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.
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.
https://cornerstone.lib.mnsu.edu/urs/2011/oral-session-07/1
