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ERIC Number: EJ927303
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0260-2938
The Relationship of Deep and Surface Study Approaches on Factual and Applied Test-Bank Multiple-Choice Question Performance
Yonker, Julie E.
Assessment & Evaluation in Higher Education, v36 n6 p673-686 2011
With the advent of online test banks and large introductory classes, instructors have often turned to textbook publisher-generated multiple-choice question (MCQ) exams in their courses. Multiple-choice questions are often divided into categories of factual or applied, thereby implicating levels of cognitive processing. This investigation examined the influence student study approaches have on performance of shallow compared to deep, cognitive process outcomes measured by scores on factual versus application MCQ test bank questions respectively. Fifty-six introduction to psychology students, aged 18-52 years, completed a modified version of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) to access deep or surface study approaches. Mid-term and final exam MCQ were equally divided between factual and application questions from the textbook publisher test bank. Overall, students performed significantly better on factual MCQ, with older students achieving higher factual and applied scores. Results suggest younger students tend to use a surface approach to study, with reproduction of what was taught to meet minimum requirements. With age statistically controlled, analyses demonstrated that the surface learning approach negatively impacts MCQ performance on questions categorised as factual and applied more than a deep learning approach benefits MCQ performance. (Contains 3 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Study Process Questionnaire