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Published on: September 4, 2019
Student course performance and collaborative testing: a prospective follow-on study
Christopher A Meseke1, Rita E Nafziger, Jamie K Meseke
1Academic Affairs, Palmer College of Chiropractic, Port Orange, Florida 32129, USA. christopher.meseke@palmer.edu
Journal of Manipulative and Physiological Therapeutics
|November 6, 2008
Summary
Collaborative testing significantly improved chiropractic student performance in neuroanatomy. Students in the experimental group, who engaged in group quizzes, achieved higher scores on weekly quizzes and final examinations compared to the control group.
Area of Science:
- Chiropractic Education
- Neuroscience Education
- Educational Psychology
Background:
- Traditional individual testing methods are standard in chiropractic education.
- The impact of collaborative testing strategies on student academic outcomes requires further investigation.
- Understanding how collaborative testing influences performance in specialized subjects like neuroanatomy is crucial.
Purpose of the Study:
- To evaluate the effectiveness of collaborative testing on student academic performance in a chiropractic college neuroanatomy course.
- To compare the test results of students who participated in collaborative quizzes versus those who tested individually.
Main Methods:
- A prospective study design comparing a control group (n=73) and an experimental group (n=80) of chiropractic students.
- The experimental group completed weekly neuroanatomy quizzes collaboratively, while the control group completed them individually.
- All students completed unit examinations and a comprehensive final examination individually. Data were analyzed using multivariate analysis of variance.
Main Results:
- A statistically significant difference was observed between the experimental and control groups (Wilks lambda = 0.300; F = 33.081; P < .01).
- The experimental group demonstrated significantly higher mean scores on weekly quizzes and the comprehensive final examination compared to the control group (P < .05).
- Overall academic performance, including final grades, was higher in the collaborative testing cohort.
Conclusions:
- Collaborative testing appears to enhance student academic performance in chiropractic neuroanatomy.
- Findings support previous research indicating the benefits of group-based learning activities for improving test outcomes.
- Implementing collaborative testing strategies may be a valuable pedagogical approach in chiropractic higher education.
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