Multiple Choice Type Questions Research Articles

Postexamination item analysis of undergraduate pediatric multiple-choice questions exam: implications for developing a validated question Bank.

Item analysis (IA) is widely used to assess the quality of multiple-choice questions (MCQs). The objective of this study was to perform a comprehensive quantitative and qualitative item analysis of two types of MCQs: single best answer (SBA) and extended matching questions (EMQs) currently in use in the Final Pediatrics undergraduate exam. A descriptive cross-sectional study was conducted. We analyzed 42 SBA and 4 EMQ administered to 247 fifth-year medical students. The exam was held at the Pediatrics Department, Qena Faculty of Medicine, Egypt, in the 2020-2021 academic year. Quantitative item analysis included item difficulty (P), discrimination (D), distractor efficiency (DE), and test reliability. Qualitative item analysis included evaluation of the levels of cognitive skills and conformity of test items with item writing guidelines. The mean score was 55.04 ± 9.8 out of 81. Approximately 76.2% of SBA items assessed low cognitive skills, and 75% of EMQ items assessed higher-order cognitive skills. The proportions of items with an acceptable range of difficulty (0.3-0.7) on the SBA and EMQ were 23.80 and 16.67%, respectively. The proportions of SBA and EMQ with acceptable ranges of discrimination (> 0.2) were 83.3 and 75%, respectively. The reliability coefficient (KR20) of the test was 0.84. Our study will help medical teachers identify the quality of SBA and EMQ, which should be included to develop a validated question bank, as well as questions that need revision and remediation for subsequent use.

TEACHER MOTIVATION AND SCHOOL ADMINISTRATION- A STUDY WITH REFERENCE TO TEACHERS FROM SELECTED PRIMARY SCHOOLS OF MANGALORE IN THE STATE OF KARNATAKA

Education is the most important invention of mankind. It is more important than his invention of tools, machines, spacecraft, medicine, weapons and even of language. Because language is the product of his education. Man without education would still be living like an animal. In imparting education, the role of teachers assumes special significance. The teachers role has always been emphasized as a morale booster for harmonising the worldly agonies and celestial bliss. The quality of a nation depends upon the quality of its school and the quality of schools depend considerably on the quality of the teachers as well as on the interaction of collective internal and external forces that intervene in the fulfilment of the purpose of the schools. This paper tries to analyse the interrelation between School administration and motivation of teachers in primary schools of Mangalore in Karnataka State. A semi-structured questionnaire was prepared for the teachers. Depending on the type of information to be collected, open-ended, multiple-choice type questions, and Likert scale (1932) were included in the questionnaire. The data collected from the teacher are evaluated and analysed with appropriate statistical tools to arrive at the conclusion. It was found that favourable support and guidance from head of the school and education officer along with periodic inspection plays a vital role in motivating teachers in primary schools. KEY WORDS: School support, School administration, Teacher motivation, Education, Primary School.

Analisis Penguasaan Konsep Fisika Materi dan Perubahannya Melalui Penyelesaian Soal Isomorfik pada Siswa Kelas VII MTS Zainul Bahar

The number of students who do not master physics learning, especially in the material and its changes. In this case, there are various abstract concepts which result in students having difficulties and confusion in learning and understanding concepts. The purpose of this research is to analyze the mastery of the concept of material physics and its changes through solving isomorphic questions in class VII students of MTs Zainul Bahar. This research is included in the type of descriptive research in which by analyzing students' mastery of concepts related to the material and its changes. As many as 25 students in class VII Mts Zainul Bahar, the method used is to give isomorphic questions as many as 10 multiple choice type questions. The results that have been obtained show that students' mastery of physics concepts related to material and its changes through isomorphic questions is very good with a percentage of 81%, while students who lack mastery of material concepts and their changes are as much as 19%. So that by going through isomorphic questions it is proven that students can increase their understanding and mastery of the material and its changes, and are motivated to improve student learning outcomes.

