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Response changing and student achievement on objective tests.

The Journal of Nursing Education

|February 1, 1987

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Undergraduate nursing students frequently change test answers, significantly improving their scores. This study supports previous research on the impact of response changing on student achievement in objective tests.

Area of Science:

Educational Psychology
Nursing Education

Background:

Student test-taking behaviors are crucial for understanding learning.
Limited research exists on the impact of changing answers on objective tests.

Purpose of the Study:

To evaluate response changes in undergraduate nursing students.
To analyze the direction and effect of answer changes on test achievement.
To contribute data to the existing research on response changing.

Main Methods:

Objective test responses from undergraduate nursing majors were analyzed.
Response changes were quantified by percentage, direction, and impact on scores.

Main Results:

Approximately 70% of students changed at least one response, with a mean gain of 2.47 items.

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Significant differences in achievement were found between students who changed answers and those who did not (t = 2.14, p < .03).

Answer changes significantly impacted student achievement (X2 = 19.463, p < .0000), with a notable directionality (X2 = 41.67, p < .001).

Conclusions:

Student response changing on objective tests is a significant factor in academic achievement.
Findings support previous research, highlighting the importance of allowing students to review and change answers.
Further research is recommended to explore the nuances of response changing behaviors.