Speaker
Description
The use of computer-based exams has become increasingly popular in educational settings due to their potential benefits, such as efficient distribution and grading, immediate feedback, as well as reduced paper usage. However, the effectiveness of computer-based exams in terms of student learning and performance is still a topic of debate. Therefore, this study aims to compare the performance of students in computer-based vs. paper-based exams in introductory physics, and more importantly, understand the factors that affect students’ performance. This study will compare the performance of students in computer-based and paper-based exams in introductory physics courses. The data being evaluated is the students’ written work on their exams. A physics problem solving rubric by Docktor and Heller will be used to measure the quality of the written work and problem solving. This rubric focuses on the following measures: 1) useful description, 2) physics approach, 3) special application of physics, 4) mathematical procedures, and 5) logical progression. The data will be used to: 1) compare the performance of students in computer-based vs. paper-based exams; 2) analyze the relationship between students’ performance and students’ background information, such as GPA, SAT score, grade in prerequisite course, whether students are transfer/non-transfer students, major/minor, and the number of times students have taken the course. The study aims to provide insights into the effectiveness of the different exam delivery methods in terms of student learning and performance in introductory physics courses. The results will contribute to understanding of factors affecting student exam performance, which can be used to improve students’ experience in the computer-based exam, and to infer possible predictors of students’ performance.
| Academic year | 5th year and/or beyond |
|---|---|
| Research Advisor | Donna Stokes, PhD |