Student attitudes, satisfaction, and learning in a collaborative testing environment.
Introduction: This study examined the effect of collaborative testing on student learning, attitude toward testing, and course satisfaction at a chiropractic college. Methods: The study compared testing performance between two cohorts of students taking an advanced neuroanatomy course: a control gro...
| Publicado en: | Journal of Chiropractic Education (Association of Chiropractic Colleges) Vol. 24; no. 1; pp. 19 - 30 |
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| Autores principales: | , , |
| Formato: | clinical trial questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Association of Chiropractic Colleges
Spring2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105152659&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105152659 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10425055 G1A jtl: Journal of Chiropractic Education (Association of Chiropractic Colleges) issn: 10425055 maglogo: N pubinfo: dt: Spring2010 vid: 24 iid: 1 pid: 12048 pub: Association of Chiropractic Colleges place: Arlington, Virginia artinfo: ui: 105152659 2010602260 10.7899/1042-5055-24.1.19 NLM20480011 PMC2870985 105152659 ppf: 19 ppct: 11 formats: fmt: @attributes: type: P tig: atl: Student attitudes, satisfaction, and learning in a collaborative testing environment. aug: au: Meseke CA Nafziger R Meseke JK affil: Palmer College of Chiropractic Florida sug: subj: Achievement Tests Collaboration Education, Chiropractic Student Satisfaction Anatomy Education Anxiety Clinical Trials Coefficient alpha Data Analysis Software Descriptive Statistics Human Knowledge Memory Multivariate Analysis of Variance Outcomes of Education Pretest-Posttest Design Prospective Studies Students, Chiropractic Summated Rating Scaling ab: Introduction: This study examined the effect of collaborative testing on student learning, attitude toward testing, and course satisfaction at a chiropractic college. Methods: The study compared testing performance between two cohorts of students taking an advanced neuroanatomy course: a control group (n D 78) and an experimental group (n D 80). Scores examined for each cohort included sums of quizzes, examination scores, and a comprehensive final examination. The control cohort completed weekly quizzes as individuals, while the experimental cohort completed the quizzes collaboratively in small groups. Both cohorts completed three unit examinations and the comprehensive final examination as individuals. Additionally, pretest-posttest and delayed posttest scores were examined. Multivariate analysis of variance (MANOVA) and multivariate analysis of covariance (MANCOVA) (including repeated measures MANCOVA)were used for statistical analysis. Results: The experimental cohort scored significantly higher compared to the control cohort on all quizzes (F D 217.761; df D 1,156; p < .05) and overall course grades (F D 16.099; df D 1,156; p < .05). There were no significant differences in either the comprehensive final (posttest) (F D 3.138; df D 1,122; p > .05) or the delayed posttest (taken 5 weeks after the end of the course) (F D 0.431; df D 1,122; p > .05) between the two cohorts. The overall scores for both cohorts on the delayed posttest were significantly lower than the posttest scores (F D 4.660; df D 1,122; p < .05). Conclusions: This project extends previous findings that students using collaborative testing have significantly increased short-term course performance compared with those students using traditional testing. No differences in learning or retention were noted. pubtype: Academic Journal doctype: clinical trial questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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