Title page for ETD etd-110298-195932


Type of Document Dissertation
Author Deck, Jr., D. William
URN etd-110298-195932
Title The Effects of Frequency of Testing on College Students in a Principles of Marketing Course
Degree PhD
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Price, William T. Jr. Committee Chair
Asselin, Susan B. Committee Member
Brown, James R. Committee Member
Camp, William G. Committee Member
Morgan, Samuel D. Committee Member
Keywords
  • Spacing Effect
  • Student Achievement
  • Testing Frequency
  • Cognitive Learning
  • Assessment
Date of Defense 1998-10-30
Availability unrestricted
Abstract
This study was designed to determine if college students perform

differently when they are tested more frequently than less frequently. The

purpose of this research study was: (a) to determine if there is a difference in

achievement between students given weekly tests (experimental group) and

students given monthly tests (control group), (b) to determine if there is a

difference in knowledge retention between students given weekly tests and

students given monthly tests, and (c) to determine if there is a difference in time

spent studying between students given weekly tests and students given monthly

tests.

The research design used was a true experimental form of the posttest-only

with control technique. The participants were 109 students taking Principles

of Marketing at Concord College in Athens, West Virginia. Fifty were enrolled in

the fall of 1996, and the study was replicated with 59 students who were enrolled

in the spring of 1997. Half of each class (fall and spring) was randomly assigned

to weekly testing and the other halves were assigned to monthly testing. The

weekly and monthly groups were taught simultaneously by the researcher both

semesters.

To test for differences in achievement between the weekly group and the

monthly group, the mean test scores were compared at 80-question intervals.

To test for differences in knowledge retention between the weekly group and the

monthly group, the mean final exam scores were compared. To test for

differences in hours spent studying between the weekly group and the monthly

group, the means from the self-reported study hours surveys were compared at

80-question intervals.

Based on the results of analysis of covariance, the research showed a

significant difference in achievement between the weekly and the monthly

groups in favor of the weekly group ( p = .007). However, the difference between

the weekly and monthly group final exam scores was not significant ( p = .553),

and the difference between the weekly and monthly groups' self-reported study

hours was also not significant ( p = .231).

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