Abstract
This article investigates the effect of toplcal versus random question sequencing on student examination performance. Two hundred eighty-two introductory managerial accounting students were administered versions of examinations during a semester that differed with respect to question order. Approximately one-fourth received all ordered examinations, one-fourth received all random examinations, one-fourth received first ordered, then random, and finally ordered examinations, and the final one-fourth received first random, then ordered, and finally random examinations. GPA was a covariate factor. No evidence was found to support the hypotheses that (1) question order within examinations or (2) changes in exam format over time has any effect on student performance.
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