Evaluation of Learning Outcomes Through Multiple Choice Pre- and Post-Training Assessments

Samuel, Thomas; Azen, Razia; Campbell-Kyureghyan, Naira

doi:10.5539/jel.v8n3p122

Cited by 8 publications

(3 citation statements)

References 15 publications

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“…This study is similar to [8], by employing training to change behavior and increase participants' awareness. The success level in changing behavior and increasing awareness is seen (measured) through the achievement level of learning outcomes (seen from right and wrong answers) done by answering multiple-choice questions (MCQ) to the participants.…”

Section: Introductionmentioning

confidence: 92%

Pre-Posttest: Diagnosis of the Achievement Level on Sustainable Business Workshop

Surjanti¹,

Soeyono²,

Aji³

2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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There are various ways to measure an achievement level on the activity to develop a sustainable business. This study is used to serve as a reference in designing appropriate developmental programs for small business actors. This study aims to analyze the effectiveness of the pre-posttest technique in diagnosing the achievement level of the workshop on sustainable culinary business. The population was 15 culinary SMEs in Surabaya who participated in a sustainable business workshop. The pre-posttest was evaluated using 10 indicators (by selecting correct/B and incorrect/S) to measure the participants' understanding. Data were analyzed using the t-test technique. Results show that the preposttest technique was unable to measure the achievement level of the workshop on the sustainable culinary business. Thus, the pre-posttest technique will not appropriately be used to measure the achievement level of other similar activities/programs to develop a sustainable business.

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Section: Introductionmentioning

confidence: 92%

Pre-Posttest: Diagnosis of the Achievement Level on Sustainable Business Workshop

Surjanti¹,

Soeyono²,

Aji³

2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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“…But in actual fact, it is easier to measure change in some domains than in others, as this study undertakes empirical investigation (Brown et al, 1981). A past study illustrated that participants learn concepts taught in the training sessions but are also prone to guessing more in the post-test assessment as compared to the pre-test assessment (Samuel et al, 2019). A method using pre-and post-course evaluations has been made into a simple and effective tool for gathering data and assessing learning outcomes (Sumner & Capano, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of Training Programs on Trainees’ Learning

2024

BJMSR

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Improvement in employees’ learning is the primary driver of organizational sustainability. This study investigates the effect of training programs on employees’ knowledge, focusing on knowledge-based outcomes (KBO), skill-based outcomes (SBO), and affective outcomes (AO). Drawing upon Human Capital Theory (HCT) and the second level of Kirkpatrick's training evaluation model, a pre-experimental research design and quantitative method were employed. A stratified random sampling technique was used to select 381 employees from eight Private Commercial Banks (PCBs) of four bank generations in Bangladesh who participated in pre-test and post-test assessments. Statistical techniques were used to analyse the data, including comparison figures, normality tests (Shapiro-Wilk W Test and Skewness and Kurtosis Test), and paired t-tests. Findings indicate significant improvements in KBO, SBO, and AO following training interventions, supported by statistical tests conducted using MS Excel v.13. Later, findings from executing STATA v.12 also underscore the effect of training programs on upgrading employees’ learning in the PCBs. Limitation includes the absence of a control group that hinders the influence of potential external factors influencing learning outcomes, which is a new avenue for future research.

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“…This is referred to as the Control Question (CQ) and is used to explain if the participants had prior knowledge of the concept or were guessing in the assessment. Further details of the CQ are provided in Samuel et al, (2019) and Caston, Cooper, and Campbell-Kyureghyan (2009). Additionally, for the pre-and post-training assessments for the Electric Transmission and Power Generation utility sectors an additional "I Don't Know" (IDK) option was added, as indicated in Table 1.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Training Effectiveness Adjusted for Learning (ATEAL) Part II: Practical Application

Samuel¹,

Azen²,

Campbell-Kyureghyan³

2020

JEL

Self Cite

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Safety training programs are a popular method, in industry globally, to increase awareness of risks to employees and employers and plays a critical part in reducing safety incidents. The most frequently used method to assess the effectiveness of the training is to have the participants answer Multiple Choice Question (MCQ) and True/False (T/F) questions after the training. The metrics used to report the outcome of the assessments have drawbacks that make it difficult for the trainer and organization to easily identify the concepts that need more focus and those that do not. The goal of this research study is to compare how the methods used to measure training effectiveness of concepts in Level 2 post training assessment differ in how they assess training effectiveness using actual training results. Pre- and Post-training assessments were administered to the participants in 3 different utility industries and were analyzed for training effectiveness using the traditional metrics as well as using ATEAL method. The results were then compared and detailed recommendations of the best and least learned concepts by industry are presented based on these comparative analyses. The ATEAL method is further used to quantify the opportunities for improvement in the training programs based on the participant prior knowledge and any negative training impact observed. Results of the comparison of the various methods show that the proposed ATEAL method provides a quick, accurate and easy way to assesses the effectiveness of the training of concepts and the method identified that for 40% of the concepts trained a higher percentage of participants exhibited more prior knowledge than positive learning and for 6% of the concepts a higher percentage exhibited negative training. These results also provide a directional guide on the improvements that can be made to improve the training effectiveness of the programs. Additionally, it also shows that the ATEAL method can be used in any learning environment where there is a pre-/post-test evaluation of the change and is not limited in application to MCQ and T/F questions.

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Evaluation of Learning Outcomes Through Multiple Choice Pre- and Post-Training Assessments

Cited by 8 publications

References 15 publications

Pre-Posttest: Diagnosis of the Achievement Level on Sustainable Business Workshop

Pre-Posttest: Diagnosis of the Achievement Level on Sustainable Business Workshop

Effect of Training Programs on Trainees’ Learning

Assessment of Training Effectiveness Adjusted for Learning (ATEAL) Part II: Practical Application

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