The relationship between the academic achievement of computerized tests and traditional tests of Business College students. An empirical study

Abstract

The study aims to investigate the relationship between the academic achievement of computerized tests and traditional pen and paper exams of Business College students at the University of Jordan- Aqaba branch as well as relate differences results to students` gender.


The study sample comprised 136 students of a compulsory course at the Business Faculty. A computerized mid-term test was held while the final one was traditional. The results of the two tests were compared where the other general factors affecting students` academic achievement, namely ( the same students, course subject, course subject lecturer) were set. The tests marks were sampled as percentage to the test mark so as to delete the denominator difference of marks where the mid-term mark is out of 30 while the final test is out of 50.


The SPSS was used to compare the results of the two tests. Results were related to students gender, whether gender-related differences are found. The study concluded that there is no statistical significant relationship between the academic achievement of computerized tests and traditional ones (paper and pen) held at the Business College in The University of Jordan- Aqaba branch.


The results also indicated that the academic achievement differences resulting from computerized tests have to do with the student gender variable in favour of male students.

Downloads

Download data is not yet available.

Author Biography

Rania Al Omari, Dr., Department of Accounting, Faculty of Business, University of Jordan, Jordan

References

Al-Qdah Majdi and Ababneh Islam "Comparing Online and Paper Exams: Performances and Perceptions of Saudi Students" International Journal of Information and Education Technology, Vol. No.7, 2, February 2017

Alkhiat M. "Students and Instructors' Attitudes toward the computerized exams in the Business Faculty at the Main Campus of Al - Blaqa Applied University
"An-Najah University Journal for Research" (Humanities Sciences) (Vol. 31 (11,) 2)

Aybek; etal "Comparison of student's Achievement According to Teacher-made Test with Paper-Pencil Form and Computerized Adaptive Test Simulation" Amasya University, Turkey Global Learn 2016 (Apr 28, 2016) pp. 46–51

Brosnan. M. J. "The Impact of Psychological Gender, Gender-Related Perceptions, Significant Others, and the Introducer of Technology upon Computer Anxiety in Students"; Journal of Educational Computing Research; https://doi.org/10.2190/LVHH-EPGB-AE7J-WEV8

James, R. (2004). (2016). Tertiary student attitudes to invigilated, online summative examinations, the International Journal of Educational Technology, 13(19). 2-13.

O. Uysal and A. Kuzu, ― A thesis proposal: quality standards of online higher education in turkey. Internationalization and the role of university networks,‖in Proc. the 2009 EMUNI Conference on Higher Education and Research, Potorož, Slovenia, September 25-26.

Rehmani (2003). Impact of public examination system on teaching and learning in Pakistan. [Online]. Available: http://www.aku.edu/AKUEB/pdfs/pubexam.pdf

S. M. Bodmann and D. H. Robinson, "Speed and performance differences among computer-based and paper-pencil tests," Journal of Educational Computing Research, vol. no. 31, pp. 1, 2004, 51-60.

Tien-Chen Chien "Factors Influencing Computer Anxiety and Its Impact on E-Learning Effectiveness: A Review of Literature"(2008).

Win M. & Tasi, C. (2006). University students’ perceptions of and attitudes toward (online) peer assessment, Higher Education, 51. 27- 44.
Published
2021-01-01
How to Cite
AL OMARI, Rania. The relationship between the academic achievement of computerized tests and traditional tests of Business College students. An empirical study. Journal of Social Sciences (COES&RJ-JSS), [S.l.], v. 10, n. 1, p. 59.68, jan. 2021. ISSN 2305-9249. Available at: <http://centreofexcellence.net/index.php/JSS/article/view/jss.2021.10.1.59.68>. Date accessed: 27 jan. 2021. doi: https://doi.org/10.25255/jss.2021.10.1.59.68.
Share |