The Effect of the CAP Examination on the Teaching of Physics and Chemistry - A Case Study of Taoyuan City

• Main Authors: LIN, SHU-CHENG, 林書正
• Other Authors: HSIEH, LING-FENG
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/s24zf6

碩士 === 中華大學 === 科技管理學系 === 106 === Since the influence of CAP Exam on higher education system is greatly weakened, a research on what it impacts the Physics and Chemistry education is made as follow. This study first used the content analysis method to analyze the examination questions of the physics and chemistry during school year 103 to 105. The results of the analysis were used to design the test items, and then additional questionnaire surveys were used to understand the opinions of the physics and chemistry teachers of Taoyuan City on their teaching impact. Conclusions are as below: 1.The overall difficulty of the test questions is moderate; the overall discrimination is very good; the matching of the pass rate with the Rasch index shows that the candidate is not easy to guess the answer option. 2.The "Question Type" and "Bloom cognitive" classification shows that the CAP Exam wants to test if the examinee learns the concept through charts and lab exercise properly, and focuses on whether the examinee understands and applies the concepts learned. 3. The “Capability Indicators” and “Core Literacy” classification notes will focus on the development of scientific concepts and the core concepts of learning. It also emphasizes students’ methods of cultivating active research, independent thinking, and expressive communication to obtain knowledge and ways to solve problems. 4.Teacher cognition to the CAP Exam has a positive impact on concept and test instruction, textbook selection, and assessment. The five aspects can form a reasonable path structure, and the three factors of the concept and test instruction and textbook selection have an intermediate effect between cognition and assessment. 5."Years for teaching": Teachers who teach over 21 years or more are less likely to be influenced by the CAP Exam in textbook selection and concept instruction ; "Ph.D. degree": Teachers with Ph. D. degree are significantly influenced by the CAP Exam in cognitive, textbook selection, concept instruction, and assessments than those with "bachelor degree". "On-Job-Learning Hours": Teachers who attended more than 25 hours of on-job-study course have significantly influences in cognitive, textbook selection, concept and test instruction, and assessment than those who only have 0-8 hours. "City" teachers were more likely to be influenced by CAP Exam than "township" counterparts; " Teachers who have taught in the ninth grade after the implementation of the CAP Exam will have a clearer understanding of the test. 6. The tested teachers think that meeting the requirement of the CAP exam will cause the course progress too quickly and result in stress. They think the exam time for the JHSEE is apporpriate; “The exam extinguishes only ranking” and “Natural Science subjects are ranked last in all courses” are two issues that will impair students motivation; subject teachers agree that most of the questions maintain the current ratio, but some adjustments is needed like to include non-multiple choice questions.