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Table 2: Descriptive Statistics of the Phase I Evaluation of RKI & RRMC items.

Table 2 Descriptive Statistics of the Phase I Evaluation of RKI & RRMC items.

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Table 1: Extract of Physics Teaching outline for Circular motion concepts
Table 1: Extract of Physics Teaching outline for Circular motion concepts
We used a descriptive statistical range interval for the 4-point Likert scale (Taherdoost, 2019) to select items that did not merit, based on the replies from 11 participants for phase 1 in Table 2. The Likert scale was chosen, because it is simple to create and to produce a highly reliable scale; and it is straightforward for participants to read and to complete. As shown below, we used a Taherdoost Likert scale to compute and evaluate the experts' assessment of the degree of relevance of the items in circular-motion concepts from the questionnaires.
We used a descriptive statistical range interval for the 4-point Likert scale (Taherdoost, 2019) to select items that did not merit, based on the replies from 11 participants for phase 1 in Table 2. The Likert scale was chosen, because it is simple to create and to produce a highly reliable scale; and it is straightforward for participants to read and to complete. As shown below, we used a Taherdoost Likert scale to compute and evaluate the experts' assessment of the degree of relevance of the items in circular-motion concepts from the questionnaires.
Table 3: Descriptive Statistics of the Phase II Evaluation of the Zeroth draft of CMCI We computed the descriptive statistics of the average scores and of the standard deviation for each zeroth CMCI item, based on the replies from 11 experts for phase II, as shown in Table 3. Except for one item, the average scores for all the Zeroth CMCI items were stabilised by phase II. In the previous literature on the optimal number of rounds (stages) in Delphi investigations, the researchers tended to settle on a varying number of rounds, based on their intended level of consensus (Chedi, 2017).
Table 3: Descriptive Statistics of the Phase II Evaluation of the Zeroth draft of CMCI We computed the descriptive statistics of the average scores and of the standard deviation for each zeroth CMCI item, based on the replies from 11 experts for phase II, as shown in Table 3. Except for one item, the average scores for all the Zeroth CMCI items were stabilised by phase II. In the previous literature on the optimal number of rounds (stages) in Delphi investigations, the researchers tended to settle on a varying number of rounds, based on their intended level of consensus (Chedi, 2017).
Table 4: Descriptive Statistics of Phase III synthesised Concept Items Table 4 shows the mean scores of the 17 synthesised concept items. Eight MCQs had a mean score higher than the standard of 2.51. MCQ101, MCQ103, MCQ104, MCQ107, MCQ210, MCQ211, MCQ212, and MCQ315 were the questions (Appendix 1). Discarded MCQ items were those with mean scores less than or equal to the necessary norm. In the second round, we agreed to interview students by using the eight MCQ items. Because any distractors may need to be updated, in order to reflect the changing students’ perceptions; and the following round's interview sessions were regarded as being significant.
Table 4: Descriptive Statistics of Phase III synthesised Concept Items Table 4 shows the mean scores of the 17 synthesised concept items. Eight MCQs had a mean score higher than the standard of 2.51. MCQ101, MCQ103, MCQ104, MCQ107, MCQ210, MCQ211, MCQ212, and MCQ315 were the questions (Appendix 1). Discarded MCQ items were those with mean scores less than or equal to the necessary norm. In the second round, we agreed to interview students by using the eight MCQ items. Because any distractors may need to be updated, in order to reflect the changing students’ perceptions; and the following round's interview sessions were regarded as being significant.
Figure A: 1. A car on a horizontal circular track
Figure A: 1. A car on a horizontal circular track
Figure A: 2. A car on a Banked track 1CQ201). As seen in Figure A: 2, while a car is driven on a banked circular track, what force causes a vehicle to follow the radial direction at the constant speed of the banking angle, as it goes through a banked circular curve?
Figure A: 2. A car on a Banked track 1CQ201). As seen in Figure A: 2, while a car is driven on a banked circular track, what force causes a vehicle to follow the radial direction at the constant speed of the banking angle, as it goes through a banked circular curve?
ACQ212). A car rounds a very steep, sloping curve at a low speed. To the right, a front view of the car is shown in Fig A: 3. Which direction depicts the net force acting on the car for the situation shown in the figure?
ACQ212). A car rounds a very steep, sloping curve at a low speed. To the right, a front view of the car is shown in Fig A: 3. Which direction depicts the net force acting on the car for the situation shown in the figure?
Figure A. 4: A stone whirled in a horizontal plane attached to an inelastic string MCQ315). One end of an inelastic string is attached to a stone. The string is rotated in a horizontal plane of increasing velocity, retaining the other end, as shown in Figure A. 4. At any speed, it breaks because:
Figure A. 4: A stone whirled in a horizontal plane attached to an inelastic string MCQ315). One end of an inelastic string is attached to a stone. The string is rotated in a horizontal plane of increasing velocity, retaining the other end, as shown in Figure A. 4. At any speed, it breaks because:
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Delphi Method
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