EFFECTS OF DRILL AND PRACTICE INSTRUCTIONAL STRATEGY ON SENIOR SECONDARY SCHOOLS STUDENTS’ MATHEMATICAL SKILLS IN PHYSICS IN EKITI STATE, NIGERIA

This study focused on the effect of drill and practice instructional strategies on students’ mathematical skills in Physics. The pretest posttest control group quasi-experimental research design was employed. The sample size for this study was sixty five (65) Senior Secondary School II physics students was used in this study. Physics Mathematical Skills Test of twenty (20) items multiple choice type questions was used to collect the data. Analysis of covariance (ANCOVA) and Analysis of variance (ANOVA) were used to analysed the data collected. The findings of the study revealed that there was no significant effect of the treatment on students’ mathematical skills and there was also no significant effect of gender on students’ mathematical skills in physics. Based on the findings of the study, it was therefore recommended that Physics teachers, though drill and practice instructional strategy has no effect on students mathematical skills, should endeavour to employ drill and practice strategy with conventional method in the teaching and learning process due to its advantages.

One Step Further

In this qualitative research study, a bidirectional ARS was integrated into a lecture. Students’ perceptions were explored by focusing on their preferences on different question and feedback types, sharing of posts, nickname use, problems, and design suggestions. A total of 25 students participated in focus group interviews. The results showed that students liked the multiple-choice type questions due to the easy answer characteristics, and they found it difficult to text their responses for open-ended questions. The majority of the students preferred getting feedback immediately after asking a question. Students also stated that using ARS ease their shyness. The findings can significantly contribute for understanding the potential of an ARS supporting two-way communication during a lecture-based approach of instruction, also demonstrate that thinking level of the questions with the feasibility of ARS should be investigated together, and the different preferences of students on the question type, feedback type, and nickname use highlight the importance of student characteristics.

Penggunaan Situs Liveworksheets untuk Mengembangkan LKPD Interaktif di Sekolah Dasar

Interactive student worksheets are a very important part of learning media to support the learning process to achieve the expected goals. The use of the liveworksheets site is one way to develop interactive worksheets so that online learning can run well. The purpose of this community service is to provide knowledge to teachers to take advantage of the free liveworksheets site to develop interactive worksheets so that the obstacles to teaching and learning activities during the Covid-19 pandemic can be overcome. The method of implementing this service begins with observations to partner schools before the implementation of training activities to discuss the time and need for facilities and infrastructure. Then during the training, the activity begins with the provision of material related to interactive student worksheets and how to create interactive student worksheets using the live worksheet site. Furthermore, assistance is provided during practice for teachers or training participants. The results of this service can be said to be successful, as seen from the enthusiasm of the teacher listening to the material and the practice of making interactive worksheets questions. The types of questions that were successfully practiced by the participants were the types of multiple-choice questions, short entries, descriptions, join arrows, dropdowns, drag and drop, checkboxes, word search, and listening and speaking questions. Therefore, with the increasing ability of teachers to create interactive worksheets, it is hoped that teachers can develop more perfect interactive worksheets that are made according to the needs of students. In addition, the knowledge that has been obtained from this training is expected for teachers to share their knowledge and knowledge with other teachers.

The Development of Hots Assessment Instrument using Quizizz During Covid 19 Pandemic in 11th Grade Biology Second Semester

High Order Thinking Skills (HOTS) require students to have the ability to argue, make decision and solve problem that exist in everyday life. The purpose of this research was describe validity, reliability, and response of students about practicality of Quizizz learning tool as HOTS assessment tool for 11th grade Biology second semester to measure high order thinking skills SMAN 1 Tarik students. This type of development research used the Analysis, Design, Development and Evaluation (ADDIE) model. Data collection methods included validated interviewed, gave tests and student response questionnaires. The validity of assessment was obtained from results of expert validation. Reliability was obtained from results of test items. Student responses of instrument were obtained from the results of the student response sheets. The trial was limited to 30 students of MIPA 6 12th grade in SMAN 1 Tarik. The results showed that the validation of the assessment instruments for multiple choice and essay question type that developed in this study were in highly valid category, the reliability of instrument was 0.62 for the multiple choice question type and 0.83 for essay item type. Quizizz as a tool of HOTS assessment instrument was practice. The results of student responses got 94% of percentage average. The conclusion of this research was assessment instrument of HOTS questions used Quizizz that developed was valid, reliable, and practice for students. This research could be applied in other schools to measure high order thinking skills of students.
 Keywords: Assessment instrument, high order thinking skills (HOTS), Quizizz

