International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(3) 132-141

Why Do Students Prefer Different Question Types?

Nihan Sölpük Turhan

pp. 132 - 141   |  DOI: https://doi.org/10.29329/ijpe.2020.248.10   |  Manu. Number: MANU-2003-07-0001.R1

Published online: June 05, 2020  |   Number of Views: 336  |  Number of Download: 820


Abstract

Measurement tools that are used in education are important factors that affect course success and motivation of students. This study aims to determine the opinions of high school students on different question types. As the subgoals of the research, the study aims to determine the reasons for multiple choice test preference and its effect on learning motivation level according to the grade. Study group consists of 355 students who are 10th, 11th and 12th graders in state schools in Istanbul province center in spring term of 2018-2019 school year. Mixed method and convergent parallel design were utilized for the study. “Academic Motivation Scale (AMS)” that was developed by Bozanoğlu (2004) and “Inventory of Motives to Prefer Written, Short-Answer, True-False and Multiple-Choice Questions (IMP)” that was developed by Eser (2011) were used for data collection in the study. Interview method was utilized to determine the opinions of teachers on test types. Therefore, semi-structured interview form was prepared as a data collection tool. Data analysis was made by using Multivariate Analysis of Variance (MANOVA). As a result, the study found that the motives to prefer multiple-choice questions and averages of learning motivation vary significantly in favor of 10th grade students and final year students in high school. The study revealed that student performance varies by question type. The study also found that multiple-choice questions can be considered as a motivation factor for high school students and a good way of testing the goals and achievements.   

Keywords: High School Students, Learning Motivation, Mixed Method, Question Types


How to Cite this Article?

APA 6th edition
Turhan, N.S. (2020). Why Do Students Prefer Different Question Types? . International Journal of Progressive Education, 16(3), 132-141. doi: 10.29329/ijpe.2020.248.10

Harvard
Turhan, N. (2020). Why Do Students Prefer Different Question Types? . International Journal of Progressive Education, 16(3), pp. 132-141.

Chicago 16th edition
Turhan, Nihan Solpuk (2020). "Why Do Students Prefer Different Question Types? ". International Journal of Progressive Education 16 (3):132-141. doi:10.29329/ijpe.2020.248.10.

References
  1. Bal, P.A. (2013). Lisans öğrencilerinin matematik dersine ilişkin değerlendirme tercihleri ile öğrenme stratejileri arasındaki ilişkinin incelenmesi. International Online Journal of Educational Sciences, 5(1), 242-257. [Google Scholar]
  2. Bandarage, G., Zoysa, M.K., & Wijesinghe, L.P.( 2009). Effect of continuous assessment tests with multiple choice questions on motivation for meaningful learning. In Proceedings of the Annual Academic Sessions of the Open University of Sri Lanka. 8–10.  [Google Scholar]
  3. Bayrak, R. (2007). Ölçme ve değerlendirmenin öğrenme üzerindeki etkisi. Yüksek lisans tezi, Karadeniz Teknik Üniversitesi, Trabzon. [Google Scholar]
  4. Bozanoğlu, İ. (2004). Academic motivation scale: Development, validity, reliability. Ankara University Faculty of Educational Sciences Journal, 37(2), 83-98.  [Google Scholar]
  5. Büyüköztürk, Ş. ve Gülbahar, Y. (2010). Yükseköğretim öğrencilerinin değerlendirme tercihleri, Eurasian Journal of Educational Research, 41, 55-72. [Google Scholar]
  6. Cassidy, S. (2004). Learning styles: an overview of theories, models and measures. Educ Psych 24, 419–444. [Google Scholar]
  7. Clarke, D.P., Heaney, J. G., & Gatfield. T.J.(2005). Multiple choice testing: A preferred assessment procedure that is fair to all our business students? In ANZMAC 2005 Conference: Marketing Education. 51–57.  [Google Scholar]
  8. Coffield, F., Moseley, D., & Hall, E., et al. (2004). Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London: Learning and Skills Research Centre [Google Scholar]
  9. Creswell, J. W. (2012). Educational Research: Planning Conducting and Evaluating Quantative and Qualitative Research. Boston: Pearson Publicatio [Google Scholar]
  10. Demir, M. K. (2012). Sınıf öğretmeni adaylarının arasınav ve dönem sonu sınavları hakkındaki görüşleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 31(2), 193-214 [Google Scholar]
  11. Dunn, D.J., & Stephens, C.E. (1972). Management of Personel Manpower- Management and Organizational Behaviour. New York: McGraw Hill Book Co.  [Google Scholar]
  12. Eser, M. T. (2011). Examination of causes of some of the factors which affect students’ exam type preference. (Unpublished masters dissertation). Hacettepe University, Ankara. [Google Scholar]
  13. Furnham, A., Batey, M. & Martin, N. (2011). How would you like to be evaluated? The correlates of students’ preferences for assessment methods. Personality and Individual Differences 50, 2 (2011), 259–263.  [Google Scholar]
  14. Grandt, J. (1987). Characteristics of Examinees Who Leave Questions Unanswered on The GRE General Test Rights-Only Scoring. ETS Research Report 87- 83, Princton, NJ: Educational Teesting Service.  [Google Scholar]
  15. Gronlund, N.E. (1998). Assessment of student achievement. Boston: Allyn and Bacon. [Google Scholar]
  16. İlhan Beyaztaş, D & Senemoğlu, N. (2015). Başarılı öğrencilerin öğrenme yaklaşımları ve öğrenme yaklaşımlarını etkileyen faktörler. Eğitim ve Bilim, 40(179), 193-216 [Google Scholar]
  17. Jenkins, T. (2001). The Motivation of Students of Programming. Master’s thesis. University of Kent at Canterbury. [Google Scholar]
  18. Karasar, N. (2000). Scientific research method (12th edition). Ankara: Nobel Publication Distribution [Google Scholar]
  19. Kılıç, Z. (2016). Öğrencilerin sınav türü tercihlerinin çeşitli değişkenlerle ilişkisi. Yüksek lisans tezi, Hacettepe Üniversitesi, Ankara. [Google Scholar]
  20. Kılıç, Z. & Çetin, S. (2018). Examination of Students' Choice of Exam Type in Terms of Various Variables.  İlköğretim Online Dergisi, 17(2), 1051-1065. [Google Scholar]
  21. Kümbetoğlu, B. (2005). Qualitative methods and research in sociology and anthropology. İstanbul: Bağlam Press. [Google Scholar]
  22. Patrick, H., Mantzicopoulos, P., Samarapungavan, A., & French, B.F. (2008). Patterns of Young Children’s Motivation for Science and Teacher–Child Relationships. The Journal of Experimental Education, 76(2), 121–144.  [Google Scholar]
  23. Traub, E.R. (1990). Multiple-Choice vs. free-response in the testing of scholastic achievement. Ontario Institute for Studies in Education [Google Scholar]
  24. Zeinder, M. (1987). Essay Versus Multiple-Choice Type Classroom Exams: The student’s Perpective. Journal of Education Research. 80, 352- 358. [Google Scholar]