A Mixed-Methods Exploration of the Effect of Disabling Backward Navigation on Calculations-Focused Computerized...

Area of Science:

• Pharmacy education
• Educational technology
• Assessment methods

Background:

• Computerized examinations are widely used in pharmacy education.
• Backward navigation in exams allows students to revisit and change previous answers.
• The impact of disabling this feature on student performance and perception is not well understood.

Purpose of the Study:

• To investigate the effect of disabled backward navigation on computerized calculation examinations in pharmacy courses.
• To compare student performance (scores, passing rates, time) before and after disabling backward navigation.
• To gather student perceptions regarding the difficulty and impact of disabled backward navigation.

Main Methods:

• Mixed-methods study comparing student performance data (ExamSoft) across multiple pharmacy courses.
• Analysis of median examination scores, passing rates, and time to completion for three exam attempts.
• Anonymous student surveys to collect qualitative data on perceptions of disabled backward navigation.

Main Results:

• Impact on scores and passing rates varied by course and attempt; some courses showed decreased performance on initial attempts, others on retakes.
• No significant differences in time spent on examinations were observed; time either decreased or remained the same.
• At least 74% of students perceived increased examination difficulty with backward navigation disabled.

Conclusions:

• Disabling backward navigation in computerized pharmacy calculation exams yielded mixed results on student performance.
• The findings suggest that disabling backward navigation can alter student test-taking behaviors and perceived difficulty.
• Further research may explore adaptive testing strategies and their impact on learning outcomes.