Multiple-choice Sections Research Articles

Enhanced extensive reading in EFL classroom: An investigation of its effect on learners’ incidental preposition acquisition

This study investigates the impact of enhanced extensive reading on the incidental acquisition of prepositions "in," "on," and "at" related to time and place among English as a Foreign Language (EFL) learners. Ten senior students from the English Education Department at the State Islamic University of North Sumatera participated in a pre-experimental design with a one-group pretest-posttest approach. The pretest assessed preposition proficiency, followed by a two-week extensive reading intervention, resulting in a significant improvement in post-test scores, as evidenced by a paired t-test (p = .000). Utilizing Google Forms for standardized data collection, the study incorporated multiple-choice and fixing incorrect prepositions sections, revealing a notable mean score increase from 59.5 to 69 post-intervention. Effect sizes, calculated with Cohen's D, indicated a small effect (0.15) in the multiple-choice section and a substantial effect (0.78) in fixing incorrect prepositions. Participants' positive perception of extensive reading aligns with literature emphasizing the benefits of repeated exposure to prepositions in texts. Acknowledging limitations such as a small sample size and limited reading materials, the study recommends future research to enhance study design and diversify participants. Common mistakes in preposition usage, including challenges in time-specific contexts and confusion between "in," "on," and "at," were analyzed, emphasizing the importance of targeted instruction. In conclusion, combining incidental learning through enhanced extensive reading with targeted instruction proves effective in improving EFL learners' incidental acquisition of English prepositions, offering valuable insights for educators to address specific challenges in preposition usage.

Validitas Soal pada Asesmen Kompetensi Minimum Materi Ekologi SMA Kelas X

Minimum Competency Assessment is an assessment of the basic competencies needed by students in developing their own capacity and positive participation in society. The assessment components measured are reading literacy and numeracy literacy. Most students in SMA and SMK are not ready with the Minimum Competency Assessment. Students assume that the questions tested are not in accordance with the learning material. Teachers must be able to familiarize students with literacy and make literacy questions correctly. This study aims to analyze the product of the Minimum Competency Assessment instrument developed. This type of research is research and development using 4D models. Validation was carried out on reading literacy questions, numeration related to high school ecology material for Class X. The results show that the number of items in the reading literacy question, numeracy question, choice question, and matchmaking question include the category of quite suitable to very suitable in terms of the number of question items. The number of questions in the complex multiple-choice section including the appropriate category (100%). Based on the validator's assessment, the Minimum Competency Assessment items developed are sufficient in accordance with the Basic Competencies of Class X High School Ecology Materials.

The Ability in Understanding Simple Future Tense at Tenth Grade Students of Senior High School 3 Jambi City

The ability of students to understand the learning material is important. When students are able to understand the material given by the teacher, then they can apply the knowledge theoretically or in action. A simple way to check students' understanding or ability is through written assessments and student skills. This research was appointed to find out how far the students' ability in understanding grammar, in this case is the Simple Future Tense. This study uses quantitative as a research design and descriptive as research methodology. This study took a population of tenth graders at SMA 3 Jambi City in the 2021/2022 academic year and the sample was students in class X MIPA 6 in the 2021/2022 academic year. This study uses a test given to the respondents as a research instrument, then the results of the test are assessed and analyzed. The average value of the test obtained is 56.27. On the other hand, the value of the standard deviation obtained is 33.017. As a result, 11 respondents from the sample received the predicate "very good". 9 respondents received the “poor” predicate, followed by 5 respondents received the “very poor” predicate. 3 respondents received the predicate "good" and 2 respondents received the predicate "moderate". However, it should be noted that many errors occurred in the second part of the test where many of the respondents made a mistake in arranging one complete sentence with a percentage of 57.78% incorrect answers. This is inversely proportional to the test in the multiple-choice section, where the percentage of correct answers reaches 77.33%. In addition, although 11 respondents received a very good predicate, the collective average value shown is not a satisfactory result and is still categorized as "moderate". The difference between the mean and standard deviation shows that the data obtained are heterogeneous with most of them being below the sample mean.

