This work was aimed at assessing one of the examinations applied to the students enrolled in courses of Biochemistry and Molecular Biology at the School of Medicine, UNAM. We analyzed a f＇mal examination in this subj...This work was aimed at assessing one of the examinations applied to the students enrolled in courses of Biochemistry and Molecular Biology at the School of Medicine, UNAM. We analyzed a f＇mal examination in this subject. The test consisted of 80 multiple choice questions. The database was exported to Excel and then to the SPSS 16 statistical software for statistical analyses. The following techniques were used： （1） dificulty index （Pi）, （2） discrimination index （Di）, （3） discrimination coefficient （rpbis）, and （4） Cronbach＇s alpha. Those questions that complied with 3 of the 4 mentioned techniques were considered acceptable; of the 80 questions, only 25 were accepted corresponding to 31%. The topic with the largest number of accepted questions was Water and pH （75%）, and the topics without accepted questions were Bioenergetics and Hormones （0%）. It is recommended that the faculty members that elaborate multiple choice examinations must know the subject, and should have a formation in didactics and educational methodology.展开更多
This paper deals with the importance of idioms in English as a Foreign Language （EFL） acquisition in general and the effect of three techniques applied in teaching and learning them by the undergraduate university s...This paper deals with the importance of idioms in English as a Foreign Language （EFL） acquisition in general and the effect of three techniques applied in teaching and learning them by the undergraduate university students in particular. To accomplish this aim, the study firstly tried to investigate English students＇ attitude toward learning L2 idioms through a 10-item questionnaire. The second part of the study passed on two stages; a list of 20 unknown idioms was presented to 30 second-year EFL students who were divided into three groups. The first group of students was given the list of idioms with （L2） English definition; the second group was given the same list of idioms with their （L2） English contextual representation these unknown idioms were used, and the third group was given （LI） Albanian translation equivalent. At the second stage, after learning and revising the unknown idioms for a period of four weeks, the participants received a common test consisting of two types of exercises-multiple-choice and fill-in-the-blanks-to check the impact of three techniques used for the long-term retention of idioms： definition, context, and translation. The results of the survey showed that the third-group students performed better than the two other groups who were exposed to English idioms definition and context; i.e., translation was the most effective technique that helped students＇ retention and acquisition of idioms.展开更多
文摘This work was aimed at assessing one of the examinations applied to the students enrolled in courses of Biochemistry and Molecular Biology at the School of Medicine, UNAM. We analyzed a f＇mal examination in this subject. The test consisted of 80 multiple choice questions. The database was exported to Excel and then to the SPSS 16 statistical software for statistical analyses. The following techniques were used： （1） dificulty index （Pi）, （2） discrimination index （Di）, （3） discrimination coefficient （rpbis）, and （4） Cronbach＇s alpha. Those questions that complied with 3 of the 4 mentioned techniques were considered acceptable; of the 80 questions, only 25 were accepted corresponding to 31%. The topic with the largest number of accepted questions was Water and pH （75%）, and the topics without accepted questions were Bioenergetics and Hormones （0%）. It is recommended that the faculty members that elaborate multiple choice examinations must know the subject, and should have a formation in didactics and educational methodology.
文摘This paper deals with the importance of idioms in English as a Foreign Language （EFL） acquisition in general and the effect of three techniques applied in teaching and learning them by the undergraduate university students in particular. To accomplish this aim, the study firstly tried to investigate English students＇ attitude toward learning L2 idioms through a 10-item questionnaire. The second part of the study passed on two stages; a list of 20 unknown idioms was presented to 30 second-year EFL students who were divided into three groups. The first group of students was given the list of idioms with （L2） English definition; the second group was given the same list of idioms with their （L2） English contextual representation these unknown idioms were used, and the third group was given （LI） Albanian translation equivalent. At the second stage, after learning and revising the unknown idioms for a period of four weeks, the participants received a common test consisting of two types of exercises-multiple-choice and fill-in-the-blanks-to check the impact of three techniques used for the long-term retention of idioms： definition, context, and translation. The results of the survey showed that the third-group students performed better than the two other groups who were exposed to English idioms definition and context; i.e., translation was the most effective technique that helped students＇ retention and acquisition of idioms.
