Abstract:
This research study aimed to evaluating the potential of diagnostic instruments in identifying
students’ misconceptions on chemical bonding concepts such as ionic bonding, covalent
bonding, and related chemistry concepts like molecular shape, polarity, inter-molecular force of
attraction, and intra-molecular attraction force, which may be one of the causes of chemical
misconceptions by applying three-tier misconception test for a control group and four-tier
misconception test for an experimental group. It was also attempted to test the accuracy and
precision of the common diagnostic tests in measuring students’ misconceptions and
performance in terms of different test standards and standard indicator. To attain these goals,
respective data were gathered through open-ended, three-tier and four-tier misconception tests.
The earlier was administered to identify major areas of students’ misconceptions, and the
second was used as reference while the latter was administered twice to different groups as a
pilot and revised forms. Using the results of the pilot test some items were rewritten
accordingly. The results of this study actually showed that misconceptions largely shared by
about 33 % of the sampled students. Finally, the findings of this study indicated that openended,
multiple choice items, two-tier tests and three–tier misconception tests used for the
control group were less valid, reliable and discriminatory than that the four-tier misconception
test used for the experimental group.
