ANXIETY AND ACHIEVEMENT AS FUNCTIONS OF DAILY TESTING<sup>1</sup>

Denny, Terry; Paterson, John; Feldhusen, John F.

doi:10.1111/j.1745-3984.1964.tb00172.x

Cited by 10 publications

(2 citation statements)

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“…One study has identified students who self-reported that they studied far more for a take home test than an in-class test and improved learning of the material as evaluated by subsequent tests (29), however other studies have demonstrated the positive effects of in-class tests on retention (30)(31)(32). Performance on in-class identification quizzes may be influenced by students' anxiety, as they are aware that they will either receive all points or none for a single question, though the anxiety caused by such in-class testing is debated (29,33). However, despite the other assessments within the professional courses, there were still significant correlations between pre-course test grades and test grades in each professional course.…”

Section: An Anatomy Precourse Predicts Students' Performance Within Tmentioning

confidence: 99%

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

McNulty

Lazarus

2018

Journal of Veterinary Medical Education

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Little to no correlation has been identified between previous related undergraduate coursework or outcomes on standardized tests and performance in a veterinary curriculum, including anatomy coursework. Therefore, a relatively simplistic method to predict student performance before entrance would be advantageous to many. The purpose of this study was to evaluate whether there is a correlation between performance in a veterinary anatomy pre-course and subsequent performance within a professional anatomy curriculum. Incoming first-year veterinary students at the Louisiana State University School of Veterinary Medicine were asked to participate in a free weeklong pre-course, before the start of the semester. The pre-course covered the musculoskeletal anatomy of the canine thoracic limb using dissection-based methods. Student performance, as evaluated by test grades in the pre-course, did indeed correlate with test grades in professional veterinary anatomy courses. A significant and positive correlation was identified between pre-course final exam performance and performance on examinations in each of 3 professional anatomy courses. Qualitative analyses of student comments pertaining to their experience within the pre-course indicated differences in the perceived benefits of the pre-course between high-, middle-, and low-performing students. These varied perceptions may provide predictive feedback as well as guidance for supporting lower performing students. Together, these results indicate that performance in a weeklong pre-course covering only a small portion of canine anatomy is a strong predictor of performance within a professional anatomy curriculum. In addition, the pre-course differentially affected student perceptions of their learning experience.

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Section: An Anatomy Precourse Predicts Students' Performance Within Tmentioning

confidence: 99%

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

McNulty

Lazarus

2018

Journal of Veterinary Medical Education

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“…Koenig and McKeachie, 1959;McKeachie, 1958McKeachie, , 1961McKeachie, , 1968McKeachie et al, 1968;McKeachie et al, 1966) are based on this hypothesis, as are a number of single studies by other investigators (e.g. Beach, 1960;Denny et al, 1964;Heath, 1964;Lublin, 1965;Smith et al, 1956;Snow et al, 1965). A few investigators have explored this hypothesis among high school or junior high school students (e.g.…”

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confidence: 99%

Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

Goldberg

1972

Instr Sci

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The goal of this research project was to discover those personality characteristics of college students which predispose them towards learning more effectively from one, rather than some other, particular instructional format. Over 800 students in each of two college courses were taught by one of four different methods, and three broad classes of criterion information were assessed: (a) knowledge of course content, (b) amount of extra-curricular reading, and (c) degree of student satisfaction. Each student completed an extensive battery of personality measures, which yielded over 350 test scores. The ratio of significant interaction effects to the number expected by chance was only 4 to 3. Consequently, new interaction scales were developed empirically in each course, and these were then cross-validated in the other course. In general, these new scales did not produce statistically significant interaction effects upon cross-validation, and scales constructed from items which produced significant interactions in both courses showed low internal consistency and low convergent validity. Factors which could have attenuated the strength of trait-by-treatment interaction effects are discussed.Over the years, in a continued effort to improve the practice of higher education, a number of investigators have attempted to assess the differential effects of various teaching procedures upon student achievement in college courses. The instructional methods which have been compared in studies of this gort can be divided into at least two major types: (a) variations in * The report is a summary of the findings presented in Goldberg (1969), a monograph which is available to readers wishing additional details of the investigation. Help with the design and implementation of the project was generously provided by William A. Bricker, Leslie A. Davison, and Vello Sermat. The author also wishes to acknowledge, with great thanks, the research contributions of

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Intervention strategies to reduce anxiety among students

Lindsey

Cheek²

1986

Nonprofit Management Leadership

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ANXIETY AND ACHIEVEMENT AS FUNCTIONS OF DAILY TESTING¹

Cited by 10 publications

References 5 publications

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

Intervention strategies to reduce anxiety among students

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ANXIETY AND ACHIEVEMENT AS FUNCTIONS OF DAILY TESTING1

Cited by 10 publications

References 5 publications

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum

Student personality characteristics and optimal college learning conditions: An extensive search for trait-by-treatment interaction effects

Intervention strategies to reduce anxiety among students

Contact Info

Product

Resources

About

ANXIETY AND ACHIEVEMENT AS FUNCTIONS OF DAILY TESTING¹