Abstract
We investigate whether exam structure really matters in an economics and business statistics course by (1) determining how well performance on multiple choice questions alone expalins overall performance on exams composed of both multiple choice questions and problems, and (2) discovering whether various student characteristics have significantly different impacts on student performance on multiple choice questions versus problems. Our findings suggest that student scores on multiple-choice portions of exams do not adequately determine overall student performance, and that some students are predisposed to do better on multiple choice or problems depending on the characteristics they possess.(JEl A22, A29)
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