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Answer changing: a meta-analysis of the prevalence and patterns
Journal of Continuing Education in Nursing
|July 1, 1994
Summary
Most students change answers on tests, and this behavior typically improves scores. Factors like age, gender, or academic ability do not systematically affect answer-changing behavior, according to a meta-analysis.
Area of Science:
- Educational Psychology
- Assessment and Evaluation
Background:
- Answer-changing behavior is common among students.
- Understanding its impact on test performance is crucial for educators.
Purpose of the Study:
- To determine the prevalence and patterns of answer-changing behavior.
- To assess factors influencing this behavior and its effect on test scores.
Main Methods:
- A meta-analysis was conducted, synthesizing data from 61 individual studies.
- Statistical analysis was used to identify trends and influencing factors.
Main Results:
- The majority of students change answers on tests.
- Answer changing generally leads to improved test scores.
- No systematic influence was found from age, gender, academic ability, personality, beliefs, or item characteristics.
Conclusions:
- Answer-changing is a prevalent behavior that tends to benefit students' test performance.
- Educators, particularly in continuing nursing education, should be aware of this phenomenon to advise students effectively.
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