Effects of Online MCQ Tests on Student Learning

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.