Students’ Testing Preferences in Mathematics

April 21, 2020    0 comment


Proceedings of ‏The 2nd International Conference on Research in Teaching and Education

Year: 2020

DOI:

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Students’ Testing Preferences in Mathematics

Anne Uukkivi1, Oksana Labanova2, Vitali Retshnoi3, Elena Safiulina4, Marina Latõnina5

 

ABSTRACT: 

Using a web-based environment for assessment can provide several advantages and disadvantagesfor both academics and students. The purpose of this study is to examine university students’ testing preferences in mathematics comparing theirviews on web-based and paper-based assessment. Two groups of engineering students, daytime and distance learners, were studied about their preferences and rationale. Based on the survey, statistical hypotheses were formulated and validated using chi-squared test statistics for categorical data. The results of this study showed that the vast majority of respondents thought that an opportunity to take web-based assessment tests in math was a good innovation. However, there were no statistically significant differences between the percentages of students who preferredto take assessment tests in math on computer, or on paper, or itdidnotmatter to them. Thosestudents who preferred to takeweb-based assessment tests were generally in favour of the replacement of paper-based classroom assessment tests with web-based tests, and vice versa. Thosestudents who did notcare whether to takepaper-based or web-based assessment tests were in favour of partial replacement. The students’ willingness to replace web-based homework with paper-based tasks only slightly depended on their preferences. Qualitative content analysis was used to analyse open questions. The research has shown that the reasons for the learners’ preferences weremostly related to convenience and flexibility, environmental sustainability, complexity and academic fraud.

Keywords:students’ preferences; higher education; web-based testing; paper-based testing; survey

 

AnneUukkivi

Anne Uukkivi

TTK University of Applied Sciences, Estonia

Oksana Labanova

Office for Digital Learning, Ulster University, Northern Ireland, UK

Vitali Retshnoi

Office for Digital Learning, Ulster University, Northern Ireland, UK

Elena Safiulina

Office for Digital Learning, Ulster University, Northern Ireland, UK

Marina Latõnina

Office for Digital Learning, Ulster University, Northern Ireland, UK

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