Chemistry Reference
In-Depth Information
Table 9.9
Students' results
for problem 2 (percentages
rounded to whole numbers)
Points
All students
Boys
Girls
0
16 (%)
12
19
1
10 (%)
4
16
2
16 (%)
12
19
3
3 (%)
0
6
4
5 (%)
8
3
5
50 (%)
65
38
Table 9.10
Overall results in the follow-up test [
2
]
Points
All students
Boys
Girls
Class 2
Classes 1 + 3 + 4
0-12
9 (%)
0
16
31
0
13-16
22 (%)
19
25
25
21
27-40
41 (%)
31
50
31
45
41-53
17 (%)
31
6
6
21
54-66
10 (%)
19
3
6
12
Percentages rounded to whole numbers
They received one mark for every correctly used method. For the consistent
combination of these methods and the correct result (formula number 8
¼
lactic
acid) including appropriate argumentation they received two marks; added together
5 points. The results of this exercise are displayed in Table
9.9
.
Half of the students solved this difficult problem completely - a remarkable
result. The boys had a significantly better test result than the girls (significance level
P
0.037 for the uncategorized number of
points in the U-test according to Mann-Whitney).
The overall test results (Table
9.10
) of the boys showed a significantly better
performance than the girls' (
P
¼
0.033 for the categorized, and
P
¼
0.006 for the
uncategorized number of points in the U-test according to Mann-Whitney). This
indicates that the subjective assessment of the boys and the girls concerning the
comprehensibility of the unit (Fig.
9.16
) was also reflected in the objective test
results. Note that this difference could be observed already in the pretest.
The performance of one class (class 2) remained notably behind the performance
of the other three classes. This abnormality, which was also reflected in the higher
time need of this class (40 h), possibly had an organizational reason. Some of the
students were missing repeatedly and some of the lessons had to be canceled. Since
problems like this happen in school life, these results remained in the evaluation.
It becomes apparent that the PIN-Concept can be used successfully in funda-
mental chemistry classes in grade 11, even when the conditions are bad. This
positive conclusion holds true for boys and girls, despite the gender-specific
differences, which need further investigation.
¼
0.002 for the categorized,
P
¼