An Investigation into the Linguistic and Cultural Difficulties Faced By Bahraini Students Studying Arabic in International Schools in the Kingdom of Bahrain

The aim of this study are in three folded: first to shed light at language, identity and culture, explore the dilemma of bilingualism, particularly in the GCC the state including the Kingdom of Bahrain, and its dangers with reference to the domination of English as a global language; second to investigate the problem of globalization and its effect on Arabic language; and third to recommend prospects for future of Arabic learners and maintaining it as the language of the Quran for Arabic and Islamic nations. The researcher used mixed method design to collect and analyse the research data.The total number of student participants was 215, with 137 boys and 78 girls. Among these students, 81 (44 boys and 37 girls were age 15 and were in Grade 10. The other (93 boys and 41 girls) were high school students age 16. Data collected from the questionnaire are analyzed quantitatively to see the frequencies and percentages of each response in the multiple-choice sections. Means were calculated for the responses and the results are presented in tables. Qualitative data, which were obtained from the open-ended questions of the students' questionnaires, teachers and students and the administrators’ interviews are discussed and triangulated with the quantitative data to respond to the questions raised in this study. The findings revealed the potential danger that Arabic confronts in the Kingdom of Bahrain in the face of global English. Students feel the need to master English because they view it as the language of knowledge in addition to the prestige it brings the user. Furthermore, the finding indicated that the educational system has failed to create an effective bilingual program that enables students to achieve proficiency in Arabic and English languages. However, the goal must be bilingualism and the schools and universities must be equipped to teach and nurture bilingualism and not assume that students learning in English will be able to maintain their Arabic.

The use of clickers in Instrumentation and Control Engineering education: a case study

ABSTRACTThis paper presents results from a small-scale study of third-year Instrumentation and Control Engineering (n = 37) at the University of Plymouth. The aim of the study was to enhance student learning and increase participation via the use of clickers. Clickers allow for student participation anonymously. The lecture content was modified to embed clicker questions at regular intervals to test knowledge, understanding and cognitive skills. Largely, the students preferred interactive lectures to traditional didactic lectures and using clickers increased student engagement and participation. Interestingly, compared to assessment results from the previous year, the increased level of engagement did seem to lead to an overall improvement in grades of approximately 10% in the subject of Control Engineering. However, in Instrumentation, the average fell by approximately 20%. One possible contributory factor of this drop could be the changed exam format for Instrumentation only. This year, the multiple choice section was removed from the Instrumentation examination paper. Furthermore, an analysis of variance showed that in addition to using clickers in the lectures, attendance plays a key role. Results of this small-scale study show that for a more complex subject like Control, student learning, engagement and attainment can increase by the use of clickers.

The effects of an online program and test format on student performance

The testing effect is a phenomenon that predicts increased retention of material when individuals are tested on soon-to-be-recalled information (McDaniel, Anderson, Derbish, & Morrisette, 2007). Although this effect is well documented in numerous studies, no study has looked at the impact that computer-based quizzes or online companion tools in a course can have on test performance. In addition to the use of online programs, it is important to understand whether or not the presentation of different question types can lead to increased or decreased student test performance. Although other pedagogical studies have looked at question order on student performance (Norman, 1954; Balch, 1989), none has looked at whether students exposed to questions in short answer format (testing free recall) before taking a multiple choice test (recognition memory) can lead to increased exam scores. The present study sought to understand how use of an online learning system (MindTap, Cengage) and test format order could affect final test scores. There were 5 exams (consisting of separate short answer and multiple choice sections) given to each set of Physiological Psychology students at George Mason University; each exam being worth 150 points. Results indicate that testing order (whether short-answer sections or multiple choice sections were taken first) impacts student test performance and this effect may be mediated by whether or not an online computer program is required. This research has implications for course organization and selection of test format, which may improve student performance.

