Mapping domain-level scientific literacy can guide instruction on specific chemistry topics. Objective: To profile eleventh-graders’ scientific literacy on reaction rate using the PISA 2015 science framework (context, scientific competencies, scientific knowledge). Methods: Cross-sectional descriptive survey with N = 102 students (three intact classes). A 35-item multiple-choice test was developed; 25 items that met the point-biserial validity criterion (≥ 0.30) and yielded α = 0.87 were retained in the final instrument. Scores (total and domains) were expressed as percent-correct; analyses were descriptive only (mean, SD, median, IQR, range). Results: Overall score reached M = 75.29%, SD = 20.65, median 84%, IQR 57–96%, range 24–100%. Domain means were 75.17% for context, 76.12% for scientific competencies, and 73.47% for scientific knowledge. Conclusion: Findings indicate mid-to-high performance with a relatively balanced domain profile and scope to strengthen scientific knowledge. These percentages are not directly comparable to PISA ability-scale scores (different metric and coverage); results are intended for internal mapping to inform improvement in reaction-rate instruction.
Muntholib et al. (Tue,) studied this question.