Diagnostic Assessment of Chemistry Knowledge Levels of 12th Grade Students in Ulaanbaatar and Content Analysis for Entrance Exam Preparation

Abstract

Average chemistry scores in the General Entrance Examination (GEE) have fluctuated between 25.0 and 32.9 over the past six years, indicating a lack of steady improvement. This study aims to diagnose the chemistry knowledge levels of 12th-grade students in Ulaanbaatar and develop a methodological basis for GEE preparation. A diagnostic test featuring 40 multiple-choice and 4 open-ended items was administered to 1,541 students across nine districts, supplemented by a survey of 66 teachers. Results revealed significant knowledge gaps and high error rates in topics such as chemical equilibrium, periodic trends, and oxygen-containing organic compounds. Statistical analysis showed a significant difference (p < 0.05) between 2021 and 2026 diagnostic results. These findings provide a critical foundation for developing targeted instructional strategies and teacher recommendations to enhance student performance in chemistry.