Predictors of exam performance in Web and lecture courses

Brallier, Sara A.; Palm, Linda J.; Gilbert, Robin M.

doi:10.1007/bf03033414

Cited by 5 publications

(6 citation statements)

References 19 publications

(26 reference statements)

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“…However, self‐study time and personality mattered little to student performance in Mode C. In contrast, female, older and high‐achieving students tended to perform better in teacher‐led in‐class instruction. While maturity and prior academic achievement are often associated with superior learning performance (Brallier, Palm, & Gilbert, ; Muse, ), the relevance of gender is still inconclusive in the literature. Therefore, this finding in the present study can provide insight into gender differences in the flipped classroom.…”

Section: Discussionmentioning

confidence: 99%

Impact of student agency on learning performance and learning experience in a flipped classroom

Luo¹,

Yang²,

Xue³

et al. 2018

Brit J Educational Tech

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The efficacy of the flipped classroom model largely depends on the specifications of its design and implementation, and one important specification to consider is student agency. With the purpose of prescribing the optimal level of student agency for the flipped classroom, this study conducted a repeated‐measures experimental design to compare the effects of three levels of student agency in an undergraduate flipped course with 43 students. The empirical results revealed that student agency had a significant impact on students' academic performance and perceived learning experience. Moreover, a low level of student agency appeared to induce superior performance and evaluation ratings from the students and counter the influence of personality and self‐study time. The findings are expected to inform the design and implementation of flipped courses and extend our understanding of student‐centred learning to the context of the flipped classroom.

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Section: Discussionmentioning

confidence: 99%

Impact of student agency on learning performance and learning experience in a flipped classroom

Luo¹,

Yang²,

Xue³

et al. 2018

Brit J Educational Tech

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“…Studies have been carried out with the belief that the absence of monitoring in the NPR method increases the probability of cheating, which produces higher grades than the PFTF method; however, no consensus has been reached. Ardid et al (2015), Brallier and Palm (2015), Carstairs and Myors (2009), Fask et al (2014), Harmon and Lambrinos (2008) and Schultz et al (2007) find that there are significant statistical differences in grades, while Beck (2014), Hollister and Berenson (2009) and Stuber-McEwen et al (2009) do not find any differences. Recently, some studies have compared the NPR method to the RP method, for which various tools have been used.…”

Section: Monitoring Methods and Student Performancementioning

confidence: 88%

Monitoring methods and student performance in distance education exams

Rodríguez-Villalobos

Fernandez-Garza

Escorza

2023

IJILT

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PurposeThe objective of this study was to compare three distinct methods of test monitoring in the context of distance education—non-proctored remote or online tests, traditional face-to-face proctored tests and remotely proctored tests using software—to analyze if the method in which tests are monitored influences the obtained grades.Design/methodology/approachThe experiment was carried out at the postgraduate level in the Master's Degree in Administration program in the modality of distance education, with a total of 296 students during three terms wherein the monitoring method of the final exam varied, keeping the other variables constant. This study used a quantitative method in which the distribution of grades was analyzed; and the grades from each method were tested. Finally, using a multiple linear regression model with dichotomous variables, the impact on students' academic performance with each method was quantified.FindingsThe results indicated that the remotely proctored online test grades were seven points lower with respect to the traditional method. This result does not mean that the lower scores in the remote proctored condition were due to better adherence to academic honesty, maybe this could be due to test anxiety, technology interference or a number of other factors that would confound the validity of the final test score.Practical implicationsThe results indicated that the non-proctored online test favored the grade in four points with respect to the traditional method.Social implicationsThe authors conclude to support recommending non-proctored online test, this can be a closer substitute to the traditional method than remote application with software monitoring.Originality/valueNot exist another paper to compare three distinct methods of test monitoring in the context of distance education.

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“…This study identified the likelihood of student cheating at formative vocabulary tests that were conducted before and during online remote learning. It adopted the approaches employed by previous studies: comparing students' test score results in offline and online settings (e.g., Brallier & Palm, 2015;Chuang et al, 2017;Ranger et al, 2020) and exploring students' grade patterns (Arnold, 2016). The first analysis results showed that students' test scores experienced significant increases when the tests were moved to online remote settings in five courses.…”

Section: Discussionmentioning

confidence: 99%

“…When online remote examinations are not proctored, students are more likely to cheat (Harmon & Lambrinos, 2008). It has been recognized that students perform much better on unproctored online remote tests than on proctored classroom assessments, raising the possibility of cheating (Brallier & Palm, 2015;Waluyo & Tuan, 2021). Thus, to combat academic dishonesty in online testing, previous research has emphasized the importance of 1) tightening the proctoring process using webcam recording software, which can be useful during tests and for post-test evaluation (Dendir & Maxwell, 2020), and 2) using paraphrased test questions whose answers are not readily available on the internet (Golden & Kohlbeck, 2020).…”

Section: Literature Review Cheating Practices In Higher Educationmentioning

confidence: 99%

“…This method may include self-reported surveys or qualitative interviews to ascertain whether students cheated on online tests in previous terms (Janke et al, 2021). The second approach is to compare students' test scores in offline and online environments (e.g., Brallier & Palm, 2015;Chuang et al, 2017;Ranger et al, 2020). The last approach assesses the likelihood of student cheating by examining the grade patterns of students (Arnold, 2016).…”

Section: Introductionmentioning

confidence: 99%

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The Likelihood of Cheating at Formative Vocabulary Tests: Before and During Online Remote Learning in English Courses

Waluyo,

Nur Lailatur Rofiah

2024

JLE

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Introduction: Early review studies identified the prevalence of cheating and the emergence of various forms of cheating in academic institutions. Now, there is growing concern about the rise of academic dishonesty in an unproctored online test environment that is conducted remotely. Purpose: This study examined the likelihood of student cheating at formative vocabulary tests that were conducted before and during online remote learning in English courses. The vocabulary tests were administered using the Socrative application in both learning conditions. Method: Using a quantitative research design, including Multiple paired-sample t-tests and independent t-tests, this study collected 2971 first- and second-year students’ formative scores across six general English courses. Results: Multiple paired-sample t-tests confirmed that students’ scores were significantly higher during online remote learning, with score differences ranging from 0.10 to 2.21 between before and during online remote learning. This difference in score patterns indicated the likelihood of students cheating during online remote learning. Then, independent t-tests did not reveal the tendency that male students are more likely to cheat on online tests more often than female students. Conclusion: The findings of this study may serve as an initial phase of inquiries into the identification of formative test cheating in online English classes.

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Predictors of exam performance in Web and lecture courses

Cited by 5 publications

References 19 publications

Impact of student agency on learning performance and learning experience in a flipped classroom

Impact of student agency on learning performance and learning experience in a flipped classroom

Monitoring methods and student performance in distance education exams

The Likelihood of Cheating at Formative Vocabulary Tests: Before and During Online Remote Learning in English Courses

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