ERIC Number: EJ748154
Record Type: Journal
Publication Date: 2006-Sep
Pages: 11
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1053-0819
EISSN: N/A
Differential Daily Writing Conditions and Performance on Major Multiple-Choice Exams
Hautau, Briana; Turner, Haley C.; Carroll, Erin; Jaspers, Kathryn; Krohn, Katy; Parker, Megan; Williams, Robert L.
Journal of Behavioral Education, v15 n3 p170-180 Sep 2006
Students (N=153) in three equivalent sections of an undergraduate human development course compared pairs of related concepts via either written or oral discussion at the beginning of most class sessions. A writing-for-random-credit section achieved significantly higher ratings on the writing activities than did a writing-for-no-credit section. The writing-for-random-credit section also obtained significantly higher correlations between the writing ratings and scores on multiple-choice exam items related to the conceptual pairs (r=.74) and on total exam scores (r=.78) than did the writing-for-no-credit section (rs=.45 and .43, respectively). Finally, the writing-for-random-credit condition produced significantly higher scores on exam items related to the conceptual pairs than did the oral-discussion-only condition. Plus, effect-size comparisons showed weak to medium differences between exam scores under the writing-for-random-credit and the writing-for-no-credit condition.
Descriptors: Writing Exercises, Multiple Choice Tests, Undergraduate Study, Credits, Correlation, Scores, Comparative Analysis, Test Items
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A