scholarly journals An Instructional Application of the Multiple-Choice Cloze: A Case Study in the EFL Classroom

2018 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Abby Deng-Huei Lee ◽  
Richard Jenn-Rong Wu
Keyword(s):  
Multiple Choice ◽  
General Idea ◽  
Control Group ◽  
Test Items ◽  
Test Taking ◽  
Teaching Objectives ◽  
Test Taking Strategies ◽  
Short Time ◽  
Instructional Application ◽  
And Control

We explored using multiple-choice cloze (MCC) tests for classroom instruction. The practice of “testing leading teaching” is frequently criticized because it might distort the original teaching objectives. We do not primarily emphasize how to get high scores; instead, we show how to use testing techniques and teaching activities to provide feedback that energizes teaching methods and increases learning effectiveness. We analyzed MCC test-taking strategies, which include leading students to: 1) skim for the first and the last sentence in cloze passages; 2) read the whole cloze passage to grasp its general idea; 3) look for contextual clues; 4) orally express (“thinking out loud”) their reasons for choosing one MCC test item instead of another; and 5) conduct group discussions. Finally, 6) teachers guided the entire class, discussed contextual and situational clues, and provided feedback about student choices and reasons. The experimental design of this research primarily compared the performance between two groups: Experimental and Control. Differences in cloze scores between the two groups were significant, but differences in reading comprehension scores were not. After six 25-minute MCC test lessons, Experimental group students had better MCC test scores than did Control group students. Our findings supported our hypothesis that MCC instruction, even for a short time, would improve performance on a cloze test. We also discuss how to use MCC tests to teach strategies for answering MCC test items.

An Attempt to Identify Predictors of Test-Wiseness

1986 ◽  
Vol 58 (2) ◽  
pp. 663-672 ◽  
Author(s):  
John P. Dolly ◽  
Denise S. Vick
Keyword(s):  
Grade Point Average ◽  
Multiple Choice ◽  
Choice Test ◽  
Pretest Score ◽  
Multiple Choice Test ◽  
Self Perception ◽  
Grade Point ◽  
Test Items ◽  
Test Taking ◽  
And Control

The purpose of this study was to investigate potential predictors of test-wiseness, including self-perception of test-taking ability and a test-wiseness score on a multiple-choice test which served as a pretest for subsequent training on guessing strategies. Specific strategies incorporated into the test were (1) midrange, (2) length of option, (3) deduction, and (4) similarity/oppositeness. Five test items for each strategy and five items which were determined to be nonsusceptible to test-wiseness were included. The two predictor measures were administered to experimental ( n = 19) and control ( n = 22) groups as was a posttest measure similar to the pretest. Analyses indicated that test-wiseness can be predicted from pretest score, grade point average, and subjects' test-taking perceptions. Subjects who had a GPA below 3.5, scored below 70% on the pretest or perceived themselves as poor test-takers benefited the most from the training.

scholarly journals The Influence Of Flash Card Toward Students’ English Vocabulary Mastery During Covid-19

2021 ◽  
Vol 1 (11) ◽  
pp. 735-748
Author(s):  
Hermansyah Hermansyah ◽  
Nurhendi Nurhendi
Keyword(s):  
Quantitative Research ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Quantitative Research Methods ◽  
Flash Cards ◽  
Homogeneity Of Variance ◽  
And Control ◽  
Learning English

The purpose of this research is to see how flash cards influence the students' English vocabulary mastery. The researchers of this research used quantitative research methods with posttest only control design of true experimental design. The random sampling method was employed in this research's sampling. The data collected in this research was put to the test (multiple choice test). The researchers of this research gave different treatments for the experimental and control groups. The treatment for the experimental group was learning English with flash card media and the treatment for the control group was learning English conventionally. After the two sample groups were given different treatment, the two sample groups were each given a posttest with an instrument consisting of 20 multiple-choice questions with 4 alternative answer choices that had been tested beforehand and validated empirically. Analysis of research data is descriptive and inferential, which inferentially uses the t test, by first testing the assumptions of data normality and homogeneity of variance. The results showed that flash cards had an influence on students' English vocabulary mastery. Therefore, it can be said that this research has proved that there was a significant result of using Flash Cards towards children's English vocabulary mastery.

scholarly journals Treatment of cattle pyroplasmidosis in the conditions of Dagestan Republic

2021 ◽  
Vol 344 (5) ◽  
pp. 8-10
Author(s):  
S. Sh. Abdulmagomedov ◽  
A. Yu. Aliev ◽  
R. M. Bakrieva ◽  
E. A. Belkin
Keyword(s):  
Live Weight ◽  
The Body ◽  
Control Measures ◽  
Ixodid Ticks ◽  
Farm Animals ◽  
Blood Parasites ◽  
Control Group ◽  
Single Intramuscular Injection ◽  
Short Time ◽  
And Control

