Student Test Performance Research Articles

Examining the effect of categorized versus uncategorized homework on test performance of general chemistry students

Abstract The study reports a comparison of two first-semester general chemistry cohorts who were provided with the same instruction and course materials, but the format for their online homework assignments differed. One cohort had homework assignments organized using a block or categorized format, in which the concepts (e.g., limiting reagents) being assessed were identified for each problem. The second cohort had homework assignments organized using an uncategorized or interleaved format in which the assessed concepts were not provided. The two cohorts completed the same tests and a standardized American Chemical Society (ACS) final exam. Students who completed the uncategorized or interleaved homework assignments scored higher than the block or categorized cohort on each of the four tests and the final exam. Statistical differences, using a 95 % confidence level, were observed on the first test and final exam.

Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

To learn and comprehend the large amount of information in gross anatomy, undergraduate students must self-regulate their learning to be properly prepared for the exams within the available time. Even though there are many studies on learning strategies and their influence on test results and motivation, the aim of this study is to investigate characteristics of learning strategies in detail and in relation to the anatomy course of first semester students and how their use is related to anatomy test performance. For assessing the learning strategies, we used the short version of the questionnaire “Learning Strategies of University Students” (LIST-K) (Klingsieck, 2018). Further, we investigated potential influences of motivation and resources used during the self-regulated learning process. The participants in this study (N = 108) filled in the above-mentioned questionnaire LIST-K and a written multiple-choice anatomy test. A k-means cluster analysis revealed three groups of students differing in their self-reported use of learning strategies. Students used either (1) predominantly metacognitive and resource-related strategies, (2) predominantly cognitive strategies, or (3) no specific learning strategies at all. We found no significant overall relationships between the use of learning strategies and test performance. A stepwise linear regression identified the use of cognitive learning strategies (β =.269) as a significant predictor for test performance (R² =.149, p =.003), possibly as these specific learning strategies help with a systematic and effective approach while studying anatomy and retrieving large amount of memorized information. Further, motivation was identified as a negative predictor (β = −.277), which might be a result of the short time periods students have to study for exams. Overall findings underline the importance of self-regulated learning as a positive predictor for academic performance. By understanding these factors, a more student-centered approach could be adopted by educators to improve medical education and equip students with valuable approaches for their continuous education, even beyond university.

Analyzing Test Performance of BSIT Students and Question Quality: A Study on Item Difficulty Index and Item Discrimination Index for Test Question Improvement

This study presents a comprehensive assessment of the test performance of Bachelor of Science in Information Technology (BSIT) students in the System Integration and Architecture (SIA) course, coupled with a meticulous examination of the quality of test questions, aiming to lay the groundwork for enhancing the assessment tool. Employing a cross-sectional research design, the study involved 200 fourth-year students enrolled in the course. The results illuminated a significant discrepancy in scores between upper and lower student cohorts, highlighting the necessity for targeted interventions, curriculum enhancements, and assessment refinements, particularly for those in the lower-performing group. Further examination of the item difficulty index of the assessment tool unveiled the need to fine-tune certain items to better suit a broader spectrum of students. Nevertheless, the majority of items were deemed adequately aligned with their respective difficulty levels. Additionally, an analysis of the item discrimination index identified 25 items suitable for retention, while 27 items warranted revision, and 3 items were suitable for removal, as per the analysis outcomes. These insights provide a valuable foundation for improving the assessment tool, thereby optimizing its capacity to evaluate students' acquired knowledge effectively. The study's novel contribution lies in its integration of both student performance assessment and evaluation of assessment tool quality within the BSIT program, offering actionable insights for improving educational outcomes. By identifying challenges faced by BSIT students and proposing targeted interventions, curriculum enhancements, and assessment refinements, the research advances our understanding of effective assessment practices. Furthermore, the detailed analysis of item difficulty and discrimination indices offers practical guidance for enhancing the reliability and validity of assessment tools in the BSIT program. Overall, this research contributes to the existing body of knowledge by providing empirical evidence and actionable recommendations tailored to the needs of BSIT students, promoting educational quality and student success in Information Technology.