Assessment of sous vide knowledge and inspection/cooking practices


 Background: In September 2014, BCCDC developed “Guidelines for Restaurant Sous Vide Cooking Safety in British Columbia” providing Environmental Health Officers (EHO) and sous vide cooking chefs safety knowledge about sous vide cooking. To assess whether the guidelines improved sous vide safety knowledge, a study was conducted to examine and compare knowledge differences between EHOs and chefs who had read the guidelines to those who had not read the guidelines. Methods: An online survey was created and advertised by publishing on the BCCDC website, in newsletters and magazines (Vancouver Costal Health newsletter, Fraser Health news Letter, Chefs Quarterly magazine), and through e-mail distribution lists to EHOs and chefs, including chefs at Vancouver Community College. The questions in this survey were developed based on the guide-lines. T-tests and Chi square analyses were conducted to assess knowledge difference between those who read the guidelines and those who did not. Results: A total of 65 people completed the survey, including 45 EHOs (69.3%), 15 chefs (23%), and 5 others (7.7%). EHOs who read the guidelines had significantly higher average knowledge scores in the multiple choice section of the sous vide safety knowledge survey (p=0.00028, t-test) when compared to EHOs who had never read the guidelines. No differences were found in the true and false section (p=0.43925, t-test). With regard to inspection practices, EHO who read the guide-lines were more likely to frequently check for the internal temperature of sous vide foods, water bath temperature, time/temperature in the recipes, calibration of thermometer and proper labels on sous vide pouched foods than EHOs who never read the guidelines. Chefs who read the guidelines had similar average score as chefs who never read the guidelines in T/F (p=0.79878, t-test) and multiple choice (p=0.97, t-test). With regard to cooking practice, chefs who read the guidelines were more likely to frequently calibrate thermometers than chefs who never read the guidelines. However, chefs who never read the guidelines were more likely to frequently find their sous vide pouch floating dur-ing the cooking process, to check for internal temperature of sous vide food, and to label their sous vide pouch properly. Conclusion: These results show that EHOs who have read the sous vide guidelines have better sous vide knowledge in comparison to EHOs who have never read the guidelines. They are also more likely to have overall better inspection practices. Nevertheless, results show chefs who read the guidelines have similar sous vide knowledge in comparison to chefs who never read the guidelines. In terms of cooking practices, these chefs are likely to have better cooking practices only in certain areas.

Diagnosing academic language ability: An analysis of the Test of Academic Literacy for Postgraduate Students

ABSTRACTFollowing the observation that a large number of postgraduate students may not possess an adequate level of academic language ability to complete their studies successfully, this study investigates postgraduate students’ strengths and weaknesses in academic literacy, with a specific focus on academic writing. By performing a diagnostic analysis of the results of the Test of Academic Literacy for Postgraduate Students (TALPS), the study identifies specific areas of academic literacy with which students struggle. A quantitative analysis of the multiple-choice sections, as well as a qualitative analysis of the essay question of the test, indicates that students primarily struggle with structuring an argument. These findings can inform modifications in the design of TALPS and similar tests.

Nutrition Knowledge and Dietary Intake of Adolescents in Cofimvaba, Eastern Cape, South Africa

The aim of the study was to assess the nutrition knowledge, nutrient intakes, and association between nutrition knowledge and dietary intakes of 98 adolescents attending five schools in rural Cofimvaba, South Africa. Measures included a socioeconomic questionnaire, two 24-hour-recall questionnaires, and food-frequency and nutrition knowledge questionnaires. The overall score for the multiple-choice section on general nutrition and the South African Food-Based Dietary Guidelines was 72.9%; 75.4% for correct identification of food groups; and 41.3% for correct identification of food portions/serving sizes. Median nutrient intakes, measured by 24-hour recall, failed to meet average requirements, with the exception of protein, carbohydrates, chromium, riboflavin, pantothenate, and vitamin K among girls. A similar trend was observed for boys. Lower total carbohydrate and fat and higher protein intakes were associated with a higher quartile score for nutrition knowledge. The study provided a valuable understanding of the association between nutrition knowledge and dietary intakes of adolescents.

The Impact of Item Format and Examinee Characteristics on Response Times

Current research on examination response time has focused on tests comprised of traditional multiple-choice items. Consequently, the impact of other innovative or complex item formats on examinee response time is not understood. The present study used multilevel growth modeling to investigate examinee characteristics associated with response time differences on a medical certification exam comprised of two item formats. A linear model described examinee pacing on the traditional multiple-choice section, while a quadratic or curvilinear model described pacing on a diagnostic study section comprised of complex graphic-intensive multiple-response items. Examinees’ gender, ability, and age explained variability in response times for each exam section; notably, older examinees’ initial pacing was slower on the multiple-choice section but faster on the complex graphic-intensive multiple-response section. This study has implications for test developers throughout the world who intend to incorporate complex item formats into their high-stakes exams.

