Effects of computer-assisted testing on test anxiety, achievement and student attitudes

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dc.contributor.advisor Wenck, L. Stanley (Lewis Stanley) en_US
dc.contributor.author Burns, Gregory A. en_US
dc.date.accessioned 2011-06-03T19:23:46Z
dc.date.available 2011-06-03T19:23:46Z
dc.date.created 1984 en_US
dc.date.issued 1984
dc.identifier LD2489.Z64 1984 .B87 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/175338
dc.description.abstract This study examined the effects of computer-assisted testing on text anxiety, achievement and student attitudes toward a course. One hundred students from an undergraduate educational psychology class were randomly assigned to one of two groups. The first group of students was assigned to take all of their unit examinations using computer-assisted testing (CAT). For those in the CAT group, examinations were presented on microcomputers. The second group of students took the same examinations using regular paper and pencil testing procedures (RT). With the exception of testing methods, an attempt was made to keep all other factors relating to course administration consistent for both groups. Pre and posttest measures of the students' levels of test anxiety were obtained during the course, using the Achievement Anxiety Test (AAT). Both debilitating and facilitating anxiety scores were used from the AAT. Achievement was assessed using a comprehensive final examination at the end of the course. Student attitudes toward the course were measured using a course evaluation form. It was hypothesized that assignment to CAT would result in higher scores on the facilitating anxiety scales and lower scores on the debilitating anxiety scale. The study also postulated that students exposed to CAT would demonstrate higher levels of performance on the final achievement test. Finally, it was theorized that students in the CAT group would rate the course more positively than the students exposed to regular testing procedures. Data were analyzed using multivariate analysis of variance procedures. The results of the analysis indicated that there were no significant differences between the CAT and RT groups in terms of test anxiety, achievement, or attitudes toward the course. In comparing traditional and computer-assisted testing, the present study suggests that it may be possible to obtain the ease of test administration, feedback, item analysis, and record keeping provided by a computer, without affecting student testing behaviors or test norms. en_US
dc.format.extent v, 98 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Examinations. en_US
dc.subject.lcsh Universities and colleges -- Examinations. en_US
dc.subject.lcsh Computer-assisted instruction. en_US
dc.title Effects of computer-assisted testing on test anxiety, achievement and student attitudes en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/414038 en_US

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  • Doctoral Dissertations [3134]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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