Analyzing University Entrance Examination Questions in the Field of Study of Mathematics-Physics

Subject Areas : Education

reza Zarei ¹ , ahmmad reza Ojinejad ² , massumeh Saremi ³

1 - استادیار گروه مدیریت آموزشی ،واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
2 - استادیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
3 - باشگاه پژوهشگران جوان و نخبگان، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.

Received: 2016-11-06 Accepted : 2016-11-06 Published : 2016-10-22

Keywords: Content analysis, University Entrance Examination, Mathematics-Physics, Knowledge Assessment,

Abstract :

The aim of this study was to analyze questions of University entrance examination in mathematics-physics field of study. The method of study was content analysis for textbooks and questions of the university entrance examination. In addition, survey method was used to receive the views of mathematics teachers. The population of this study included first to third grade pre-university textbooks at the field of mathematics-physics and questions of mathematics-physics as well as mathematics teachers of first to third grade pre-university in the Marvdasht city. Census method was used for sampling the university entrance examination questions and mathematics courses, while purposeful sampling was used to select the teachers.  Data obtained from the content of textbooks were collected by two-dimensional table developed for this purpose, and they were examined using content analysis method. To analyze the data, Kruskal-Wallis test and Spearman correlation coefficient were used. Results of this study suggest that questions of university entrance examination in mathematics-Physics field of study assessed the educational goals of mathematics courses at the high school level. Additionally, in terms of assessing the students’ knowledge, 7.27% of the questions were developed at the knowledge level, 20% of them were developed at the level of understanding, 36.36% of them at the application level, 25.45% of them were developed at the analysis level, 9.09% of them were developed at the combination level, and 1.81% of them were developed at the evaluation level.   

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