A Survey Of The Characteristics Of The Success Or Failure Of Physics Examinations In High School Students In Zaozhuang City

The physical exam success or failure attribution questionnaire was revised on the basis ofthe results of the exam descriptive survey, open questionnaire survey and semi-closedquestionnaire survey. The revised questionnaire includes two sub-questionnaires and eachsub-questionnaire consists of fourteen alternative reasons.The reliability test of thisquestionnaire shows that the internal consistency reliability is0.786, the retest reliability is0.758.The validity of this questionnaire is tested by consistency of the results got from the ratingmethod and sorting method respectively and the first five reasons got by the sorting method hashigh consistency with those got by the five point rating method.The above analysis shows thatthis is a questionnaire with good reliability and validity.With the revised physical examination success or failure attribution questionnaire for thetool,surveys746senior middle school students and analyze the result by SPSS17.0, explore theattribution characteristic of success or failure of senior middle school students of Zaozhuang Cityin physics examinations.The results show:(1) As a whole, senior middle school students ofZaozhuang City tend to attribute success or failure in physics examinations to interior causes,and they give the highest priority to the following two interior controllable causes: the effort atordinary times and learning methods.(2) There are significant differences in examinationsresults attribution between the students with self-satisfied and self-unsatisfied achievements. Thewinners will regard learning methods, efforts at ordinary times, mental states, interests, abilitiesand teachers' teaching as an important reason for success in the examination; losers will regardlearn methods and efforts at ordinary times as an important reason for the failure of theexamination.(3) There are no significant gender differences in success attribution, whereas thereare certain gender differences in failure attribution. In terms of causes of failure results, girlsattach greater importance to ability, learning methods, knowledge basis and task difficulty thanboys.(4) There are no significant grade differences in success attribution, whereas there aregrade differences in failure attribution. High students' rating of the strategy in answering papersand mental states increases with increasing grades,while the rating of the curricular difficultydecreases with increasing grades.(5) There are no significant residence differences inexamination results attribution.