Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning

<p>Chinese undergraduate students from mainland China, Hong Kong and Taiwan may have different language backgrounds and previous assessment experiences compared with most students studying in a western university. This mixed methods study examines their perceptions of how two examination formats - multiple-choice and essay questions - impact on their motivation, approaches to learning, and study strategies at a New Zealand university. Quantitative data were gathered using a modified Biggs' two factor study process questionnaire and a modified Patterns of Adaptive Learning Study questionnaire. Survey results were integrated with qualitative interview data gathered and analysed using a constructivist version of grounded theory. The participants reported combining deep and surface approaches to learning for both examination formats, preferring deep approaches. In comparison to study strategies used for multiple-choice examinations, more deep strategies were reported for essay examinations. Participants described combining memorisation with understanding in a sequence of study strategies for both examination formats. Predicting and practising both types of examination questions allowed participants to align their perceptions with possible examination requirements. Participants' confidence in their English language ability impacted on memorisation for essay questions. Analysis of the findings supports a model of the interrelationship of motivation, approaches to learning, calculating to develop perceptions of task demands, and the development of discipline-specific discourse skills in English. Perceptions of examination formats impact on study strategies with deep and surface strategies linked through practising. The implications of these findings for assessment of culturally and linguistically diverse tertiary students support the use of well designed multiple-choice questions in examinations to promote deep learning for these students, combined with formative assessment.</p>

Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning

10.26686/wgtn.16971196 ◽

2021 ◽

Author(s):

◽

Carolyn Frances Tait

Keyword(s):

Undergraduate Students ◽

Adaptive Learning ◽

English Language ◽

Mainland China ◽

Multiple Choice ◽

Approaches To Learning ◽

Study Strategies ◽

Task Demands ◽

ANALISIS KEBUTUHAN LEMBAR KERJA AUDIO SISWA (LKAS) UNTUK SISWA TUNANETRA

Jurnal Kwangsan ◽

10.31800/jurnalkwangsan.v4i1.35 ◽

2016 ◽

Vol 4 (1) ◽

pp. 55

Author(s):

NFN Innayah

Keyword(s):

Research And Development ◽

Visually Impaired ◽

English Language ◽

Multiple Choice ◽

Persons With Disabilities ◽

R And D ◽

Mp3 Player ◽

And Mathematics ◽

Bahasa Indonesia

AbstractVisually impaired disabilities have requiring an appropriate me- dium for learning. Audio student worksheet (LKS) is one of the me- dia for persons with disabilities are being developed. The aim of the study was to determine the subjects that require media audio LKS, format of audio LKS, player tool for audio LKS program and accom- panying materials required as supporting audio LKS. This research was conducted by the method of research and development. The re- sults of this study showed subjects that require audio LKS is a na- tional examination subjects such as Indonesian language, English language, science and mathematics. Form of audio LKS for visually impaired disabilities is a summary with multiple choice questions. Instruments of audio LKS that suitable for visually impaired dis- abilities are laptop and an MP3 player. The understanding of the audio LKS for visually impaired disabilities should be complement- ed with an accompanying material in the form of Braille. AbstrakSiswa tunanetra membutuhkan media pembelajaran yang te- pat. Lembar kerja audio siswa (LKAS) merupakan salah satu media yang dikembangkan bagi siswa tunanetra. Penelitian ini bertujuan untuk mengetahui mata pelajaran yang membutuh- kan media LKAS, format LKAS, alat pemutar program untuk LKAS dan bahan penyerta yang dibutuhkan sebagai penun- jang LKAS. Penelitian ini menggunakan metode penelitian dan pengembangan (R and D). Hasil penelitian mengungkapkan bahwa mata pelajaran yang membutuhkan media LKAS adalah mata pelajaran ujian nasional seperti Bahasa Indonesia, Bahasa Ingggris, IPA dan matematika. Format LKAS bagi siswa tunan- etra adalah ringkasan materi dengan bentuk soal pilihan ganda. Alat pemutar program yang sesuai bagi siswa tunanetra adalah laptop dan MP3 player. Pemahaman terhadap LKAS perlu di- lengkapi dengan bahan penyerta dalam bentuk Braille.

