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Student attitudes, satisfaction, and learning in a collaborative testing environment
Christopher A Meseke1, Rita Nafziger, Jamie K Meseke
1Palmer College of Chiropractic Florida.
The Journal of Chiropractic Education
|May 19, 2010
Summary
Collaborative testing improved chiropractic students' short-term performance and overall grades compared to traditional methods. However, no significant differences in long-term retention or final exam scores were observed between the groups.
Area of Science:
- Medical Education
- Neuroscience Education
- Educational Psychology
Background:
- Investigating the impact of collaborative testing on student outcomes in higher education.
- Assessing the effectiveness of different testing methodologies in specialized medical fields.
- Evaluating student attitudes towards testing and overall course satisfaction.
Purpose of the Study:
- To determine the effect of collaborative testing on student learning in an advanced neuroanatomy course.
- To compare the academic performance of students using collaborative versus traditional testing methods.
- To analyze the influence of collaborative testing on student attitudes and course satisfaction.
Main Methods:
- Comparative study of two student cohorts (control vs. experimental) in an advanced neuroanatomy course.
- Experimental group utilized collaborative quizzes; control group completed quizzes individually.
- Statistical analysis included MANOVA and MANCOVA to compare quiz scores, examination results, and overall course grades.
Main Results:
- The experimental cohort demonstrated significantly higher scores on all quizzes and overall course grades compared to the control cohort.
- No significant differences were found between the groups on the comprehensive final examination or a delayed posttest administered 5 weeks later.
- Both cohorts showed a significant decrease in scores from the immediate posttest to the delayed posttest, indicating reduced knowledge retention over time.
Conclusions:
- Collaborative testing enhances short-term academic performance in specialized courses like neuroanatomy.
- While collaborative testing boosts immediate results, it does not appear to improve long-term knowledge retention or performance on comprehensive assessments.
- Further research is needed to explore strategies for improving sustained learning and retention in collaborative educational models.
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