Effects of online MCQ tests on student learning

Hdl Handle:
http://hdl.handle.net/10149/253302
Title:
Effects of online MCQ tests on student learning
Book Title:
Technological developments in education and automation
Authors:
Issac, B. (Biju); Jacob, S. M. (Seibu)
Editors:
Iskander, M.; Kapila, V.; Mohammad, A.
Affiliation:
Swinburne University of Technology
Citation:
Issac, B. and Jacob, S.M. (2009) 'Effects of online MCQ tests on student learning' Iskander, M., Kapila, V. and Karim M.A. (eds.) Technological developments in education and automation. Springer, pp.403-408.
Publisher:
Springer
Issue Date:
15-Dec-2009
URI:
http://hdl.handle.net/10149/253302
DOI:
10.1007/978-90-481-3656-8_73
Additional Links:
http://link.springer.com/chapter/10.1007/978-90-481-3656-8_73
Abstract:
Getting students to understand the concepts of a technically sound subject – Business Data Communication and Networks, done by non-technical (i.e. business) students was the challenge. A set of Multiple Choice Questions (MCQ), around 40 to 50 of them per chapter were posted on the subject Blackboard as online MCQ tests that the students could take at their own pace, after a chapter is finished. They were encouraged to do it as a part of their learning exercise though no marks were given for it. Once they complete the test, they could see the answers and the mistakes they made, through immediate feedbacks. There were eight students who participated. The MCQ sets were posted online in two sessions. In session 1, MCQs for the first four chapters were posted. Later, their understanding of concepts was checked through a mid-semester test, covering these four chapters. In the second session, MCQs for the next seven chapters were posted and their understanding was tested through a final examination, covering these seven chapters. The output graphs of the assessment scores show generally, that the students who did the MCQ tests well, performed well in mid-semester test and final exam too. Those who did badly comparatively in MCQs, fared poorly in mid-semester test and final exam as well. Some exceptions were there, where some student(s) who did a bit of hard work through MCQs, did not perform that well (but not very badly too) in the test or exam. A regression analysis is done between MCQ test results and the mid-semester test and final exam. Quantitative and qualitative analyses done on a brief survey conducted with the students confirmed the effects of the observed learning process, through the use of online MCQs. This could very well be extended to large classes.
Type:
Book Chapter
Language:
en
Keywords:
educational technology; multiple choice questions
ISBN:
9789048136568; 9789048136551

Full metadata record

DC FieldValue Language
dc.contributor.authorIssac, B. (Biju)en_GB
dc.contributor.authorJacob, S. M. (Seibu)en_GB
dc.contributor.editorIskander, M.en_GB
dc.contributor.editorKapila, V.en_GB
dc.contributor.editorMohammad, A.en_GB
dc.date.accessioned2012-11-26T10:36:01Zen
dc.date.available2012-11-26T10:36:01Zen
dc.date.issued2009-12-15en
dc.identifier.isbn9789048136568en
dc.identifier.isbn9789048136551en
dc.identifier.doi10.1007/978-90-481-3656-8_73en
dc.identifier.urihttp://hdl.handle.net/10149/253302en
dc.description.abstractGetting students to understand the concepts of a technically sound subject – Business Data Communication and Networks, done by non-technical (i.e. business) students was the challenge. A set of Multiple Choice Questions (MCQ), around 40 to 50 of them per chapter were posted on the subject Blackboard as online MCQ tests that the students could take at their own pace, after a chapter is finished. They were encouraged to do it as a part of their learning exercise though no marks were given for it. Once they complete the test, they could see the answers and the mistakes they made, through immediate feedbacks. There were eight students who participated. The MCQ sets were posted online in two sessions. In session 1, MCQs for the first four chapters were posted. Later, their understanding of concepts was checked through a mid-semester test, covering these four chapters. In the second session, MCQs for the next seven chapters were posted and their understanding was tested through a final examination, covering these seven chapters. The output graphs of the assessment scores show generally, that the students who did the MCQ tests well, performed well in mid-semester test and final exam too. Those who did badly comparatively in MCQs, fared poorly in mid-semester test and final exam as well. Some exceptions were there, where some student(s) who did a bit of hard work through MCQs, did not perform that well (but not very badly too) in the test or exam. A regression analysis is done between MCQ test results and the mid-semester test and final exam. Quantitative and qualitative analyses done on a brief survey conducted with the students confirmed the effects of the observed learning process, through the use of online MCQs. This could very well be extended to large classes.en_GB
dc.language.isoenen
dc.publisherSpringeren_GB
dc.relation.urlhttp://link.springer.com/chapter/10.1007/978-90-481-3656-8_73en_GB
dc.subjecteducational technologyen_GB
dc.subjectmultiple choice questionsen_GB
dc.titleEffects of online MCQ tests on student learningen
dc.typeBook Chapteren
dc.contributor.departmentSwinburne University of Technologyen_GB
dc.title.bookTechnological developments in education and automationen_GB
or.citation.harvardIssac, B. and Jacob, S.M. (2009) 'Effects of online MCQ tests on student learning' Iskander, M., Kapila, V. and Karim M.A. (eds.) Technological developments in education and automation. Springer, pp.403-408.en_GB
prism.startingPage403en
prism.endingPage408en
All Items in TeesRep are protected by copyright, with all rights reserved, unless otherwise indicated.