Investigating the factors affecting the PISA-based test performance of Asian students

Purpose ― This study investigates the factors affecting the learning outcomes of Asian students. Methods ─ The effects of both educational inputs and economic and socioeconomic variables on the PISA scores of 10 Asian countries (Hong Kong, Indonesia, Japan, Singapore, Macau, Korea, Turkey, Israel, Qatar, and Thailand) for the years 2006, 2009, 2012 and 2015 were examined using unbalanced panel data. Findings ─ The results show that country-level economic factors strongly affect academic achievement. Furthermore, country-level economic factors dominate the other explanatory factors in the numerical and statistical sense. Implication ─ The findings provide valuable information for educators, policymakers, and researchers aiming to develop efficient educational strategies to improve educational quality. Furthermore, the results offer policy suggestions for addressing factors that impact the quality of education both at the national and international levels.Originality ─ This research enhances the current body of knowledge by investigating how economic and socioeconomic variables affect students' math, science, and reading performance, particularly emphasizing Asian countries.

Determining materials and communication needs of students with visual impairments in mathematics tests: Case of university entrance exam in Türkiye

The study explored the perspectives of students with visual impairments regarding the practices of human readers in the mathematics tests of university entrance exams in Türkiye, focusing on communication difficulties and material preferences. This qualitative study used a case study design. The participants consisted of 20 students who participated in the transition to higher education exam between 2020 and 2022. A demographic survey was conducted first, followed by a semi-structured interview. Thematic coding was used to analyze data to capture the themes that emerged in the study. These themes were materials used in mathematical tests and communication with human readers. The study revealed that the human readers’ verbal and written communication skills in mathematics may affect the test performance of students with visual impairments. The study also highlighted that most students relied on low-tech devices due to the lack of knowledge and access to high-tech assistive technology devices. While they preferred using braille booklets and high-tech assistive technology devices, many students felt uncomfortable with these options due to their unfamiliarity. This research emphasizes the need for comprehensive training for human readers, especially in mathematical communication, to improve the overall test-taking experience for students with visual impairments. It also highlights the importance of providing adequate training in the use of high-tech assistive technology devices. In addition, collaboration between teachers of students with visual impairments and testing agencies can facilitate the development of more accessible test environments, ensuring equal opportunities for those with visual impairments.

Exploring the Efficacy of Mixed Reality versus Traditional Methods in Higher Education: A Comparative Study

“Immersive technology” is a broad and evolving term that encompasses various kinds of technologies and viewpoints, and has applications in various fields, such as education, healthcare, entertainment, the arts, and engineering. This research paper aims to compare the effectiveness of two teaching methods, namely the conventional method (using PowerPoint slides), and the immersive technology method (initiating a mixed reality with a HoloLens 2 device). The experiment involved two groups of students, aged between 19 and 52 years-of-age, who received different types of instruction: the first group viewed a PowerPoint slide with an image of the human muscular system, and the second group viewed a 3D hologram of the human body that displayed the same muscle groups as in the PowerPoint slide. The researchers wanted to examine if mixed reality devices could improve students’ cognitive abilities and explore if the age of the participants had any impact on the effectiveness of the instruction method. The main findings of this study are that the instruction method that used mixed reality technology, the Microsoft HoloLens 2 device, was more suitable for younger participants, and that traditional instruction methods, such as PowerPoint slides, are more appropriate for older students. While this research provides some valuable insights into the factors that influence student performance in anatomy tests, it has some limitations that should be considered.

