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  Home > JCE Print > Journal of Chemical Education > Issues > 2005  > October  >
Research: Science and Education
Chemical Education Research
Chemistry Teachers' Estimations of Their Students' Learning Achievement
Huann-shyang Lin
National Hualien Teachers College, Hualien, Taiwan

Sung Tao Lee
National Kaohsiung Normal University, Kaohsiung, Taiwan

David Treagust
Curtin University of Technology, Perth, Western Australia, Australia

Cover
October 2005
Vol. 82 No. 10
p. 1565
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.
More Information
*  Citation
 Lin, Huann-shyang; Lee, Sung Tao; Treagust, David. J. Chem. Educ. 2005 82 1565.
*  Keywords
 Chemical Education Research; High School / Introductory Chemistry; Learning Theories; Stoichiometry; Testing / Assessment
*  History
 Created:
Last Updated:		 August 30, 2005
September 8, 2005
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