Classification of Negative Charge Discriminate Hybridization with Aromatic and Anti-aromatic Behavior of Organic Compounds - Innovative Mnemonics

In this approach, formulae-based mnemonics by using the classification of negative charge (localized or delocalized) have been highlighted by innovative and time economic way to enhance interest of students’ who belong to paranoia zone of chemistry for the prediction of hybridization state of carbon atom containing negative charge (one or more) and aromatic, anti-aromatic, non-aromatic behavior of different organic compounds. Here, I have tried to hub three (03) time economic mnemonics by including three (03) formulae for the prediction of hybridization state of carbon atom (containing negative charge), aromatic, anti-aromatic, and non-aromatic behavior of organic compounds. Educators can use these mnemonics in their teaching style in the classroom lectures after discussing conventional methods and its limitation to make chemistry intriguing. This article encourages students to solve multiple choice type questions (MCQs) on ‘Aromaticity of negative charge containing organic compounds’ at different competitive examinations in a time economic ground.

Immunophenotyping for Haematologists – Principles and Practice, by Barbara J Bain and Mike Leach, Wiley Blackwell, 2021; ISBN 9781119606116

This is a deceptively slim volume. The experienced authorship team has skilfully and succinctly distilled a comprehensive wealth of information into four well organised and extensively referenced sections. An introductory chapter outlines the principles behind the methods of flow cytometric immunophenotyping of liquid specimens and immunohistochemical investigation of tissue sections. It reviews the uses of flow cytometry beyond the diagnosis and monitoring of haematological neoplasms, including the investigation of inherited and acquired red cell, platelet and immune function/dysregulation disorders, as well as differential cell counting and enumeration. There follows a useful reference chapter listing all of the individual antibodies in routine laboratory use for diagnosis and monitoring, in the order of their cluster designation (CD) number for those that have them, followed in a logical order by those which do not. A brief description for each is given of their expression in normal and neoplastic cells. The third chapter reviews the patterns of expected cellular antigen expression in haematological neoplasms, systematically following the order of the WHO classification of tumours of haematopoietic and lymphoid tissues (2017). It includes a section on the immunophenotypic assessment of ‘minimal residual disease’ (MRD) – perhaps, as the authors suggest, more appropriately termed ‘measurable residual disease’. Finally a ‘test yourself’ chapter uses a mixture of different types of multiple-choice questions and clinic-pathological cases which covers the whole field comprehensively and enables the identification of gaps in knowledge. This book is a superb resource for medical and scientific staff in training, especially those who are taking FRCPath or equivalent examinations, and for those of us who teach them, as well as for practising haematologists involved in the interpretation of immunophenotyping results.

