Chemistry Teachers' Estimations of Their Students' Learning Achievement

Sung Tao Lee
National Kaohsiung Normal University, Kaohsiung, Taiwan
David Treagust
Curtin University of Technology, Perth, Western Australia, Australia
Huann-shyang Lin
National Hualien Teachers College, Hualien, Taiwan
J. Chem. Educ., 2005, 82 (10), p 1565
DOI: 10.1021/ed082p1565
Publication Date (Web): October 1, 2005

Abstract

This study examined the significant classroom learning environment predictors for student conceptual understanding of stoichiometry and compared the difference between the teacher's estimation of student achievement and the students' actual learning achievement. Taiwanese 8th grade students (N = 587) from 18 classes participated in this study. A student conceptual understanding test (SCUT) was developed and pilot tested to confirm its reliability and construct validity. Both the SCUT test and the "What Is Happening in the Classroom (WIHIC)" learning environment questionnaire were administered to the students. The classroom teachers were asked to estimate their students' performance on the SCUT. It was found that the opportunity to learn appeared the most significant predictor, which explained 18% of the variance in student conceptual understanding test scores. An additional 4% of the variance was explained by student involvement in discussions. The analysis of the teachers' estimations revealed that the teachers tended to overestimate their students' learning outcomes.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Testing / Assessment

Keywords (Subject):

Learning Theories
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  • Received: August 03, 2009

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