Using Certainty of Responses Index (CRI) for Assessment to Identify

Graduate Students’ Misconceptions in Genetics

Chumidach Roini and Sundari

Master Program in Biology Education, Post Graduate Studies. Universitas Khairun

Keywords: Misconceptions, diagnostic, Genetics, Inability to understand concepts, CRI.

Abstract: Misconceptions in genetics can be found in various levels of education: students at middle

schools, graduate or postgraduate students, and even biology teachers and lecturers. This

descriptive exploratory study aimed to identify graduate students’ misconceptions in genetics

before they were enrolled in a genetics classroom. Research data was analyzed using a CRI

instrument. A descriptive analysis was also employed to analyse the data. The use of CRI

assessment as an instrument to identify graduate students’ misconceptions in genetics was

assisted by a diagnostic test and structured interviews. The results of the research suggested that

students’ misconceptions were found in the entire main concepts of genetics examined that were

definitions and scopes of genetics, genetic materials, reproduction of genetic materials, and

changes in genetic materials. These misconceptions were successfully identified based on the

students’ descriptions of the answers and the students’ level of confidence in answering questions

listed in the CRI instrument. However, no misconceptions could be recognized in genetics sub-

concepts because not all respondents provided answers to them. Research findings indicate that a

multiple choice test and an essay test should be added to the diagnostic test which is

accompanied by the CRI instrument. In addition, a close book and an open book diagnostic test

should also be compared to examine students’ misconceptions level.

1 INTRODUCTION

Recently, students’ misconceptions have become an

interesting topic discussed by the educational

researchers. There are still many biology concepts

misunderstood by learners (Duit, 2007; Kaharu,

2007; Shaw et al., 2008). Misconceptions can occur

at every level of education. Misconceptions are the

accumulation of learners’ inappropriate

understandings of correct concepts. Students’

misconceptions in genetics have been found at some

high schools and colleges (Shaw et al., 2008), and at

the graduate schools in the United States (Smith and

Knight, 2012). Misconceptions can also be found in

biology textbooks (Nusantari, 2011).

Teachers can use a diagnostic test, interviews,

and question and answer tasks to identify students’

misconceptions. Both common multiple choice test

(Treagust, 2006) and essay test are not very effective

in distinguishing students who either understand a

concept, misunderstand the concept, or do not

understand it at all. Misconceptions may result from

students’ lack of confidence in answering a question.

Even though misconceptions are sometimes hard to

fix, they can be detected and prevented (Salirawati,

2011). Students’ misconceptions can be discovered

by integrating CRI (certainty of responses index)

technique to a diagnostic test (Hasan et al., 1999).

CRI (certainty of responses index) technique is a

technique used to measure the level of respondents’

certainty or confidence in answering every task.

This study was focused on the use of CRI

technique to identify biology students’

misconceptions in genetics. The diagnostic

evaluation instrument combined CRI technique with

an essay test. This instrument would give the

participants freedom to provide answers and argue

about genetic problems. In general, genetic concepts

are difficult to understand because they are abstract

and wide-ranging. Therefore, the use of CRI

technique to diagnose students’ misconceptions in

genetics hopefully can result in the improvement of

learning in the classroom.

Roini, C. and , S.

Using Certainty of Responses Index (CRI) for Assessment to Identify Graduate Studentsâ

Z Misconceptions in Genetics.

DOI: 10.5220/0008899502110217

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 211-217

ISBN: 978-989-758-439-8

211

2 METHOD

This descriptive exploratory research was conducted

from October until December 2017. Research

samples consisted of 16 graduate students from

Khairun University. Before they were registered to a

genetic class, they were required to complete a test.

Data was collected using a diagnostic test containing

genetic concepts and a CRI instrument. The

diagnostic test contained 35 items related to genetic

concepts. The six scales of CRI instrument which

represented the participants’ level of certainty are

presented in Table 1 below.

Table 1: The Certainty of Responses Index (CRI) Scales

(Hasan, et al., 1999).

Index

Explanation

Guessing

Almost guessing

Not certain

Certain

Less certain

Completely Certain

The percentage of the students’ misconceptions in

genetics was determined based on CRI technique

criteria as shown by Table 2 as follows.

Table 2: Criteria of Students’ Misconceptions Based on CRI Technique (Nofiana, 2013).

