| dc.creator |
Lusekelo, Eva M. |
|
| dc.date |
2019-09-02T08:04:52Z |
|
| dc.date |
2019-09-02T08:04:52Z |
|
| dc.date |
2014 |
|
| dc.date.accessioned |
2022-10-20T12:07:42Z |
|
| dc.date.available |
2022-10-20T12:07:42Z |
|
| dc.identifier |
Lusekelo, E. M. (2014). The effectiveness of multiple choice questions in mathematics (Master's dissertation). The University of Dodoma, Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1368 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1368 |
|
| dc.description |
Dissertation (MA Mathematics) |
|
| dc.description |
Multiple choice examinations are commonly used to assess student learning. However, instructors often find it challenging to write good items that ask students to do more than memorize facts and details. Multiple choice test items are generally more complex and time-consuming to create than other types of tests. It requires a certain amount of skill. However, this skill may be increases through study, practice and experience. This dissertation discusses a number of issues related to the multiple choice questions their advantages and disadvantages.
This research investigated the effectiveness of multiple choice questions item in Mathematics compared to the other questions. The study was conducted at the University of Dodoma with 45 students. The questionnaire was given to undergraduate third year students, after the second semester 2013/2014 Mathematics university examination which contained the multiple choice questions item and other questions item to determine the student performance, the study found that both multiple choice tests and other questions were more effective. No difference was found between multiple choice tests and other questions item since the coefficient of correlation was 0.45. Above that, it was found that multiple choice tests were more effective when students start to attempt multiple choice questions before other questions because they spent enough time in doing the questions compared to those who start to attempt other questions. Also there was a relationship between performance on the content of the section with r = 0:52. Correlations are sought between those students who start to attempt multiple choice questions item first and those students who attempt other questions item first on student performance. Multiple choice questions item should be given enough time to minimize guessing probability due to time factors as well as other factors. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Multiple choice |
|
| dc.subject |
Student learning |
|
| dc.subject |
Mathematics |
|
| dc.subject |
Examination questions |
|
| dc.subject |
University examination |
|
| dc.subject |
Examination performance |
|
| dc.title |
The effectiveness of multiple choice questions in mathematics |
|
| dc.type |
Dissertation |
|