Abstract
This study attempt to investigate and explore the use of multiple-choice questions (MCQs) at Jordanian public and private universities, from the point view of faculty member who are teaching accounting specialization and use MCQs in examinations of accountancy subjects. The study seeks to identify the extent MCQs can achieve regarding level of knowledge among students, assess the deep understanding and In-depth learning to measure and evaluate the range of learning in subjects of accounting specialization. To achieve the objectives of the study, a questionnaire designed according to the requirements of Ministry of Education in Jordan and the International Accounting Education Standard Board (IAESB).Based on analyzing responses and examining hypotheses, results clarify that MCQs are not enough tools to achieve the educational objectives concerning accounting subjects, in both theoretically and practically aspects. It was clear that there are no significant differences between the opinions of faculty members, neither public nor private universities. The study recommends that there is a need to re-consider the use of MCQs as a tool to evaluate the students’ abilities and skills in subjects of accounting specialization.
Highlights
1.1 Introduce the ProblemRecently, It is very obvious that faculty members at Jordanian universities adopting significantly multiple-choice questions (MCQs) in university exams as a tool to evaluate the educational process
Many studies have addressed the measurement of the ability of MCQs on the level of knowledge among students and assess the deep understanding they have with regard to the scientific subject that has been taught, and that's what (Stupans, 2006) study tried to verify the possibility of checking the level of awareness of educational subject for students, whether use of MCQs style adopted, the results showed that if lecturer wishes in assessing the scope of student's understanding of basic scientific subject (Application of Knowledge), the use of essay questions that require analysis and assembly to reach the right solution is the best to assess the level of knowledge of the student
H04: There are no statistically-significant differences between the faculty members of private and public universities in their assessment of suitability of multiple-choice questions to achieve the educational objectives of accounting subjects, theoretical and practical aspects
Summary
It is very obvious that faculty members at Jordanian universities adopting significantly MCQs in university exams as a tool to evaluate the educational process. The statement of problem of this study identifies the ability and suitability of MCQs to achieve goals of education of accounting specialization at Jordanian universities, both practical and theoretical aspects. Problem of the study is stated in the following question: Can MCQs achieve the educational objectives of accounting subjects at Jordanian universities in general, both theoretical and practical aspects? Can multiple-choice questions achieve the educational objectives of accounting subjects concerning the theoretical aspect?. Can multiple-choice questions achieve the educational objectives of accounting subjects concerning the practical aspect?
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