고전검사이론과 문항반응이론으로 살펴본 모의 TOEIC 문항분석

This study analyzed student test performance on the mock TOEIC in order to investigate the validity and reliability of the test items within a framework of Classical Test Theory (CTT) and Item Response Theory (IRT). The test, including 49 listening and 51 reading multiple-choice items, was administered to a total of 98 registered university students. Their responses to each test item were statistically analyzed with respect to four indices: item difficulty, item discrimination, item guessing and distractor’s attractiveness. For the analysis, each item was analyzed by applying CTT and IRT according to a 3-parameter logistic model with Pearson correlation coefficient and Kuder Richardson-20 (KR-20). According to the item analysis, it was found that the test displayed a high level of reliability of .920, and the difficulty level was .563, indicating that it was in the desirable range between .25 and .75. The mean discrimination power was also .368, which is within the desirable range of over .3. However, further statistical and qualitative item analyses found that the mock TOEIC contained test items within an inappropriate difficulty level, low item discrimination and implausible distractors. Therefore, this study provides suggestions for enhancing the quality of the mock TOEIC, which can also apply to future TOEICs.

Acute Pilates and plyometric exercise in school-based settings improve attention and mathematics performance in high school students

The aim of this study was to examine the effects of acute Pilates and plyometric exercise in a school-based setting on attention and mathematics test performance in high school students. Forty 10th-grade students (21 females and 19 males; age: [15.0 ± 0.5] years, body mass index: [21.4 ± 2.8] kg/m2) participated in this crossover and quasi-experimental study. In week 1, students were familiarized with the d2 test of attention and Pilates and plyometric exercises activities, and body composition measurements were taken. In both weeks 2 and 3, students completed the d2 test of attention and mathematics test with 20 questions following a single session of low-to-moderate-intensity exercise and a classroom-based non-exercise activity, in a non-randomized order. The exercise sessions included 30 mins of plyometric exercises for male students and Pilates exercise for female students, with intensities corresponding to 10–14 on the Borg rating of perceived exertion scale6-20. Compared to the non-exercise activity, a 30-min of Pilates and plyometric exercise resulted in significant improvements in attention score (mean difference [Δ] ​= ​54.5 score; p ​< 0.001; Cohen's effect sizes [d] ​= ​1.26) and concentration performance (Δ ​= ​20.7 score; p ​= ​0.003; d ​= ​0.51). The students scored significantly higher on the mathematics test after participating in the exercise sessions compared to the non-exercise condition (Δ% ​= ​11.7; p ​< ​0.001; d ​= ​0.76). There were no significant differences between genders (p ​> ​0.05). These findings demonstrate the effectiveness of acute light-to-moderate-intensity Pilates and plyometric exercises in school-based settings for improving attention and mathematics performance in adolescents.

The incorporation of peer learning into MosoTeach‐supported flipped language class: Effects on student motivation, participation, feedback and test performance

AbstractBackground StudyAs flipped learning is a flexible pedagogical methodology to tailor students' needs and maximize the learning effects, this study integrated peer learning with MosoTeach‐supported flipped mode in an undergraduate blended EFL course. MosoTeach is a popular online learning platform in China with a variety of learning resources.ObjectivesThe study aimed to test the impact of MosoTeach flipped learning (MTFL) mode on undergraduate EFL students' perceived motivation, participation, feedback, and test performance.MethodsA quasi‐experimental design was carried out in Z university during the spring semester of 2020, with the experimental group (n = 34) adopting the MTFL model and a control group (n = 33) the non‐flipped mode.Results and ConclusionsThe independent t‐test results showed that the experimental MTFL group outperformed the control group in post‐test scores, and a positive correlation was found in the relationship between the experimental MTFL group's post‐test scores and MosoTeach learning experience points (LEPs). Moreover, the course perception questionnaire survey indicated a higher level of students' perceived motivation, participation, and feedback in the experimental MTFL group, which corresponded to the results of the content analysis of students' responses to open‐ended questions and reflective reports. But students in both groups experienced challenges such as isolation, procrastination and technological anxiety.

