scholar
  21. Soderquist, H. O. (1936). A new method of weighting scores in a true–false test. Journal of Educational Research, 30, 290–292.Google Scholar
  22. Tuan, H.-L., Chin, C.-C. & Shieh, S.-H. (2005). The development of a questionnaire to measure students' motivation towards science learning. International Journal of Science Education, 27(6), 639–654.CrossRefGoogle Scholar
  23. United States Congress (2009). Encouraging the participation of female student in stem Fields:Hearing before the Subcommittee on Research and Science Education, Committee on Science and Technology, House of Representatives, Serial No. 111-45, 111 CONG.Google Scholar
  24. Ziller, R. C. (1957). A measure of the gambling response-set in objective tests. Psychometrika, 22, 289–292.CrossRefGoogle Scholar
  25. Zoller, U., Fastow, M., Lubezky, A. & Tsaparlis, G. (1999). Students' self-assessment in chemistry examinations requiring higher- and lower-order cognitive skills. Journal of Chemical Education, 76, 112–113.CrossRefGoogle Scholar

Copyright information

© National Science Council, Taiwan 2011

Authors and Affiliations

  • Brady Michael Jack
    • 1
    Email author
  • Chia-Ju Liu
    • 1
  • Houn-Lin Chiu
    • 2
  • Chun-Yen Tsai
    • 3
  1. 1.Graduate Institute of Science EducationNational Kaohsiung Normal UniversityKaohsiungRepublic of China
  2. 2.Chemistry DepartmentKaohsiung Normal UniversityKaohsiungRepublic of China
  3. 3.Department of Information ManagementCheng Shiu UniversityKaohsiungRepublic of China

Personalised recommendations