AB0808 Utilization of an informational needs assessment to develop an education program for patients with ankylosing spondylitis and related axial spondyloarthritis

BackgroundThe effectiveness of education programs for patients with arthritis has been well documented1. Despite this, there has been minimal investigation into patient education specifically for ankylosing spondylitis (AS) and axial...

Abstract WP175: Health Literacy, Knowledge and Competency: Lessons from the SWIFT Community Study

INTRODUCTION: Racial disparities in stroke preparedness and prevention persist. Emerging research emphasizes the importance of stroke knowledge; however significant gaps remain. The aim of this work was to explore factors related to stroke knowledge/preparedness attainment in a stroke-free community setting. Methods: The Stroke Warning Information and Faster Treatment Community (SWIFT) study was a randomized stroke preparedness educational intervention, which prospectively enrolled stroke-free community members from 30 Northern Manhattan community-based organizations. This culturally tailored health literate intervention utilized visuals, and interactive sessions to overcome educational and language barriers. Baseline demographics and a validated stroke knowledge score (SKS) were assessed by interviewer administered questionnaires at each of the community sites. Health literacy was assessed using the Short Test of Functional Health Literacy in Adults. At the end of the intervention, we assessed competency of stroke knowledge and preparedness using an open-ended teach back methodology. Results: The cohort included 423 stroke free community residents; mean age 64.1 years; 77% female; 30% white, 27% black, 40% Hispanic. Mean baseline stroke knowledge score was 72.4%. In a multivariate model adjusted for age, SKS was significantly associated with education (p <.0001) gender (p=.0046) and Latino race (p <.0001) with Latino males having less than high school education scoring 5 points less than white females with HS or more. While 46% demonstrated competency on the multiple choice section, only 26% demonstrated competency on open ended behavioral intent questions. Health literacy level was significantly correlated (r=.324, p=.0001) with total stroke knowledge score, but was not correlated with post-intervention competency assessment (r=.116, p=.116). Of the 76% that had a competency score, 77% demonstrated full competency post intervention. Discussion: Mismatch between multiple choice knowledge score and competency indicate that not all evaluation methods correspond to true learning. Appropriate intervention can overcome disparities in health literacy to improve stroke education for all.

The Effect of Content Familiarity & Test Format on Iranian EFL Test Takers’ Performance on Test of Reading Comprehension

This study investigated the effect of content familiarity and test format on Iranian English learners. The participants of this were advanced students studying at different language institutes in Isfahan, Iran. To sample the subjects of this study, the latest version of Oxford Placement Test was administered to 428 students studying at advanced level in 6 different language institutes. Based on the results of the OPT test and for the sake of homogeneity 70 students were considered as the target participants of the study. Each participant was given a test of reading comprehension with familiar content and unfamiliar content. Each test contained multiple choice, true/false, and fill in the blanks test items. Factorial design results indicated that test takers had a significantly better performance on content familiar tests and sub tests. It also became clear that their performance on multiple choice section either in content familiar and content unfamiliar test was superior to that of true/false and fill in the blanks. It will be of endless help to test makers and language teachers to be aware of the role test format and content of the test can play on test takers’ performance.

Factors effecting students’ performances on an environment achievement test

The present study intended to assess students’ knowledge on an ecology test which consists of two parts, multiple choice and open ended section. It also aimed to find out the effect of school, gender and grade level on the student performances in the test. This study employed a survey approach. The sample was consisted of 212 seventh and eighth grade students attending four elementary schools in Kırıkkale city, Turkey. In this study, a previous data (Öner Armağan, 2006) were re-analysed. The analyses of independent T-test, Mann-Whitney U test, and ANOVA with SPSS revealed that there were some differences between schools and gender groups on the parts of the test. On the other hand no differences were found within grade levels. When the multiple-choice section of the test was considered, the mean scores of the male students were significantly higher than the females; in open-ended section of the test the mean scores of the female students were significantly higher than their counterparts.

