Using the National School Achievement Test to Analyze Science Academic Ability of Undergraduates Wishing to Become Lower Secondary School Teachers

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  • YOSHIDA Akira
    Department of Natural Sciences, Faculty of Education, University of the Ryukyus

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Other Title
  • 全国学力学習状況調査を利用した中学校理科教員志望の大学生の理科の学力調査
  • 全国学力学習状況調査を利用した中学校理科教員志望の大学生の理科の学力調査 : 琉球大学を例に
  • ゼンコク ガクリョク ガクシュウ ジョウキョウ チョウサ オ リヨウ シタ チュウガッコウ リカ キョウイン シボウ ノ ダイガクセイ ノ リカ ノ ガクリョク チョウサ : リュウキュウ ダイガク オ レイ ニ
  • —A Case from the University of the Ryukyus—
  • ―琉球大学を例に―

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Abstract

The 35 undergraduates of the Department of Education and the Department of Science who wish to earn a lower secondary school science teacher license took a science examination (26 questions), the national school achievement test for lower secondary school executed in 2012, in order to redesign the teacher training program. Their answers were analyzed, and the average number of correct answers was 19.6, or 75.3%. None of the results of the MannWhitney U test showed a significant difference in the mean of correct answers according to college difference, gender, or hometown. The erroneous results were inferred to derive from careless mistakes in some non-answered questions, or from incorrect content. The strong positive correlation found between the undergraduates and lower secondary students in the percentage of correct answers suggests that questions for which the percentage of the students’ correct answers were low showed that the percentage of correct answers of the undergraduates were also low. The result suggests that undergraduates who wish to earn a lower secondary school science teacher license must master the expressions used to describe the contents in line with conditional or logical description.

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