Austerity Harmed Student Achievement

Abstract This paper shows that austerity spending cuts harmed student performance in standardised national tests. To identify this relationship, we use cross-municipality variation in the timing of eligibility for the Italian Domestic Stability Pact as an exogenous shifter of local public spending. We then compare test scores for students that were from the same municipality, but who were exposed to different levels of austerity cuts based on their birth year. Combining administrative data on public spending and test scores with an instrumental variable model, we show that the test score impact from austerity spending cuts is around 5.1% of a standard deviation in math and 4.6% in reading. These effects are more pronounced for children with limited resources at home. We provide suggestive evidence that school budget cuts account for most of the observed test score impact.

How do test-takers rate their effort? A comparative analysis of self-report and log file data

The present study investigates students' test-taking effort by integrating and comparing traditional self-report questionnaire data and students' test-taking behavior, based on log data analyses. Previous studies have shown that different methods often lead to different results. A computer-based measure of complex problem-solving in uncertain situations was used to minimize the influence of factual knowledge on test performance. K-means cluster analysis was used to build groups of students differing in test-taking effort, resulting in 3 distinct groups. The correlation between students' test-taking effort and test performance proved to be weaker based on the self-reported questionnaire data than on their actual test-taking behavior. Both the self-report questionnaire and the log data showed a decrease in test-taking effort during the test. The number of clicks played the largest role in predicting performance. Results suggest that (1) self-report questionnaire data are not consistent with students' actual test-taking behavior and (2) it's not necessary to make the maximum effort to obtain valid test results, but a certain level of effort is needed.

Student learning of head and neck anatomy using cone beam computed tomography and immersive virtual reality.

The purpose of this study was to evaluate the efficacy of student learning of anatomy and 3D imaging concepts using cone beam computed tomography (CBCT) and immersive virtual reality (VR) technology. Ninety (n=90) first year dental students with no previous experience in 3D imaging were recruited. All participants completed a 10-item, multiple-choice questionnaire (MCQ) and a pre-survey prior to the educational intervention. Following a brief video orientation on CBCT and anatomy, each participant underwent a one-on-one educational intervention using immersive VR with calibrated instructors to identify head and neck anatomic structures using a VR/CBCT educational tool. Immediately following the intervention, all participants completed a postsurvey, a second MCQ, NASA task load index and presence questionnaires. Participants completed a third MCQ 2 weeks following the intervention. Analysis of objective measures of performance on MCQ's (p<0.05) and subjective data from the questionnaires was completed. The students doubled their mean test scores 2.45±1.274 to 5.99±1.576 on MCQ's immediately following the educational intervention (p<0.05). The significant increase in the MCQ test scores was maintained after 2weeks, 5.73±1.721 (p<0.05). There were no gender differences in student test performance. Students rated the immersive VR/CBCT educational intervention experience highly for control, sensory, and realism factors with minimal distraction and frustration factors. Results from this study show that immersive VR/CBCT educational intervention improved test performance and contributed to information recall in students. Further benefits reported by participants include the sense of presence and increased engagement using immersive VR.

How context shapes the relationship between school autonomy and test-scores. An explanatory analysis using PISA 2015

School autonomy has been and continues to be one of the most important education reform strategies around the world despite ambiguity about its theoretical and empirical effects on students learning. We use international data from PISA to test three country-level factors that might account for inconsistent results in prior literature: (1) the selective implementation of school autonomy based on school performance; (2) differential influence on high-risk subgroups; and (3) the presence of accountability policies to prevent opportunism by autonomous schools. We find that the relationship between autonomy and student test performance varies both across countries and within countries across subgroups in both magnitude and direction. Similar results are observed if decentralization is coupled with accountability policies. All of three tested factors influence country-level associations between school decentralization and student learning, which suggests that autonomy is effective only when contextual factors and other policies are aligned.

Effects of High Temperature Exposure on the Wingate Test Performance in Male University Students.

