COMPARISON OF STUDENT PERFORMANCE ON COMPUTER-ASSISTED AND TRADITIONAL TESTING IN A BACCALAUREATE NURSING PROGRAM.
Contributors: University of Kansas.
Published: 1984
Number of pages: 128
Subjects: Health Sciences, Nursing.
Description: Computer-assisted testing benefits students by providing immediate feedback on test results. Faculty are relieved of administering and scoring tests. The purpose of this study was to determine if any students would be disadvantaged by computerized testing.

This study compared student performance on computer-assisted-testing (CAT) and paper-and-pencil testing (PPT) of medical terminology. The effects of attitudes toward CAT and personality types (Myers-Briggs Type Indicator) were considered. The study also identified characteristics of students who preferred CAT over PPT.

Eighteen students enrolled in an introductory nursing course participated in the study. Medical terminology content was divided into three units and each unit was tested in a separate session. The first two sessions included both CAT and PPT testing. Students selected either CAT or PPT for the third testing session.

Analysis of test scores revealed that there were no differences in student performances on CAT and PPT. No significant correlations were obtained when CAT scores were correlated with personality types and attitudes toward CAT. However, Thinking type students who make decisions based on logic had more favorable attitudes toward CAT than Feeling type students.

Nine students chose CAT and nine chose PPT for the third testing session. When characteristics of students choosing CAT were compared with those choosing PPT, the only significant difference in student groups revealed CAT students to have lower grade point averages. The investigator was unable to explain this finding.

The findings of this study indicate that computer-assisted testing of medical terminology can be utilized with sophomore level nursing students without compromising their performance. None of the identified student characteristics influenced student scores on CAT. From this study it was impossible to determine the characteristics of students who preferred CAT to PPT.
Notes: Source: Dissertation Abstracts International, Volume: 46-05, Section: B, page: 1512.

Thesis (ED.D.)--UNIVERSITY OF KANSAS, 1984.

School code: 0099.