Criteria of Answers

Low CRI (< 2,5)

High CRI (>2,5)

Correct answers

Correct answers; low CRI means

unable to understand the concepts.

Correct answers; High CRI means able

to understand the concepts.

Incorrect answers

Incorrect answers; low CRI means

unable to understand the concepts.

Incorrect answers; High CRI means

misconceptions.

3 RESULT AND DISCUSSION

3.1 Students’ Level of Certainty in

Answering Questions in Genetics

The results of the CRI-based diagnostic test showed

that 52% of the students guessed the answers (scale

0). The percentages of the students who almost

guessed (scale 1) and was uncertain (scale 2) about

the answers were 19% and 11%. Unfortunately,

relatively low percentages were found on scale 3

(10%), scale 4 (6%), and scale 5 (2%). These

numbers suggested that the lowest percentage of the

participants’ certainty was observed on the highest

scale of CRI and vice versa. It, therefore, indicated

that the participants’ responses varied inversely with

CRI scales. There were only 2 students (12.5%)

completely certain about the answers while the rest

(14 students) were less certain and /or only guessed

the answers (87.5%). The percentage of students’

certainty level is shown by Figure 1 below.

Figure 1: The Percentage of Students’ Answers Based on CRI Levels.

Around 87.5% of the students were not ready or not

certain about answering the diagnostic test

questions. It, thus, indicated that the quality of the

answers being true was categorized low. Many

students were not certain about the answers because

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they misconceived, could not remember, or could

not understand the genetic concepts.

3.2 Students’ Understanding of Genetics

Concepts

There are five concepts of genetics being studied in

this research: a) definitions and scopes of genetics;

b) genetic materials; c) reproduction of genetic

materials, d) genetic materials expression or

functions; e) changes in genetic materials.

Meanwhile, the concept of genetic materials

existence in population would be represented by

evolution, and genetic manipulation would be

represented by biotechnology. Students’

misconceptions in genetics should be identified in

order to evaluate their understandings and

investigate problems they faced to comprehend the

concept. The participants of this research were

required to answer 35 questions provided by the

CRI-based diagnostic test questions. The distribution

of the students’ level of certainty in answering the

questions is presented in Figure 2.

Figure 2: Distribution of Students’ Level of Certainty in Answering the Test Questions.

In general, the students answered the test

questions with low CRI. In average, the respondents

were not completely sure or in other words only

guessed the answers (scale 0). This number had a

positive correlation with the incorrect answers

provided by the students. Out of 35 questions, 13

questions were answered “not certain” and 20

questions were answered “less certain”, as shown in

Figure 3.

Figure 3. The Percentage of Students’ Answers Based on the Level of Certainty

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4 DISCUSSION

The current research has successfully identified

graduate students’ misconceptions in genetics.

Furthermore, research findings also suggested that

the students did not understand genetic concepts. It

was proven by the fact that the number of incorrect

answers provided by the students had a positive

correlation with the CRI levels. Students’

misconceptions may result from: (1) the presentation

of genetic concept which was not based on concept-

approach; (2) the presentation of genetic concept

which did not combine molecular approach and

molecular; (3) the use of inappropriate analogy; (4)

the use of biased terms; (5) the use of inappropriate

language (words and sentences) as the reflection of

writer’s interpretation; (6) the results of analysis

which were not supported by credible references

(Roini, 2013; Nusantari, 2012).

The graduate students’ misconceptions in

genetics can be identified in all sub concepts found

in the test. Additionally, some questions related to

genetic materials changes, mutation, and genetic

manipulation were also misconceived and not

answered by the students. The examples of the

students’ answers which indicated their

misconceptions in genetics and the instances of the

correct answers to the questions based on some

references with high credibility are explained as

follows.

4.1 Misconceptions about the Definitions

and Scopes of Genetics

When the students were asked about the definition

of genetics, they would answer “genetics is the study

of heredity (from parents to their offspring)”. This

definition could be considered as a misconception

because heredity is only one among many branches

that are studied in genetics that constitutes part of

genetic materials reproduction. This sub concept

refers to the manifestation of Mendel I and Mendel

II laws on crossbreeding or marriage.

Another example of a misconceived concept is

about the scopes of genetics. According to the

students, genetics covers 1) human and living

creatures genetic; 2) biotechnology. This statement

can be categorized as a misconception because

human genetic and living creatures genetic are

actually two different branches of genetics while

biotechnology is one of the sub concepts learned in

genetic manipulation (Corebima, 2008).