It has been suggested that heat exposure prior to exercise could induce changes in anaerobic exercise. Therefore, the purpose of this study was to observe the effects of high temperature heat exposure prior to an anaerobic test. Twenty-one men (age: 19.76 ± 1.22 years; height: 1.69 ± 0.12 m; weight: 67.89 ± 11.78 kg) voluntarily participated in this investigation. All of them performed two Wingate tests, vertical jump and macronutrient intake control. On the first day, the test was performed under normal environmental conditions. On the second day, it was performed in a similar way, but with previous exposure to heat at high sauna temperatures (15 min; 100 ± 2 °C). There were no differences in the vertical jump and macronutrient intake. However, the results showed an improvement in power (W) (p < 0.05), relative power (W/kg) (p < 0.01) and revolutions per minute (p < 0.05) 10 s after the start of the test. There was also an increase in thigh (p < 0.01) and skin temperature (p < 0.01) with pre-heat exposure. The results obtained suggest that this pre-exercise protocol could improve power in short and intensive actions.

The relationship between motivation and English language test performance among secondary vocational schools’ students in China

In China, secondary school students studying at the vocational stream often struggle to keep up with English language learning. This study investigates the relationship between two types of motivation – extrinsic and intrinsic – towards the English language test performance of students from a secondary vocational school in Chongqing, China. A mixed-method research design was employed via a survey and a semi-structured interview. A total of 212 second-grade students at randomly selected secondary vocational schools completed the questionnaire. A correlational analysis was performed to discover if there was a relationship between students’ extrinsic and intrinsic motivation towards their English performance. The results reveal that the intrinsic motivation was strongly correlated with the students’ English performance with r=0.216, p0.05, while the extrinsic motivation showed zero association with the students’ English performance with r=0.125, p0.05. A multiple linear regression analysis was also conducted to investigate the extent that students’ intrinsic and extrinsic motivation predicted their English performance. However, the findings showed that the prediction was only 4.7%. To understand more about the explanation of the findings, a total of 12 students were then interviewed voluntarily. The interview results reveal three themes revolving around the students’ cognitive, affective and social domains in their learning environment. The findings from this study would inform stakeholders to improve the existing teaching and learning models in improving students’ motivation towards English language learning, specifically in the China context.

Randomised Controlled Trial of Self-Affirmation Intervention on Students' Academic Performance: Promising Impacts on Students from Migrant Hukou Status.

Drawing from the sociocultural-self model, this study aims to examine the influence of self-affirmation on the academic outcomes of lower-class migrant students, as well as the psychological mechanism underlying this phenomenon. A field experiment was conducted at a comprehensive secondary school in the southern region of China. Our study sample comprised 1534 immigrant students from diverse regions across the country, with an average proportion of 59.6% of students registered with a rural hukou. The hukou system plays a pivotal role in measuring social class in China, thus it was used as a proxy for lower and higher social class, with rural hukou students considered to be lower-class and urban hukou students considered to be higher-class. Prior to the English test, students in the self-affirmed group were engaged in a brief writing exercise that focused on their core values, whereas the control group wrote about a neutral topic. The primary outcome of interest was the effect of self-affirmation on English test scores, whereas the secondary outcome was the students' survey stereotype threat. The results exhibit that self-affirmation more significantly improved the English test performance of lower-class students compared to higher-class students, and this positive effect was mediated by reducing stereotype threat. Our findings unravel the impact of self-affirmation on the academic performance of migrant students from different social classes and signify the mediating role of stereotype threat in this process. The present study extends previous findings to students from immigrant families in the Chinese cultural context, and these findings demonstrate that self-affirmation can constitute a promising intervention for stereotype threat and achievement gaps due to social class differences in immigrant family groups. Considering that this intervention takes only about 15 minutes of time, entails almost zero cost, does no harm, and that it focuses on disadvantaged immigrant students, it may provide valuable insights for educational policies to be implemented in a new type of migrant city such as Shenzhen.

Surgery Clerkship Directors' Perceptions of the COVID-19 Pandemic's Impact on Medical Student Education.

