Using Mobile Quiz Application to Enhance Learning in Combustion Kinetics Course for Students of Mechanical Engineering and Transport Systems

2018 ◽  
Author(s):  
Neda Djordjevic
Keyword(s):  
Organic Chemistry ◽  
Mechanical Engineering ◽  
Multiple Choice ◽  
Mobile App ◽  
Transport Systems ◽  
Oral Exam ◽  
Multiple Choice Questions ◽  
Combustion Kinetics ◽  
Learning Enhancement ◽  
Self Learning

A combustion kinetics course offered as an elective for master students of mechanical engineering and transport systems can have quite a heterogeneous group of participating students with respect to their foreknowledge of organic chemistry, thermochemistry and basics of combustion. To deal with this challenge a mobile quiz application in form of a multiple choice questions with extensive explanations have been employed in order to motivate and facilitate needs-oriented self-learning. A survey showed that students felt strongly that the mobile app affected their learning positively, helped them to consolidate their knowledge during the semester and also to test it during the preparation for the oral exam. The students also reported being additionally motivated by being able to use a smartphone to enhance learning, given that such tools are presently still scarce. They perceived the technology-assisted learning enhancement through the app as innovative and very useful.

scholarly journals Modified tutorials in Pharmacology for Medical students using case based learning and multiple choice questions

2019 ◽  
Vol 8 (6) ◽  
pp. 1243
Author(s):  
Sowmya Kaniganti ◽  
Nachiket Shankar ◽  
Satya Kishore Chivukula
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Learning Tool ◽  
Post Test ◽  
Case Based Learning ◽  
Group 2 ◽  
Self Learning ◽  
Case Based ◽  
Group 1

Background: Active student centred learning is the need of the hour. Objectives being to compare the difference in the post test scores between students exposed to Case based learning (CBL) and Multiple choice questions (MCQ) (learning tool) during tutorials in Pharmacology for 2nd MBBS students. To understand the perception of students regarding teaching learning tools used in the study.Methods: This was a mixed methods study. Sixty eight students were divided into 2 groups. Hypertension and angina was discussed as CBL for Group 1 and as MCQ (Learning tool) for Group 2. One week later, cross over was done, Thyroid and Diabetes was discussed as MCQ for Group 1 and as CBL for Group 2. Post-test MCQ, pre validated questions (Likert scale) and open ended questions (qualitative) were distributed. Statistical Analysis: Difference in the post test scores in both the groups was analyzed using independent sample t test.Results: There was no significant difference in post test scores between CBL and MCQ groups. Questionnaire analysis suggested that both the methods provoked self-learning (45%). Thematic analysis demonstrated the positive experiences like motivated self-learning, clinical application, better understanding than theory classes and drawbacks being time consuming and fear of presentation.Conclusions: Since the study included both qualitative and quantitative analysis, the results can be elucidated comprehensively. This study implies that CBL and MCQ are effective and can be implemented into the curriculum of Pharmacology. This study can serve as an evidence to incorporate these tools in the curriculum.

scholarly journals Design and Application of a Computer Tool to Evaluate the Goodness of Fit for Tests Designed to Be Self-Taught

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1334
Author(s):  
I. T. Molina-Martínez ◽  
V. Andrés-Guerrero ◽  
I. Bravo-Osuna ◽  
R. Ruiz-Caro ◽  
P. Pastoriza ◽  
...  
Keyword(s):  
Goodness Of Fit ◽  
Multiple Choice ◽  
Evaluation Process ◽  
Easy Access ◽  
Multiple Choice Questions ◽  
Computer Tool ◽  
Academic Field ◽  
Multiple Choice Tests ◽  
Self Evaluation ◽  
Self Learning

Nowadays, multiple choice questions play an important role in the self-evaluation process. The present work undertakes the design of a computer tool—Excel® worksheet—that will allow the calculation of different parameters that are usually employed for the evaluation of tests: difficulty, discrimination index, consistency, etc. The designed tool is used to evaluate the goodness to fit of multiple-choice tests on a practical particular case: self-teaching by competencies on the academic field of Pharmaceutical Technology of the Pharmacy Degree at Complutense University of Madrid. The easy-access computer tool designed makes it possible to evaluate tests from the empirical evidence, with respect to the fulfilment of the desired psychometric requirements, aiming to be useful for the student self-learning.

scholarly journals Investigating the presence of misconceptions of 8th grade students through multiple-choice questions at national chemistry competition test

2017 ◽  
Vol 36 (2) ◽  
pp. 279
Author(s):  
Marina Stojanovska ◽  
Vladimir M. Petruševski
Keyword(s):  
Organic Chemistry ◽  
Conceptual Understanding ◽  
Chemical Reactions ◽  
National Curriculum ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Test Items ◽  
School Year ◽  
8Th Grade ◽  
State Of Matter

A study was conducted to test the level of conceptual understanding of certain chemistry concepts defined in the national curriculum in Macedonia among 8th grade students who participated in the National chemistry competition in the 2016/17 school year. The students were tested on the following topics: state of matter, metals and non-metals, elementary substances, compounds and mixtures, chemical reactions and introduction to organic chemistry. An analysis of the multiple-choice questions was performed in order to categorize students’ achievements in four areas of conceptual understanding (satisfactory conceptual understanding, roughly adequate performance, inadequate performance, and quite inadequate performance) according to the percentage of students who correctly answered the test items. Furthermore, the findings revealed three misconceptions and several vague and erroneous notions present in students’ minds. 

Fuzzy Evaluation of Examinees Through Multiple Choice Questions

Informatica ◽  
2017 ◽  
Vol 28 (4) ◽  
pp. 609-628
Author(s):  
Ali Fahmi ◽  
Cengiz Kahraman
Keyword(s):  
Multiple Choice ◽  
Fuzzy Evaluation ◽  
Multiple Choice Questions

The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

2017 ◽  
Vol 32 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Dianne Massoudi ◽  
SzeKee Koh ◽  
Phillip J. Hancock ◽  
Lucia Fung
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
International Student ◽  
Multiple Choice ◽  
Financial Accounting ◽  
Accounting Students ◽  
Multiple Choice Questions ◽  
Learning Resource ◽  
Examination Performance ◽  
Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

SBA MCQs for the MRCS Part A

2012 ◽  
Author(s):  
Sri G. Thrumurthy ◽  
Tania Samantha De Silva ◽  
Zia Moinuddin ◽  
Stuart Enoch
Keyword(s):  
Clinical Case ◽  
Multiple Choice ◽  
Surgical Anatomy ◽  
Surgical Patients ◽  
Multiple Choice Questions ◽  
Basic Sciences ◽  
Self Assessment ◽  
High Level ◽  
Factual Recall ◽  
Selection Of

Specifically designed to help candidates revise for the MRCS exam, this book features 350 Single Best Answer multiple choice questions, covering the whole syllabus. Containing everything candidates need to pass the MRCS Part A SBA section of the exam, it focuses intensively on the application of basic sciences (applied surgical anatomy, physiology, and pathology) to the management of surgical patients. The high level of detail included within the questions and their explanations allows effective self-assessment of knowledge and quick identification of key areas requiring further attention. Varying approaches to Single Best Answer multiple choice questions are used, giving effective exam practice and guidance through revision and exam technique. This includes clinical case questions, 'positively-worded' questions, requiring selection of the most appropriate of relatively correct answers; 'two-step' or 'double-jump' questions, requiring several cognitive steps to arrive at the correct answer; as well as 'factual recall' questions, prompting basic recall of facts.

Sign in / Sign up

Export Citation Format

Share Document