Abstract
In this research, the aim is to investigate the influence of test preparation type (preparations mainly based on solving multiple choice test or classic exams (those consisting of closed ended questions) on achievement levels measured by multiple choice or classic exams respectively. Our research has a pretest – post-test control group design. Participants are 79 freshmen students in a college in Kocaeli and purposive sampling is used as a method of sampling. Indefinite integral was instructed to this group for four weeks and data needed were collected from multiple choice, classic exams. Three groups are made two of which are experimental and one is control. The processes of exam preparation with multiple choice and essay type questions are considered as independent variables, mathematics achievement is considered as the dependent variable. Descriptive statistics, paired samples test, ANOVA and ANCOVA are used to analyze the collected data. Results showed that to increase achievement in mathematics studying exams with closed ended questions is highly more effective than that of multiple choice questions. Furthermore, students who studied exams irrespective of the preparation type are more successful in essay type exams than in multiple choice types. Key words: Assessment, multiple choice test, essay type exam, mathematics achievement.
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