 Supporting Students' Learning: The Use of Formative Online AssessmentsSandra Einig Accounting Education, 2013, vol. 22, issue 5, 425-444 Abstract: This paper investigates the impact of online multiple choice questions (MCQs) on students' learning in an undergraduate Accounting module at a British university. The impact is considered from three perspectives: an analysis of how students use the MCQs; students' perceptions expressed in a questionnaire survey; and an investigation of the correlation between MCQ usage and examination performance. The study reveals a number of interesting findings. First, students use the MCQs in different ways, indicating that MCQs are suitable for different learning styles. Second, the MCQs are perceived as being useful by virtually all students. Third, the statistical analysis shows a statistically significant correlation between regular MCQ usage and higher examination performance while controlling for a number of other confounding variables. These findings lead to the conclusion that MCQs are useful tools that can effectively support students' learning. Therefore the use of MCQs on other Accounting and Business modules is encouraged. Date: 2013 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:accted:v:22:y:2013:i:5:p:425-444 Ordering information: This journal article can be ordered from DOI: 10.1080/09639284.2013.803868 Access Statistics for this article Accounting Education is currently edited by Richard Wilson More articles in Accounting Education from Taylor & Francis Journals |
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