Diploma in occupational medicine (DOccMed)

Anyone wishing to develop an interest in the interface between health and work (for example, general practitioners).The multiple choice section equates to membership of the Faculty of Occupational Medicine part 1 for specialty registrars in occupational medicine. I sat the full diploma exam nine months into my first year of training as a specialty registrar in occupational medicine (2007-8). The multiple choice section (membership of the Faculty of Occupational Medicine part 1) is an exit examination for the first year of specialty training in occupational medicine. I decided to also sit the viva section in order to obtain an extra qualification (DOccMed) and to gain experience in writing up …

The Impact of Lecture Attendance on Academic Performance in a Large First Year Economics Course

In this study we investigate whether class attendance is positively associated with academic performance for a large sample of first year students studying macroeconomics in a regional Australian university. Our findings, based on OLS and Logit models, confirm those of many others in that lecture attendance does contribute to academic performance. Other findings are that prior economics training in high school and a measure of ability or intelligence are both positively and significantly related to academic performance. Males do better than females on multiple choice sections but not on written answer sections of the final exam. Non-minority students do better in the multiple choice section, but not in the written answer section, than minority students. Finally, there is some evidence that longer travel times to and from campus also reduce academic performance.

An exploration of the psychology of the examinee: Can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance?

This study examined the predictive power of self-regulated strategies and test-taking motivation on achievement performances under consequential and non-consequential test conditions. Sixty-two undergraduate students were asked to take two parallel classroom tests: one that counted towards their class grade (consequential) and one that did not (non-consequential). Each test consisted of a multiple-choice section and an essay. It was hypothesized that self-regulated strategies would predict both multiple-choice and essay performances in consequential and non-consequential contexts. Self-regulation strategy use significantly predicted both multiple-choice conditions; however it only predicted consequential essay performance. As was expected test-taking motivation did not predict test performances in consequential conditions but emerged in both non-consequential conditions. Study findings support the social cognitive self-regulation perspective and expectancy–value motivation theory.

Program assessment tools in computer science

In this paper, we investigate the question of what assessment tools are being used in practice by United States computing programs and what the faculty doing the assessment think of the tools and of the assessment process in general. We report on the results of two surveys, distributed to the SIGCSE mailing list and to the chairs of all ABET-CAC accredited computer science programs. We found that both parts of these surveys--the multiple-choice sections and the comments--provided some interesting insights into program assessment from the perspective of those responsible for collecting and using the information.

Evaluation of an early medical school selection program for underrepresented minority students.

To evaluate the academic performance in the first two years of medical school of underrepresented minority students (URMS) who participated in an early identification and admission program. The study involved 39 early-selection URM students who entered one medical school from 1992 through 1999. Successful completion of the first two years of medical school and passing the United States Medical Licensure Examination (USMLE) Step 1 were correlated with Scholastic Aptitude Test I (SAT I) scores and Medical College Admission Test (MCAT) scores. The students were required to maintain an overall grade-point average of at least 3.0 on a 4.0 scale to remain in the program. Students who had combined scores of at least 900 on the SAT I and total scores of at least 18 on the three multiple-choice sections of the MCAT had more success completing the first two years of medical school and passed USMLE Step 1 with greater frequency than did those students who scored at lower levels on these tests. An early-selection program for URM students can identify early in their academic careers students who can complete the first two years of medical school and pass the USMLE Step 1.

Attitudes and Self-Images of Male and Female Bisexuals

This project investigates the attitudes and perceptions of male and female bisexuals regarding self-image. An Internet survey composed of the Satisfaction with Life Scale (SWLS), the Rosenberg Self-esteem Scale, and a multiple-choice opinion section that focuseson sexual orientation is examined from 112 participants. Previousconclusions that bisexuals have low self-esteem and quality of life problems are not duplicated. One-way ANOVA and chi-square tests reveal that bisexual self-identity and behavior imagesreflect changesand variation within the bisexual orientation. There search concludes that although some bisexuals have conflicts, or arein transition moving up and down a continuum over time, many identify solidly asbisexual over a long, stable period.