SOFT SKILLS TRAINING: COLLEGE TEACHING THAT MATTERS AND LEARNING THAT LASTS FOR EMERGING PROFESSIONALS

Today, Higher educational institutions are challenged more than ever. Employers demand skilled graduates who impact workplaces. They need critical and creative thinkers, problem-solvers, decision-makers, personalities with people management, and so on. Shortly, they need soft skills trained people. Today, learners are smarter. They tend to understand market expectations and increases the demand for high-quality education. Soft skills training programs have been becoming a major trend in higher education. Nowadays, universities must work carefully with students. They should encourage and develop various skills in the areas of their expertise. They must understand that soft skills make the difference between adequate and ideal candidates. Universities must incorporate applied sciences into the learning and curriculum. It enables institutions to nurture future career skills. It is an opportunity to build three-way collaborations between universities, employers, and students. Higher educational institutions need to recognize that college education is a facilitation. Today, students need mentors and coaches, people who can put them on the right path. Students can do self-learning with enormous data available, however, instructors must expedite the learning. New graduates are emerging future professionals. Institutions must arm them will the essential skills to survive in competitive job markets. The employers have no limits on recruitment criteria or the knowledge they look for. Perhaps, successful college graduates impact the marketing visibility, image, and brand of the institutions. Hence, to differentiate from competitors, universities must produce valuable job candidates. Graduates are potential workplace leaders. In college, they have four years to develop skills and shape their abilities. Communication skills, leadership skills, adaptability, workplace ethic, teamwork, EI (Emotional Intelligence), and so on are the primary armory of the students. To a certain extent, soft skills training programs within the educational curriculum enhance those skills. Soft skills training programs within the graduates build a sense of confidence, accountability, and responsibility. Every job requires some type of interaction, consequently, soft skills are important for many employers. Though, how colleges can deal with online or distance learning? The distance learning trend takes away valuable interaction time. The study believes that it is vital for universities to create collaborations with moving variables. Competitive institutions will find the happy learning medium. The goal of the study is to analyze the relevance of college teaching that matters and learning that lasts. The study elaborates on the importance of soft skills training trend withing college education, and how it impacts learners. The study selects and analysis the top seven soft skills that are believed are critical for the student career path. Nevertheless, the study discusses the challenges of soft skills training in college education. The objective of the study is to see if soft skills training programs create a competitive advantage for universities. Also, for learners at their potential workplaces. The study intends to conduct and prepare an applicable analysis. The study seeks to present valuable suggestions for educational institutions, as well as for students. The study aspires to remind how important it is to have highly educated and skilled graduates. The study uses a mixed research methodology. At first, the Study will interview several educational specialists, as well as graduates. The interview asks four main questions about the relevance of soft skills training and reason for trending. Second, to support interview analyses, and theoretical data, study employees an online survey. The study asks comparative research questions to find thought differences. The online survey asks scale, drop down, and multiple-choice type questions to obtain data about soft skills training. The Likert scale will be utilized to obtain a holistic view of respondents on selected top seven soft skills. The outcome of the study either will accept or reject the relevance of Soft Skills Training: College teaching that matters and learning that lasts for the future of student careers. Analyzed data will assist to draw recommendations for higher educational institutions. Additionally, it will add suggestions for college students on their roles in facilitated education. Finally, the study believes that besides recommendations the research will raise the applicability of soft-skills training into college education.

Turkish Teachers’ Assessment Situations: A Study on Exam Papers

This study aims to examine Turkish exam papers of the students, who study in the secondary school of 5th, 6th, 7th and 8th classes. The exam papers have been examined from various aspects, including the number and type of questions, the language expression and distribution of the questions, the cognitive level (according to the Bloom’s taxonomy), the type of texts used, and the visuals use. The samples of the study were selected using convenience sampling method from 17 secondary schools located in the center of Ağrı Province in Turkey and the exam papers prepared by 36 Turkish teachers who worked at these schools. The tests which were examined included 2633 questions in 161 exam papers. We also developed “the Exam Paper Examination Form” for collecting more data which we analyzed and interpreted by using the document analysis model. According to the results obtained, it has been found that the teachers mostly prefer to use the multiple-choice question type in the Turkish exam papers; the questions are mostly related to grammar and reading; the teachers do not prefer to ask questions on speaking and listening; and except for spelling errors no deficiency is detected in the language of the exam papers. In addition, according to Bloom’s taxonomy, the questions are mostly at the comprehension level whereas questions related to the analyzing, evaluating and creating levels that require high level thinking skills are rarely used. Based on the results, suggestions have been presented for Turkish teachers to prepare exams.

Predicting the hybridization state: a comparative study between conventional and innovative formulae

In previous published articles, formulae-based mnemonics by counting the total number of σ bonds with a lone pair of electrons (LP), a localized negative charge (LNC), or a localized lone pair of electrons (LLP) and subtracting one (01) from this total value (TSLP, TSLNC, or TSLLP) to predict the power of the hybridization state of simple molecules or ions and organic compounds, including heterocyclic compounds have been discussed. These are the innovative and time-efficient methods of enhancing student interest. Here, in this new article, the limitations of conventional formulae in comparison to the use of innovative formulae have been discussed along with the application of the hybridization state in different fields of chemical education. This article encourages students to solve multiple choice type questions (MCQs) at different competitive examinations in a time economic ground on the prediction of hybridization state of simple molecules or ions to know their normal and subnormal geometry and prediction of hybridization state of hetero atom in different heterocyclic compounds to know the planarity of the compounds, which is very essential factor for prediction of aromaticity of heterocyclic compounds. Educators can use this comparative study in their classroom lectures to make chemistry authentic and intriguing. Because the use of mnemonics in classroom lectures is an essential tool to become a distinguished educator.

