Web-based five-tier diagnostic assessment: Students’ perceptions of hydrostatic pressure misconceptions
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Abstract
This study investigated the impact of student perceptions on the effectiveness of web-based assessment technology in identifying misconceptions. Addressing a gap in research on digital assessment tools in physics education, this study focused on hydrostatic pressure concepts. The research employs the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation) to design and implement the web-based assessment. The study sample consisted of physics students, and the results highlight the potential of web-based assessments to enhance learning by identifying and addressing misconceptions. Findings reveal that students respond positively to the use of this technology, which supports the assessment of their conceptual understanding. These findings emphasize the importance of integrating electronic assessment tools into physics education to improve conceptual understanding and learning outcomes.
Keywords: Development; misconception; technology; web-based assessment
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