Event Title

Student Attitudes Towards Online Testing and Preparedness in Relation to Exam Performance

Location

CSU 201

Start Date

4-4-2011 1:30 PM

End Date

4-4-2011 3:00 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Kristie Campana

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Description

In this research attitudes towards an online exam were assessed. Elvers Polsella and Graetz (2003) note that procrastination was negatively related with exam scores and with attitudes towards the class for online students. But it is also known from previous studies that online learning can be a beneficial and successful way of learning, and can be as effective as a traditional lecture course (Poirier & Feldman, 2005).

Participants were students enrolled in an online psychology course, with the majority being upper-level students and female. Attitudes and preparedness were measured using Likert scaled items. Attitude items assessed the difficulty level of the material and the interest in the material. Preparedness items assessed how many of the assigned chapters were read and how many hours the student spent studying. Performance was based on exam grade and the overall grade received in the course.

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Apr 4th, 1:30 PM Apr 4th, 3:00 PM

Student Attitudes Towards Online Testing and Preparedness in Relation to Exam Performance

CSU 201

In this research attitudes towards an online exam were assessed. Elvers Polsella and Graetz (2003) note that procrastination was negatively related with exam scores and with attitudes towards the class for online students. But it is also known from previous studies that online learning can be a beneficial and successful way of learning, and can be as effective as a traditional lecture course (Poirier & Feldman, 2005).

Participants were students enrolled in an online psychology course, with the majority being upper-level students and female. Attitudes and preparedness were measured using Likert scaled items. Attitude items assessed the difficulty level of the material and the interest in the material. Preparedness items assessed how many of the assigned chapters were read and how many hours the student spent studying. Performance was based on exam grade and the overall grade received in the course.

Recommended Citation

Genelin, Kayla. "Student Attitudes Towards Online Testing and Preparedness in Relation to Exam Performance." Undergraduate Research Symposium, Mankato, MN, April 4, 2011.
http://cornerstone.lib.mnsu.edu/urs/2011/oral-session-07/1