Common Errors in Science in the Test of Trends in ‎International Mathematics and Science Study (TIMSS) ‎among Jordanian Eighth-Grade Students

Abstract

This study aimed at identifying Jordanian eighth-grade students’ common errors in science in the test of Trends in International Mathematics and Science Study (TIMSS-2015). The test consists of 14 (out of a total of 7865) booklets, covering the cognitive domains of knowledge, application and reasoning. The sample consisted of (334) booklets, randomly selected from booklet 11. A checklist was used to analyze students' errors. The results revealed that the percentages of common errors among students for the test as a whole and for the domains are "moderate". The students’ errors on the test items were distributed by frequency of occurrence as follows: (25%) of the test items have high frequency, (50%) moderate frequency, (18.75%) low frequency and (6.25%) very low frequency. Furthermore, more errors were made by male students compared to female students, more errors in public schools compared to private schools, and more errors in the level of knowledge compared to the levels of application and reasoning