This study assessed the national impact of the coronavirus disease 2019 (COVID-19) pandemic on the education of medical students assigned to surgery clerkship rotations, as reported by surgery clerkship directors (CDs). In the spring of 2020 and 2021, the authors surveyed 164 CDs from 144 Liaison Committee on Medical Education-accredited US medical schools about their views of the pandemic's impact on the surgery clerkship curriculum, students' experiences, outcomes, and institutional responses. Overall survey response rates, calculated as number of respondents/number of surveyed, were 44.5% (73 of 164) and 50.6% (83 of 164) for the spring 2020 and 2021 surveys, respectively. Nearly all CDs (more than 95%) pivoted to virtual platforms and solutions. Most returned to some form of in-person learning by winter 2020, and prepandemic status by spring 2021 (46%, 38 of 83). Students' progression to the next year was delayed by 12% (9 of 73), and preparation was negatively impacted by 45% (37 of 83). Despite these data, CDs perceived students' interest in surgical careers was not significantly affected (89% vs 77.0%, p = 0.09). During the 1-year study, the proportion of CDs reporting a severe negative impact on the curriculum dropped significantly (p < 0.0001) for most parameters assessed except summative evaluations (40.3% vs 45.7%, p = 0.53). CDs (n = 83) also noted the pandemic's positive impact with respect to virtual patient encounters (21.7%), didactics (16.9%), student test performance (16.9%), continuous personal learning (14.5%), engagement in the clerkship (9.6%), and student interest in surgery as a career (7.2%). During the pandemic, the severe negative impact on student educational programs lessened, and novel virtual curricular solutions emerged. Student interest in surgery as a career was sustained. Measures of student competency and effectiveness of new curriculum, including telehealth, remain areas for future investigation.

Grading Teacher Performance Appraisal Systems: Understanding the Implications of Student Test Scores and Performance Information Use

Accountability and performance management scholars have called for more attention to the micro-level consequences of performance regimes, including the effects of performance information use. Reflecting these themes, this study considers the degree to which accountability regimes in schools, imposed by U.S. states, and encouraged by the federal government, relate to teachers’ job satisfaction and turnover intentions. Using data from the 2015 to 2016 National Teacher and Principal Survey, we consider the degree to which the following relate to teacher attitudes: (1) the inclusion of student achievement growth on standardized tests in teacher performance appraisals, (2) using additional sources of performance information in the appraisal beyond the student achievement scores, and (3) the differential effects of developmental and administrative uses of appraisal ratings. Our results show that when schools include student growth on standardized tests in appraisals, teachers report lower satisfaction and a higher turnover intention. Using additional sources of performance information, however, relates to improved satisfaction and decreased turnover intentions. Using student standardized test information to inform both positive and negative administrative consequences is associated with lower satisfaction but is not associated with turnover intentions.

Representative Bureaucracy, Environmental Turbulence, and Organizational Performance

The literature on representative bureaucracy posits that increased representation at the managerial level leads to improved outcomes for minority clients. These managers, however, must work within organizational constraints and during times of environmental turbulence to sustain organizational performance. We forward the theory that contextual factors, such as environmental turbulence, could moderate the effects of representation on organizational performance. Utilizing a Texas school-level dataset of K-12 education from 2011, we examine how the race of the school principal influences student standardized test performance in a time of widespread financial resource cuts. Our findings suggest that same-race school principal representation improves the academic performance of both African American and Latino students, but the positive effects diminish as budgetary cuts become more widespread in the school. This means that environmental turbulence can decrease the impact of representation.

Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing

There is research showing benefits to both collaboration and note-taking, but a lack of research into how they may both work together in an online context. More specifically, there is a gap in the research looking at how collaborative note-taking and individual note-taking can be compared when considering the quality of the notes taken, and how note-quality can impact student performance. The present study looks at the online note-taking behavior and performance of 186 graduate students studying at a Korean university. The results indicate that students who collaborate perform better than individual note-takers on measures of recall of course content, but that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings suggest that note-quality has no effect on collaborative note-takers' recall of course content, and a slight negative impact on their writing, while individual note-takers benefit from higher quality notes for both recall and writing.