In addition to that, the students also provided a

wrong definition of genetics. According to the

students, “genetics studies about DNA and RNA in

relation to human heredity” while actually DNA and

RNA are important sub concepts of genetic

materials structure. Corebima (2010b) defines

genetics as the study of genetic materials. In details,

genetics covers: 1) the structure of genetic materials,

including DNA (which can be found in cell nuclei,

mitochondria, chloroplasts, viruses, bacteria,

plasmids, episodes, and transposable elements), and

RNA; 2) reproduction of genetic materials in

eukaryotic cells, including: DNA replication, cells

reproduction, and Mendelian inheritance; 3) genetic

materials functions, including: genes transcription,

modification after transcription, translation,

interaction, and control in eukaryotic cells; 4)

changes in genetic materials, including: mutation

and recombination; 5) the existence of genetic

materials in population and 6) manipulation of

genetic materials.

4.2 Misconceptions about the Definition

of Genetic Materials Reproduction

Students’ answers which showed their

misconceptions about the reproduction of genetic

materials were: a) reproduction is a process of

multiplying genetic materials with transcription,

translation, and translocation; b) genetic materials

are reproduce in a nucleus where DNA replicates

RNA; when dRNA leaves the nucleus, tRNA comes

to bring genetic codes (protein synthesis). These

reproduction definitions confuse the concept of

expression or functions of genetic materials.

Transcription, translation, dRNA, tRNA, genetic

codes, and protein synthesis should be discussed in

the genetic materials expression or functions.

Meanwhile, translocation should be understood as

part of genetic materials changes related to

chromosome structure.

Genetic materials reproduction is actually

genetic materials inheritance which includes the

inheritance of nucleotide sequence (such as DNA) in

general, and the inheritance of genes nucleotide

sequence in particular. DNA is reproduced by

replicating and RNA is reproduced through reverse

transcription. Genetic materials (both DNA and

RNA) contain genes. Therefore, children will inherit

their parents’ characteristics because genetic

materials are inherited (Corebima, 2008).

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4.3 Misconceptions about the Expression

or Functions of Genetic Materials

There were some misconceptions found in the

students’ answers related to the transcription and

translation process. The students made some

mistakes in determining nitrogen base pairs between

the sense gene chains and the codons, or between the

sense gene chains and the tRNA arrangement. The

students could only understand that if thymine (T)

was found on a sense gene chain, then tRNA would

contain adenine (A); if adenine (A) was found on a

sense gene chain, then tRNA would contain uracil

(U). Meanwhile, the correct concept is if thymine is

found on a sense gene chain, then the codon will

contain adenine (A) and tRNA will contain uracil

(U); if adenine (A) is found on a sense gene chain,

then the codon will contain uracil (U) and the tRNA

wukk contain adenine (A). It happens because the

arrangement of the nitrogen bases on tRNA is

actually the arrangement of the anticodons chains

(Gardner, et al., 1991).

Some examples that show that the students did

not recognize the concepts at all are described as

follows:

1) Genetic Materials Changes

According to the students, environment is able to

change genetic materials (DNA, RNA, protein, and

enzyme). Viewed from the structure, DNA and RNA

are categorized into the concept of genetic materials

and viewed from the functions, DNA and RNA

could be discussed in genetic expression or

functions. Therefore, it can be concluded that the

answer provided by the students showed that the

students did not understand the concept.

The correct answer, on the other hand, is that

genetic materials can be changed through induction

by humans. Genetic materials are induced for

several different purposes, such as for medication,

research, plants or animals breeding, and many

others. One of the examples of the beneficial genetic

materials changes is manipulation through tumor

inducing (Ti) plasmid from Agrobacterium

tumefaciens (Agrobacterium). Small pieces of leaves

are cultured in a medium which contains a genetic-

modified agrobaterium. The bacterium transfers a

small part of its genetic materials (Ti-plasmid) into

the host genome during the infection period. The

small pieces of leaves are added with hormones to

grow their buds and roots. Therefore, the bacterium

genes which have been modified will be expressed

by the infected plant (Thieman & Palladino, 2004).

2) Mutation Risks

None of the students answered questions related to

mutation risks. In fact, the students should be able to

understand the advantages of mutation, such as the

benefits of mutation in agriculture (the production of

golden rice). Rice can undergo genetic engineering

procedures to produce a big number of beta-carotene

(pro-vitamin) that can be changed into vitamin A.

