TITLE

MULTIPLE CHOICE QUESTION SEQUENCING AND STUDENT OUTCOMES

AUTHOR(S)
Vander Schee, Brian A.
PUB. DATE
October 2007
SOURCE
Marketing Management Association Annual Conference Proceedings;2007, p83
SOURCE TYPE
Periodical
DOC. TYPE
Proceeding
ABSTRACT
Marketing educators often use multiple choice exams with various versions of question sequencing to minimize cheating with little consideration for its influence on student performance. This study replicates prior research; however, consideration is also given to academic achievement as a contributing factor. General academic achievement is measured by cumulative GPA whereas marketing academic achievement is measured by student performance on short answer questions. The results indicate that student scores on multiple choice exams in the Principles of Marketing course differ significantly based on academic achievement, not question sequencing. This paper describes the research design, findings and implications for marketing educators.
ACCESSION #
33440543

 

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