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Facilitating the learning process: a pilot study of collaborative testing vs individualistic testing in the
Jamie K Meseke1, Rita Nafziger, Christopher A Meseke
1Graduate Studies, Cardinal Stritch University, Milwaukee, Wis., USA.
Summary
Collaborative testing significantly improved quiz scores and overall grades for chiropractic students in a basic science course. While unit and final exam scores showed no difference, collaborative learning enhanced student engagement and understanding.
Area of Science:
- Medical Education
- Chiropractic Education
- Educational Psychology
Background:
- Traditional assessment methods in basic science courses may not fully capture student understanding.
- Collaborative learning strategies are increasingly explored to enhance student engagement and academic performance.
- The unique demands of chiropractic education necessitate effective pedagogical approaches for foundational science subjects.
Purpose of the Study:
- To investigate the impact of collaborative testing on student achievement in a basic science course at a chiropractic college.
- To compare the academic performance of students using individual versus group-based quiz formats.
- To assess the influence of collaborative learning on overall course grades and examination outcomes.
Main Methods:
- A pilot study comparing two cohorts of students in a basic science course.
- Control group (n=73) completed weekly quizzes individually; experimental group (n=41) completed quizzes collaboratively.
- All cohorts took unit examinations and a final examination individually; grades derived from quizzes, unit exams, and final exam.
Main Results:
- The experimental group demonstrated significantly higher scores on all weekly quizzes compared to the control group.
- Overall point totals and final course grades were significantly higher for students in the collaborative testing group.
- No significant differences were found in scores for the first two unit examinations or the comprehensive final examination between the groups.
Conclusions:
- Collaborative testing enhances student performance in basic science courses, aligning with previous research on collaborative learning.
- The interactive nature of collaborative testing, including discussion and immediate feedback, appears to deepen understanding of course material.
- Collaborative learning fosters active student participation and may improve critical thinking skills essential for chiropractic practice.
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