Time Spent in Examination Hall and Students’ Examination Scores: Analysis from a Technical Vocational Education and Training College in South Africa

Samuel Amponsah

Öz


Examination is an assessment intended to measure student’s knowledge, skills and ability. Irrespective of the form of assessment administered to students to ascertain their performance, students are given a specific time to be spent in the examination hall. Students are highly unlikely to spend the same amount of time finishing their assessments and scoring the same point or mark after they have been assessed. There are some factors that influence student’s examination scores. These include the content of courses, strategies used in teaching, examination conditions and students’ preparation towards examinations. In this paper, the researchers sought to investigate the relationship between the duration students spend answering examination questions and their performance. A close-ended questionnaire was used to collect data from eighty students during their first semester examinations and analysis of their results was resorted to in collating the scores of the respondents of this study. Participants of this study were selected by means of simple random and accidental random techniques. The major findings of the study indicated that there were no significant mean differences in examination scores for early submitters (M=55.864, SD=20.387) and normal submitters [M=50.138, SD=13.712); t (78) =1.448, p =.152]. The study recommends that trainers and facilitators should encourage students to prepare well in advance before writing examinations.


Referanslar


Akour, M., AL-Baddareen, G., Alomari, H. Duwairi, A. (2015). Exploring the Jordanian gender gap in a large scale assessment in mathematics. Jordan Journal of educational Science. 11(1), 101-111.

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.

Archer J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19(4), 430-446.

Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York: Holt, Rhinehart and Winston.

Bardes, B. & Denton, J. (2001). Using the grading process for departmental and programme assessment. Paper presented at the American Association for higher education conference, Denver, CO.

Barbarick, K. A & Ippolito, J.A (2003). Does the number of hours studied affect exams performance? Journal of National Resource and Life Science Education. 32, 32.

Brownie, S. M., Williams, G., Barnewall, K., Bishaw, S., Cooper, J. L., Robb, W., Younis, N. & Kuzemski, D. (2015). Pedagogy and culture: An educational initiative in supporting UAE nursing graduates prepare for a high-stakes nurse licensing examination. International Journal of Higher Education, 4, 200-216.

Chamorro-Premuzic, T. (2011). Personality and individual differences. United Kingdom: BPS Blackwell.

Chaplin, L. N. & Norton, M. I. (2015). Why we think we can’t dance: Theory of mind and children’s desire to perform. Child Development, 86 (2), 651–658.

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6 ed.). New York: Routledge.

DeBerard, M. S., Glen I. S., & Deana C. J. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38, 66-80.

Dolton, P., Marcenaro, O. D. & Navarro, L. (2001). The effective use of student time: a stochastic frontier production function case study. London: center for the economics of education.

Dwyer, M. P. (2008). Beyond bean Counting: Creating departmental assessment that is manageable and meaningful. Kutztown University Assessment Symposium.

Ebersohn, L., Gouws, E., Lewis, A. & Theron, L. (2015). The adolescent (4th ed). E. Gouws (ed). Cape Town: Pearson.

Egbert, J., Hanson-Smith, E., & Chao, C. (2007). Foundations of teaching and learning. In J. Egbert & E. Hanson-Smith (Eds.), CALL Environments: Research, Practice & Critical Issues. Alexandria, VA: TESOL.

Elliot, A. J. & Thrash, T. M. (2002). Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals. Journal of Personality and Social Psychology, 82(5), 804-818.

Frye, R. (n.d.). Assessment, accountability, and student learning outcomes. Retrieved September 15, 2015 from http://ac.wwu.edu/~dialogue/issue2.html.

Hall, M., Hanna, L., Alan Hanna, A. and Hall, K. (2015). Associations between Achievement Goal Orientations and Academic Performance among Students at a UK Pharmacy School. American Journal of Pharmaceutical Education, 79 (5): 1-7.

Holmes, M. (2007). What is gender? Sociological approaches. London: Sage Publication.

Khalid, A. A. (2014). The influence of prerequisite grades on students' performance – further evidence from Kuwait. The Journal of Developing Areas special edition, 49(5), 1-9.

Kuan-Yu J. & Wen-Chung W. (2014). Item response theory models for performance decline.

Machin, S. & Pekkarinen, T. (2008). Global sex differences in test score variability. Science. 322(5906), 1331-1332.

Maurice, H., Lezley-Anne, H., Alan, H. & Karen, H. (2015). Associations between achievement goal orientations and academic performance among students at a UK pharmacy school. American Journal of Pharmaceutical Education, 79 (5) Article 64.

Mwamwenda, T. S. (2004). Educational psychology: An African perspective (3rd ed). Johannesburg: Heinemann.

Nicholls, J.G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.

Okpala, A.O., Okpala, C.O. & Ellis, R. (2000). Academic effort and study habit among students in a principles of microeconomics course. Journal Educational Business. 75, 219-224.

Perlmann, B. & McCann, L. I. (2002). Students’ perspectives on grade changes from test to test. Teach. Psychology. 29, 51-53.

Prendergast, M. (2008). Teacher as performer: unpacking a metaphor in performance theory and critical performative pedagogy. International Journal of Education & the Arts, 9(2). Retrieved September 15, 2015 from http://www.ijea.org/v9n2/.

Preradović, L. & Kosić-Jeremić, S. (2015). Student achievement in the university entrance examination and the effects of preparation classes – a case study of civil engineering students. Technical Gazette, 22 (3), 785-791.

Santrock, J. W. (2013). Adolescence (14th ed). New York: McGraw-Hill.

Shaffer, D. R. & Kipp, K. (2014). Developmental psychology. Childhood and adolescence (9th ed). Canada: Wadsworth, Cengage Learning.

Slavin, R. (2012). Educational psychology. Theory and practice. (10th ed). New Jersey: Pearson.

Steingberg, L., Bornstein, M., Lowe, V. D. & Rook, K. (2011). Lifespan development: Infancy though adulthood (1st ed). Wadsworth: Cengage Learning.

Sternberg, R. J. (1999). Beyond IQ: A triarchic theory of human intelligence (2nd ed). Cambridge: Cambridge University Press.

Ukpong, D. E & George, I. N. (2013). Length of study-time behaviour and academic achievement of social studies education students in university of Uyo. International Education Studies. 6(3). 172-176.

Van Wyk, M, and Taola, M. (2015). Research design: In educational research an African approach. (Eds.) O. Chinedu and M. van Wyk. South Africa: Oxford University Press.

Walvoord, B.E. (2010). Assessment clear and simple. (2nd ed.) San Francisco: Josssey-Bass.


Refback'ler

  • Şu halde refbacks yoktur.