Abstract
Online courses have created a different testing environment. A test in an online setting can be easily presented in multiple modes (i.e., all at once, one at a time). However, there are no established guidelines to date on how the test presentation modes should be used in an online test. Using a sample of sixty-five undergraduate students, this study examined if test presentation modes (i.e., all at once, one at a time), student self-perceived learning styles (i.e., surface style, deep style), and types of test problems (i.e., factual/conceptual questions, applied questions) have an effect on student achievement in four unit tests. Findings from one-way MANOVA and repeated measures ANOVAs revealed that test presentation modes alone did not influence student test performance. However, when the variables of student self-perceived learning styles and types of test problems were added, students with a surface style scored significantly higher on the factual/conceptual problems in the one-at-a-time test presentation mode than in the all-at-once test presentation mode. No significant differences were found for students with a deep style in test performance based upon test presentation modes and types of questions. This study suggests test presentation modes can be set according to students’ learning styles. Students with a surface style may benefit from the one-at-a-time test presentation mode over time. Furthermore, it is recommended that technical issues and test security should be considered in determining an optimal test presentation mode.
Recommended Citation
Xu, Yuejin
(2011)
"Online Test Presentation Modes, Student Self-perceived Learning Styles, and Student Performance on Factual/Conceptual and Applied Problems,"
Kentucky Journal of Excellence in College Teaching and Learning: Vol. 8, Article 6.
Available at:
https://encompass.eku.edu/kjectl/vol8/iss1/6
