Student performance in business and economics statistics: Does exam structure matter?

Krieg, Randall G.; Uyar, Bulent

doi:10.1007/bf02744525

Cited by 34 publications

(25 citation statements)

References 6 publications

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“…Perhaps WB-style regressions are more appropriate for addressing this second question. If composite scores are near-perfectly predictable from 13 These results are very similar to those obtained by Krieg and Uyar (2001).…”

Section: Relating Our Findings To Those Of Previous Studiessupporting

confidence: 78%

Do Constructed-Response and Multiple-Choice Questions Measure the Same Thing?

Hickson

Reed

2009

SSRN Journal

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Abstract:Our study empirically investigates the relationship between constructedresponse (CR) and multiple-choice (MC) questions using a unique data set compiled from several years of university introductory economics classes. We conclude that CR and MC questions do not measure the same thing. Our main contribution is that we show that CR questions contain independent information that is related to student learning. Specifically, we find that the component of CR scores that cannot be explained by MC responses is positively and significantly related to (i) performance on a subsequent exam in the same economics course, and (ii) academic performance in other courses. Further, we present evidence that CR questions provide information that could not be obtained by expanding the set of MC questions. A final contribution of our study is that we demonstrate that empirical approaches that rely on factor analyses or Walstad-Becker (1994)-type regressions are unreliable in the following sense: It is possible for these empirical procedures to lead to the conclusion that CR and MC questions measure the same thing, even when the underlying data contain strong, contrary evidence.

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Section: Relating Our Findings To Those Of Previous Studiessupporting

confidence: 78%

Do Constructed-Response and Multiple-Choice Questions Measure the Same Thing?

Hickson

Reed

2009

SSRN Journal

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“…Studies concerning the effect of gender on performance in statistics courses deliver, as a whole, mixed results (Alldredge and Brown 2006;Brooks 1987;Buck 1985;Cochran 2005;Hilton and Christensen (2002); Krieg and Uyar 2001;Schram 1996). Schram's (1996) meta-analysis of gender differences (in applied statistics) concludes that male-female performance is sensitive to the type of statistics course, the department offering the course, and how course grades are determined (i.e., exams, writing assignments, and/or homework).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Also included are student-reported hours spent studying per week and hours spent working per week. While our focus is the interaction of student-professor gender on course performance, our inclusion of these variables was motivated by previous research in statistics education (Hilton and Christensen 2002;Krieg and Uyar 2001;Utts, et. al.…”

Section: The Datamentioning

confidence: 99%

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Student and Professor Gender Effects in Introductory Business Statistics

Haley

Johnson

Kuennen

2007

Journal of Statistics Education

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Studies have yielded highly mixed results as to differences in male and female student performance in statistics courses; the role that professors play in these differences is even less clear. In this paper, we consider the impact of professor and student gender on student performance in an introductory business statistics course taught by economics faculty. Using a sample of 535 students, we find, after controlling for academic and mathematical background, that students taught by a professor of the opposite gender fare significantly worse than students taught by a professor of the same gender. The presence of this gender effect highlights the importance of pursuing sound, gender-neutral pedagogical practices in introductory statistics education.

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“…Roediger and Marsh (2005) postulate that in addition to being easy to score, multiple-choice tests generally improve student performance on later tests, referring to that as the testing effect. There is a perceived objectivity in the grading process (Wainer & Thissen, 1993); they help students avoid losing points for poor spelling or poor writing ability (Zeidner, 1987); students find it easier to prepare for those tests (Scouller, 1998); they reduce student anxiety (Snow, 1993); teachers may choose to write multiple versions of the same MC test to thwart cheating (Kreig & Uyar, 2001); students can eliminate unlikely choices and ultimately increase their probability of picking the right answer (Bridgeman, 1992).…”

Section: Multiple-choice Testsmentioning

confidence: 99%

Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses

Chaoui¹

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The study takes a close look at relationships between scores on a Mathematics standardized test in two different testing formats -Multiple-Choice (MC) and Constructed Response (CR). Many studies have been dedicated to finding correlations between item format characteristics with regards to race and gender. Few studies, however, have attempted to explore differences in the performance of English Learners in a low performing, predominantly Latino high school. The study also determined relationships between math scores and gender and math scores and language proficiency, as well as relationships between CAHSEE and CST scores.Statistical analyses were performed using correlations, descriptive statistics, and t-tests.Empirical data were also disaggregated and analyzed by gender, and language proficiency. Results revealed significant positive correlations between MC and CR formats. T-tests displayed statistically significant differences between the means of the formats, with boys and English Only students having better scores than their counterparts. Frequency tables examining proficiency levels of students by gender and language proficiency revealed differences between MC and CR tests, with boys and English Only students earning better levels of proficiency.Significant positive correlations were shown between CST scores and multiple-choice items, but none were found for CST scores and constructed response items. DEDICATIONTo my husband Nabil, whose patience and many sacrifices are what allowed me to complete this work uninterrupted.To my wonderful children, who thrived and finished their schooling while their mother was busy attending classes and focusing on her study.To my students, who are my biggest fans, and who accompanied me on this journey. May this work inspire you to always believe in yourselves and reach for the stars.And finally, to my parents, who instilled in me the love of learning, and taught me to appreciate culture and diversity.vi ACKNOWLEDGEMENTS

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Student performance in business and economics statistics: Does exam structure matter?

Cited by 34 publications

References 6 publications

Do Constructed-Response and Multiple-Choice Questions Measure the Same Thing?

Do Constructed-Response and Multiple-Choice Questions Measure the Same Thing?

Student and Professor Gender Effects in Introductory Business Statistics

Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses

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