Student attitudes, satisfaction, and learning in a collaborative testing environment.
Student attitudes, satisfaction, and learning in a collaborative testing environment.
复制标题
协作测试环境中学生的态度、满意度和学习情况。
DOI：
10.7899/1042-5055-24.1.19
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
J. Meseke
中科院分区：
文献类型：
--
作者：
Christopher A Meseke;R. Nafziger;J. Meseke
介绍
INTRODUCTION
This study examined the effect of collaborative testing on student learning, attitude toward testing, and course satisfaction at a chiropractic college.
METHODS
THE STUDY COMPARED TESTING PERFORMANCE BETWEEN TWO COHORTS OF STUDENTS TAKING AN ADVANCED NEUROANATOMY COURSE: a control group (n = 78) and an experimental group (n = 80). Scores examined for each cohort included sums of quizzes, examination scores, and a comprehensive final examination. The control cohort completed weekly quizzes as individuals, while the experimental cohort completed the quizzes collaboratively in small groups. Both cohorts completed three unit examinations and the comprehensive final examination as individuals. Additionally, pretest-posttest and delayed posttest scores were examined. Multivariate analysis of variance (MANOVA) and multivariate analysis of covariance (MANCOVA) (including repeated measures MANCOVA) were used for statistical analysis.
RESULTS
The experimental cohort scored significantly higher compared to the control cohort on all quizzes (F = 217.761; df = 1,156; p < .05) and overall course grades (F = 16.099; df = 1,156; p < .05). There were no significant differences in either the comprehensive final (posttest) (F = 3.138; df = 1,122; p > .05) or the delayed posttest (taken 5 weeks after the end of the course) (F = 0.431; df = 1,122; p > .05) between the two cohorts. The overall scores for both cohorts on the delayed posttest were significantly lower than the posttest scores (F = 4.660; df = 1,122; p < .05).
CONCLUSIONS
This project extends previous findings that students using collaborative testing have significantly increased short-term course performance compared with those students using traditional testing. No differences in learning or retention were noted.