Student Perspectives on a Collaborative International Doctorate of Pharmacy Program.

Objectives: To evaluate the educational experience and teaching methods of the collaborative Doctorate of Pharmacy (PharmD) program between the University of Malta (UM) and the University of Illinois at Chicago (UIC). Methods: A 41-question survey was developed to identify student demographics, satisfaction with the PharmD program and the utility of the current curricular components. Students who enrolled in the program in May 2017 were invited to participate. The survey contained open-ended, 5-point Likert, and multiple-choice type questions. The primary outcomes were the overall satisfaction and student motivations for pursuing the program. Secondary outcomes included the level of difficulty of courses, evaluation of assessment methods, and confidence in an interdisciplinary team. Results: Thirty-six students completed the survey (a response rate of 83.7%). The mean age was 30.1 ± 7.9 years. The majority of the students pursued the PharmD program to improve their knowledge, skills, and opportunity for obtaining a clinical position. The mean overall satisfaction of the program was 3.81 ± 1.1 (5 = very satisfied). Among the core courses, Pharmacotherapeutics had the highest overall satisfaction (4.45 ± 0.91) and level of difficulty (3.84 ± 0.51). Students felt that the tutorials/recitation case discussion sessions were the most effective teaching method (48.4%) and ranked faculties conducting case-based lectures highest for overall performance. Most students felt somewhat confident (54.8%) for participating in a multidisciplinary team. Conclusions: The UM/UIC PharmD Program is a unique program, utilizing a hybrid model of teaching, including distance education, to expose students to a broad and challenging curriculum in clinical pharmacy practice. Students are satisfied with this collaborative, international postgraduate PharmD program.

Evaluation of auto-generated distractors in multiple choice questions from a semantic network

ABSTRACT Despite their drawback, multiple-choice questions are an enduring feature in instruction because they can be answered more rapidly than open response questions and they are easily scored. However, it can be difficult to generate good incorrect choices (called “distractors”). We designed an algorithm to generate distractors from a semantic network for four types of multiple choice questions in biology. By recruiting 200 participants from Amazon Mechanical Turk, the machine-generated distractors were compared to human-generated distractors in terms of question difficulty, question discrimination and distractor usefulness. The machine-generated and human-generated distractors performed very closely on all the three measures, suggesting that generating distractors from a semantic network for simple multiple choice questions is a viable method.

Lone Pair Electron Discriminate Hybridization with Aromatic and Anti Aromatic behavior of Heterocyclic Compounds - Innovative Mnemonics

In this approach, formulae based mnemonics by counting lone pair of electrons (localized or delocalized) have been highlighted by innovative and time economic way to enhance interest of students’ who belong to paranoia zone of chemistry for the prediction of Hybridization state of hetero atom and Aromatic, Anti aromatic, non aromatic behavior of different heterocyclic compounds. Here, I have tried to hub three (03) time economic mnemonics by including three (03) formulae for the prediction of hybridization of hetero atom, aromatic and anti aromatic behavior of heterocyclic compounds. This article encourages students to solve multiple choice type questions (MCQs) on ‘Aromaticity of Heterocyclic compounds’ at different competitive examinations in a time economic ground.

A Review of Time Economic Innovative Mnemonics in Chemical Education

In this review article, formulae based mnemonics on chemical education have been highlighted by innovative and time economic way to enhance the interest of students' who belong to paranoia zone of chemistry. Here, I have tried to hub fifteen (15) time economic mnemonics by including thirty-six (36) formulae in the field of chemical education. This article encourages students to solve multiple choice type questions (MCQs) at different competitive examinations in time economic ground.