Relevance. Dagestan Republic in terms of natural and climatic characteristics is the most favorable for the of ixodid ticks - carriers of pathogens of blood-parasitic diseases of farm animals. In this regard, further improvement of the set of scientifically grounded control measures and the search for new promising chemotherapeutic drugs of the prevention and treatment of pyroplasmidosis of cattle are major problem of great national economic importance.Materials and methods. The studies were carried out in farms, unfavorable on pyroplasmidosis, in the conditions of Dagestan Republic. The object of the study was cattle, spontaneously invaded by various types of blood parasites. Experеmental and control groups in production experiments were selected according to the principle of analogues. In the first control group (n = 10) the drug was not used. The second (n = 10) was injected with the drug DAC 5% at a dose of 1 ml/20 kg (DV 2.5 mg/kg), intramuscularly, at the rate 5 ml per 100 kg of live weight. The animals of the third (n = 10) were injected with the injectable preparation forticarb 10% at a dose of 4 ml/100 kg (DV 4 mg/kg) of live weight, intramuscularly, once.Results. It was found that with a single intramuscular injection of forticarb at the rate 2 ml/50 kg of live weight, the temperature and parasitic reaction in the body of sick animals decreased in a very short time. Therapeutic efficacy in pyroplasmidosis of cattle was 90%.

Testové strategie používané kandidáty zkoušek dle STANAG 6001 v testech receptivních dovedností (zpráva z pilotního výzkumu)

2019 ◽  
pp. 93-112
Author(s):  
Eva Bumbálková
Keyword(s):  
Qualitative Analysis ◽  
Test Items ◽  
Test Taking ◽  
Test Management ◽  
Number Of Factors ◽  
Test Taking Strategies

This work focuses on the test-taking strategies employed by STANAG 6001 English exam candidates in receptive skills tests and on how these strategies are employed. The qualitative analysis reveals that candidates have their preferred strategy of dealing with test items, they use a number of test-management and test-wiseness strategies, and that the use of a particular strategy depends on a number of factors.

Effect of Intermittent Exercise on Multiple-Choice Reaction Times of Soccer Players

2005 ◽  
Vol 100 (1) ◽  
pp. 85-95 ◽  
Author(s):  
Koen A. P. M. Lemmink ◽  
Chris Visscher
Keyword(s):  
Intermittent Exercise ◽  
Multiple Choice ◽  
Reaction Times ◽  
Bicycle Ergometer ◽  
Soccer Players ◽  
Control Group ◽  
Choice Response ◽  
Response Accuracy ◽  
And Control ◽  
Reaction Speed

The influence of intermittent exercise on a choice-response time task was investigated. Two groups of 8 male soccer players ( M age = 20.9, SD = 2.0) participated. They spent 4.4 ( SD = 1.3) weekly hours on soccer training and had been playing soccer for 13 ( SD = 3.3) years. Multiple-choice reaction speed and response accuracy were measured four times. Between measurements, one group performed 8-min. blocks of intermittent exercise on a bicycle ergometer and one group rested. Analysis showed that reaction speed and response accuracy were not significantly different between the two groups. Furthermore, there were significant faster reaction times and a larger number of correct reactions through Block 2 in both the exercise and control group ( p<.05), probably a result of learning processes and familiarization with the task procedures. Further research towards the specific influence of mode of exercise, intensity, work-rest ratio and duration of intermittent exercise, and the sensitivity of reaction time tasks will be necessary to clarify the relationship between intermittent exercise and cognitive performance.

scholarly journals Stress and Fatigue Management Using Balneotherapy in a Short-Time Randomized Controlled Trial

2016 ◽  
Vol 2016 ◽  
pp. 1-10 ◽  
Author(s):  
Lolita Rapolienė ◽  
Artūras Razbadauskas ◽  
Jonas Sąlyga ◽  
Arvydas Martinkėnas
Keyword(s):  
Music Therapy ◽  
Effect Size ◽  
Therapy Group ◽  
Controlled Trial ◽  
Geothermal Water ◽  
Control Group ◽  
Stress Symptoms ◽  
General Physical ◽  
Short Time ◽  
And Control

Objective. To investigate the influence of high-salinity geothermal mineral water on stress and fatigue.Method. 180 seamen were randomized into three groups: geothermal (65), music (50), and control (65). The geothermal group was administered 108 g/L salinity geothermal water bath for 2 weeks five times a week. Primary outcome was effect on stress and fatigue. Secondary outcomes were the effect on cognitive function, mood, and pain.Results. The improvements after balneotherapy were a reduction in the number and intensity of stress-related symptoms, a reduction in pain and general, physical, and mental fatigue, and an improvement in stress-related symptoms management, mood, activation, motivation, and cognitive functions with effect size from 0.8 to 2.3. In the music therapy group, there were significant positive changes in the number of stress symptoms, intensity, mood, pain, and activity with the effect size of 0.4 to 1.1. The researchers did not observe any significant positive changes in the control group. The comparison between the groups showed that balneotherapy was superior to music therapy and no treatment group.Conclusions. Balneotherapy is beneficial for stress and fatigue reduction in comparison with music or no therapy group. Geothermal water baths have a potential as an efficient approach to diminish stress caused by working or living conditions.