The cognitive requirement in the multiple-choice exams in the university context and its relationship with learning approaches, self-regulation, teaching methods and academic performance

European Journal of Investigation in Health, Psychology and Education ◽

10.30552/ejihpe.v9i3.333 ◽

2019 ◽

Vol 9 (3) ◽

pp. 177-187

Author(s):

Pilar Gandía Herrero ◽

Agustín Romero Medina

Keyword(s):

Academic Performance ◽

Self Regulation ◽

Multiple Choice ◽

Approaches To Learning ◽

Learning Approaches ◽

Academic Context ◽

Predominant Type ◽

Training Activities ◽

The University

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

Multiple-Choice Questions in Small Animal Medicine: An Analysis of Cognitive Level and Structural Reliability, and the Impact of these Characteristics on Student Performance

Journal of Veterinary Medical Education ◽

10.3138/jvme.0918-116r ◽

2020 ◽

Vol 47 (4) ◽

pp. 497-505

Author(s):

Audrey K. Cook ◽

Jonathan A. Lidbury ◽

Kate E. Creevy ◽

Johanna C. Heseltine ◽

Sina Marsilio ◽

...

Keyword(s):

Student Performance ◽

Structural Reliability ◽

Multiple Choice ◽

Small Animal ◽

Cognitive Level ◽

Animal Medicine ◽

In Situ Simulation-based Team Training for Post-cardiac Surgical Emergency Chest Reopen in the Intensive Care Unit

Anaesthesia and Intensive Care ◽

10.1177/0310057x0903700109 ◽

2009 ◽

Vol 37 (1) ◽

pp. 74-78 ◽

Cited By ~ 22

Author(s):

L. Nunnink ◽

A.-M. Welsh ◽

M. Abbey ◽

C. Buschel

Keyword(s):

Intensive Care Unit ◽

Intensive Care ◽

Multiple Choice ◽

Surgical Patient ◽

In Situ Simulation ◽

Video Training ◽

Surgical Emergency ◽

Simulation Based ◽

Emergency chest reopen of the post cardiac surgical patient in the intensive care unit is a high-stakes but infrequent procedure which requires a high-level team response and a unique skill set. We evaluated the impact on knowledge and confidence of team-based chest reopen training using a patient simulator compared with standard video-based training. We evaluated 49 medical and nursing participants before and after training using a multiple choice questions test and a questionnaire of self-reported confidence in performing or assisting with emergency reopen. Both video- and simulation-based training significantly improved results in objective and subjective domains. Although the post-test scores did not differ between the groups for either the objective (P=0.28) or the subjective measures (P=0.92), the simulation-based training produced a numerically larger improvement in both domains. In a multiple choice question out of 10, participants improved by a mean of 1.9 marks with manikin-based training compared to 0.9 with video training (P=0.03). On a questionnaire out of 20 assessing subjective levels of confidence, scores improved by 3.9 with manikin training compared to 1.2 with video training (P=0.002). Simulation-based training appeared to be at least as effective as video-based training in improving both knowledge and confidence in post cardiac surgical emergency resternotomy.

Concept of Mental Health and Disease for Practical Implementation: A Case-Based Teaching for Undergraduate Students—Part I of Basic and Applied Psychology

Homœopathic Links ◽

10.1055/s-0040-1710076 ◽

2020 ◽

Vol 33 (02) ◽

pp. 082-089 ◽

Cited By ~ 1

Author(s):

Rajesh Ramkunwar Yadav

Keyword(s):

Mental Health ◽

Undergraduate Students ◽

Lesson Plan ◽

Well Being ◽

World Health ◽

Practical Implementation ◽

Applied Psychology ◽

The Impact ◽

Case Based

Abstract Background Mental health has been conceptualised by the World Health Organisation (WHO) as not just the absence of illness but as a state of well-being in which the individual can cope with normal stresses of life, work productively and fruitfully, and make a contribution to the community. To achieve this or to explain it to the stakeholders, a doctor needs to be well versed with the normal functioning of the human mind. Homoeopathic doctors must have this knowledge to help them understand and treat their patients or advise prevention. Lack of this knowledge in the undergraduate years fails to suitably equip them, thereby hampering their own growth and clinical functions. These papers (in two parts) will deal with the teaching of basic and applied psychology and abnormal psychology and psychiatry to homoeopathic undergraduates. Aim The main aim of this study is to teach homoeopathic undergraduate students the basic psychological concepts required for understanding human behaviour through cased based presentations Methodology Plan of teaching psychology to undergraduate students with a case-based approach was formulated by the Psychiatric Department of Dr. M.L. Dhawale Homoeopathic Institute (MLDMHI), Palghar. Postgraduate students prepared topics with the help of a lesson plan template under the guidance of faculty. Peer evaluation along with student feedback helped to gauge the impact of the lectures and to design improvements. Results Thirteen topics, one each week, covered the assigned portion for basic psychology. Reports of around 30 students and 2 lecturers for each lecture over 3 years were evaluated. These indicated satisfaction with contents and desire to have more such lectures. Multiple choice questions post lectures allowed to identify the changes in knowledge and interest of students in the subject. Discussion Basic and comprehensive knowledge of psychology will allow students/physicians to look at the cases not only from the view point of physical antecedents but also from a more holistic and comprehensive point of view. Conclusion Educational ethos demands the incorporation of case-based teaching in undergraduates especially in the teaching of psychology, to expose the shades of normal and abnormal states of mind through case-based teachings.