Adding some nutrients to beta-carotene contained in

food will be more efficient to combat malnutrition

(Thieman & Palladino, 2004).

Somatic mutation will be harmful if the offspring

inherits the characteristics of the parents through

either sexual or asexual breeding. As stated by

Corebima (2010b), somatic mutation of eyes buds of

citrus plants will grow into a branch. If the branch

produces flowers, the mutation can be inherited

through sexual breeding because genital cells can be

found inside a flower. If the branch or part of the

branch is cut and planted, the new individual will

inherit the mutation through vegetative breeding.

3) Random Mutation

No misconceptions can be found in random

mutation topic because the students did not provide

any answer to it. According to Corebima (2000): 1)

mutation occurs accidentally or randomly because it

cannot be identified. We cannot predict which

individuals can/not mutate. However, it does not

mean that there is no regularity in a mutation

process; 2) mutation is random or coincidental

because it is not intended for adaptation purposes.

Mutation, in this case, happens without recognizing

whether the generated mutants will be adaptive or

not.

The results of the present research indicated that

many biology students from graduate school of

Khairun Universitay did not understand and

misconceived concepts in genetics. It has been

proven by the absence of correct answers provided

by the students. The use of CRI instrument to detect

the students’ level of certainty in answering the test

questions has been known to be effective in

identifying students who guessed and were unsure

about their responses.

The impromptu closed-book diagnostic test may

be the main cause of the students’ low confidence in

answering the questions. This was intentionally done

to examine basic understanding of genetics of the

students who were dominated by teachers who were

at that time teaching biology to junior and senior

high school students (81.25%). The students’

Using Certainty of Responses Index (CRI) for Assessment to Identify Graduate Studentsâ

Z Misconceptions in Genetics

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learning experiences also contributed greatly to their

misconceptions in genetics. The results of the

interviews conducted to the participants revealed

that the students often obtained wrong concepts at

schools. These errors were brought by the students

to the university. Suparno (2005) states that

preconceptions or basic conceptions can trigger

misconceptions.

There are some ways that can be used to identify

misconceptions, such as concept mapping, open

ended multiple choice test, scientific writing,

concept assessment, and CRI with structured

interviews. CRI can be used to identify

misconceptions and distinguish it from “unable to

understand the concepts” (Hasan and Kelley, 1999).

CRI technique can also be used to measure

respondents’ confidence/certainty level in answering

every question based on six scales (0-5). According

to Tayubi (2005), 0 indicates that the respondents do

not know the concept at all while 5 shows the

respondents’ full confidence in answering the

question. Low certainty level (CRI 0-2) describes

that the respondents use guessing as the main

strategy to complete the test. Regardless of the

correct or incorrect answer, low CRI indirectly

shows that the respondents do not understand

concepts underlying the correct answers. On the

other hand, high CRI (CRI 3-5) suggests that the

respondent have high confidence in selecting

answers. In this condition (CRI 3-5), the

respondents’ correct answers indicate their high

confidence because their biology concepts have been

tested. However, if the answers are incorrect, it

shows that there are misconceptions in the subjects.

There are four possible combinations of the answers

(correct or incorrect) and CRI (high or low) for each

respondent individual. Low CRI (<2.5) with correct

or incorrect answer indicates that the respondents

are not familiar with the concept. Meanwhile, high

CRI (>2.5) with correct answer shows that the

respondents are very familiar with the concept and

can master it. If the answer is incorrect but the CRI

is high (>2.5), the respondents have a

misconception.

This study employed CRI assessment tool

accompanied by a diagnostic test and structured

interviews as an instrument to identify graduate

students’ misconceptions in genetics. Research

findings suggest that the majority of the students

misunderstood some concepts in genetics and some

others did not understand the concepts at all. It can

be identified based on the description of the

students’ answers and level of certainty in answering

the test questions.

5 CONCLUSION

Based on the results of the diagnostic test and CRI

analysis, it can be concluded that the majority of the

graduate students of biology education program

from Khairun University (2017-2018) did not

understand concepts in genetics. Some of them even

misunderstood the concepts. The CRI instrument

has been proven effective in identifying university

students’ misconceptions based on the level of the

students’ certainty in answering the diagnostic test

questions correctly.

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