Examinees' Control of Item Difficulty Sequence

1978 ◽  
Vol 42 (3_suppl) ◽  
pp. 1109-1110 ◽  
Author(s):  
J. Porter Tuck
Keyword(s):  
Item Difficulty ◽  
Multiple Choice ◽  
Introductory Psychology ◽  
Multiple Choice Tests ◽  
Test Taking ◽  
Choice Tests ◽  
Sequence Effects ◽  
Test Taking Strategies

90 students in introductory psychology responded to a questionnaire designed to assess test-taking strategies on multiple-choice tests. The data suggested that previous studies may not have actually tested item-difficulty sequence effects since item sequence is under examinees' control.

scholarly journals THE APPLICATION OF LEARNING WITH COGNITIVE CONFLICT APPROACH IN IMPROVING UNDERSTANDING CONCEPT OF PHYSICS OF CLASS VIII STUDENTS OF SMP 40 PEKANBARU

2018 ◽  
Vol 6 (1) ◽  
pp. 31
Author(s):  
Emiliani Emiliani ◽  
Zulirfan Zulirfan ◽  
Fakhruddin Z ◽  
Februartati Februartati
Keyword(s):  
Conceptual Understanding ◽  
Multiple Choice ◽  
Cognitive Conflict ◽  
Average Score ◽  
Control Group ◽  
Homogeneity Tests ◽  
Concept Understanding ◽  
Class Viii ◽  
And Control ◽  
Experimental Group

This study aims to determine the improvement of conceptual understanding of physics of class VIII studentsof SMP Negeri 40 Pekanbaru on the topic of light and optical through learning with cognitive conflict approaches. The type of this research is quasi experiment with population of 172 students of class VIII SMP Negeri 40 Pekanbaru consisted of 4 classes. Two classes were selected to be a research sample based on normality and homogeneity tests on repetition of sound material to obtain experimental and control classes, each of 43 people. The data collected by giving the physics’ conceptual understanding test in Bloom's taxonomy in the form of two tier multiple choice with 14 items. This instrument consists of 7 indicators ofconceptual understanding, namely: interpretation, modeling, classifying, summarizing, drawing inference,comparing, and explaining. The result of the research showed that the ability of studens’ concept understanding after the application of learning with cognitive conflict approach was in the good category. The average score of the students’ understanding of the physics concept on the experimental group was higer than the average score of the control group. it can be concluded that learning with cognitive conflict approach can improve conceptual understanding of physics of class VIII SMP Negeri 40 Pekanbaru student on the topic of light and optics.

scholarly journals Should students change their answers on multiple choice questions?

2021 ◽  
Vol 45 (1) ◽  
pp. 182-190
Author(s):  
Justin W. Merry ◽  
Mary Kate Elenchin ◽  
Renee N. Surma
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Negative Direction ◽  
Incorrect Answer ◽  
Test Taking ◽  
Data Support ◽  
Test Taking Strategies ◽  
Biology Courses ◽  
Student Grades ◽  
The Impact

Multiple choice exams are ubiquitous, but advice on test-taking strategies varies and is not always well informed by research. This study evaluated the question of whether students benefit or are harmed when they change their initial answers on multiple choice questions in the context of physiology and biology courses. Previously marked examinations were reviewed for eraser marks that indicated answer changes, and the impact of these changes on exam grades was tabulated. In addition, faculty and students were surveyed for their opinions about changing answers. A plurality of faculty (36%) reported a belief that answer changes usually harm student grades, whereas a slim majority of students (51%) believed that answer changing helped their scores (χ2 = 60.52, P < 0.0001). Empirically, across two exams, students changed their answer from an incorrect answer to a correct one 2.8 times (SD 2.2) compared with 1.0 time (SD 1.4) changing in the negative direction. Therefore, on average, students benefited ( V =  123.5, P < 0.0001) from answer changing. Furthermore, comparing across two exams in the same course, some students were consistently more likely to change their answers than others (adjusted R2= 0.23, P < 0.0001), but the impact of changing answers on the first exam provided no prediction of how much a student would benefit from answer changing on the second exam (adjusted R2= −0.004, P = 0.42). These data support the argument that students should be advised to review and revise responses to exam questions before submitting them.

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