The effects of two methods of testing on the physics achievement of engineering students at Mapua Institute of Technology

• Main Author: Utanes, Ernesto M.
• Format: text
• Language: English
• Published: Animo Repository 1985
• Subjects: Physics > Study and teaching; Academic achievement; Physics
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/1125
• Institution: De La Salle University

This study is an attempt to find out whether there is a significant difference in the Physics achievement of engineering students, who are given classroom tests as compared with those who are allowed to take home and answer assigned exercises. Specifically, the study is aimed at answering the following questions: 1. Is there any significant difference in the adjusted Physics achievements between the experimental group (take-home test) and the control group (classroom test)? 2. To what extent does each of the three covariates such as Physics grade, weighted average and mental ability of physics students, relate to each other and to Physics achievement? 3. What are the variance contribution of the covariates in predicting the criterion (achievement test)? 4. Which of the two methods of test giving classroom test or take-home test, is preferred by the students?The hundred forty, second year general engineering students (six sections), enrolled in Physics Two at the Mapua Institute of Technology were used as respondents of the study. Three sections were used as the control group and the other three (3) sections as the experimental group. For the first 9 weeks of the semester, the experimental group was given three take-home examinations and the control group was given three classroom tests. Both examinations were graded and were given weights in the final semestral grade. The achievement tests (Y1) was given to both groups at the end of nine weeks, then the treatment was reversed. The experimental group became the control group and control group became the experimental group. The same procedures were followed during the second 9 weeks of the semester. Then, another achievement test (Y2) was administered to them. Using the analysis of covariance, (with) mental ability, and student's weighted average and Physics grade of the previous semester were used as covariates.