The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

World Journal of English Language ◽

10.5430/wjel.v7n1p50 ◽

2017 ◽

Vol 7 (1) ◽

pp. 50

Author(s):

Seyyed Rasool Mirghasempoor Ahmadi

Keyword(s):

Learning Style ◽

Undergraduate Students ◽

Reading Ability ◽

English Language ◽

Vocabulary Learning ◽

Reading Program ◽

Vocabulary Knowledge ◽

Significant Difference ◽

Different Dimensions ◽

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

AJP Advances in Physiology Education ◽

10.1152/advan.00082.2015 ◽

2015 ◽

Vol 39 (4) ◽

pp. 327-334 ◽

Cited By ~ 1

Author(s):

Brandon M. Franklin ◽

Lin Xiang ◽

Jason A. Collett ◽

Megan K. Rhoads ◽

Jeffrey L. Osborn

Keyword(s):

Student Performance ◽

Undergraduate Students ◽

Open Problem ◽

Instructional Methods ◽

Multiple Choice ◽

Short Answer ◽

Upper Level ◽

Based Instruction ◽

Multiple Choice Exam

Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions ( P < 0.05, d = 1.109) but not multiple-choice exam questions ( P = 0.071, d = 0.716) or final course outcome ( P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success.

The perception of genetically modified plants by farmers in Szabolcs-Szatmár-Bereg County, Hungary

10.37281/drcsf/2.1.8 ◽

2021 ◽

pp. 73-77

Keyword(s):

Agricultural Education ◽

Genetically Modified ◽

Multiple Choice ◽

Gm Crops ◽

Relevant Difference ◽

Gm Plants ◽

Gender Education ◽

The Impact ◽

Traditional Crops

In this account we report a study that surveyed and quantified the opinion on the acceptability of genetically modified (GM) crops by farmers working in Szabolcs-Szatmár-Bereg County located in North Easter Hungary. Authors answered the question whether there is a difference in perception and reasoning of the county’s agricultural workers regarding GM crops. We evaluated the impact of age, gender, education, and agricultural education of responders on rating GM plants to be more dangerous than traditional crops. Is there a relevant difference when responders are administered multiple choice questions, rather than single choice questions? Can we change farmers’ position on the GM technology by using multiple choice questions?

How recorded audio-visual feedback can improve academic language support

Journal of University Teaching and Learning Practice ◽

10.53761/1.16.4.6 ◽

2019 ◽

Vol 16 (4) ◽

pp. 71-90

Author(s):

Michelle Cavaleri ◽

◽

Satomi Kawaguchi ◽

Bruno Di Biase ◽

Clare Power ◽

...

Keyword(s):

Language Proficiency ◽

Undergraduate Students ◽

Visual Feedback ◽

Academic Writing ◽

English Language ◽

Academic Language ◽

Language Support ◽

Writing Practices ◽

Quality Feedback ◽

Providing effective, high quality feedback that students engage with remains an important issue in higher education today, particularly in the context of academic language support where feedback helps socialise students to academic writing practices. Technology-enhanced feedback, such as audio and video feedback, is becoming more widely used, and as such, it is important to evaluate whether these methods help students engage with the feedback more successfully than conventional methods. While previous research has explored students’ perceptions of audio-visual feedback, this paper seeks to fill a gap in the literature by examining the impact of the audio-visual mode on undergraduate students’ engagement with feedback compared to written-only feedback. Evidence from an analysis of feedback comments (n = 1040) and corresponding revisions as well as interviews (n = 3) is used to draw conclusions about the value of providing audio-visual feedback to help students revise their writing more successfully. In line with multimedia learning theory (Mayer 2009), it is argued that the multimodal format, conversational tone, verbal explanations and personalised feel of audio-visual feedback allows for a more successful engagement with the feedback, particularly for students with a lower level of English language proficiency.