Short Answer Open-Ended versus Multiple-Choice Questions: A Comparison of Objectivity

Objectives: We designed our study with the hypothesis that open ended Short Answer type Questions (SAQs), no matter how carefully framed, cannot be as objective as Multiple Choice type Questions (MCQs). Methods: The study was conducted on 1st year MBBS students (n=99) studying at AIIMS, Jodhpur. A written test on 'Blood & Immunity' was conducted containing same questions in two formats; twelve MCQs (type E) in section A and 12 SAQs in section B. Maximum marks for all questions in both sections were equal. All the answers of section B were evaluated separately by two different examiners to reduce the subjectivity and a model answer sheet for both the sections was prepared and provided to both the examiners. Results: The difference in the scores in Section B SAQs that were evaluated by two different examiners was not statistically significant. Mean of the marks awarded by the two examiners was taken as the final score of each student in section B. The difference in the scores by the students in the two sections was also non-significant (p=0.14). A significant correlation (r=0.99, p<0.0001) was found in SAQ and MCQ scores. Bland- Altman analysis also showed no proportion of bias and the two methods of scoring were in agreement with each other. Conclusion: The results suggest that meticulously-framed open-ended short answer type questions can be as objective as multiple choice type questions.

Voice Operated Tool- Examination Portal for Blind Persons

Speech recognition applications are becoming more and more useful now a days. Various interactive speech aware applications are available in the market. But they are usually meant for and executed on the traditional general purpose computers. With growth in the needs for embedded computing and the demand for emerging embedded platforms, it is required that the Speech Recognition System (SRS) are available on them too. In this paper, we are presenting a desktop application named as Examination Portal for Blind Persons so as to eliminate the use of an assistant while giving a multiple choice question type examination. Further this tool can be implemented as a mobile application and a web based application.

Residents need focused teaching during pediatric emergency medicine rotation to optimize their educational objectives

Pediatric Emergency Medicine (PEM) rotation provides a unique training environment for rotating residents. We aim to assess the impact of PEM rotation on the scientific knowledge of residents from different specialties and training centers by comparing the pre- and post-rotation knowledge. PEM Departments of three major tertiary care training centers were selected. Rotating pediatric and emergency medicine residents were given pre-test with twenty multiple-choice type questions related to the scientific knowledge of PEM and then re-tested with the same questions towards the end of their rotation. The t-test was used to compare mean scores. Further comparison based on specialty and training center was also done. Seventy-three residents were approached and enrolled, 48 from Pediatrics and 25 from Emergency Medicine. The mean pre- and post-scores for all residents were 15.9/20 and 15.5/20, respectively. All residents’ score was less on the post-rotation compared to the pre-rotation in all centers. Pediatric residents at one center scored higher, but they were not statistically significant. There were no statistically significant differences in resident specialty. We found a statistical difference between the residents of two centers compared to the third with P=0.04 and 0.02 respectively. After one month of rotation in PEM, we observed a decrease in the post-rotation test scores as compared to the pre-rotation scores. Since the reasons for the lower scores could not be identified by this study, educational deficiencies should be identified and perhaps a focused teaching and allotted study time to optimize the residents educational objective could be advised.

Can learning outcomes in cognitive domain be assessed effectively using multiple choice questions? A study in an undergraduate pharmacy curriculum

Background: The widespread use of multiple choice questions (MCQ) in examinations is attributed to its logistical advantage and broad coverage of content within a short duration. The end-of-semester examinations for several modules in the pharmacy programme previously employed a combination of written examination tools including MCQ, short answer questions (SAQ) or essays for assessing learning outcomes in the cognitive domain. Concerns regarding assessment fatigue and subjectivity in marking have led to a review of the assessment formats in the examinations. Various types of MCQ were consequently introduced as the only assessment tool. This study was conducted to evaluate the performance of students in the examinations as a result of the change. Methodology: Analyses were carried out on the end-ofsemester examination results of two cohorts of students for each module, one based on a combination of MCQ, SAQ or essay and the other based on MCQ alone. The class means were compared, and t-test was used to determine the difference between the performances. Results: Although the difference in the mean scores of the two groups is statistically significant in 13 of the 20 modules, the difference is less than 5% in 10 modules. Conclusion: The findings provide evidence that wellconstructed MCQ can effectively assess cognitive skills.