The influences of a two-tier test strategy on student learning: A lag sequential analysis approach
Tzu-Chi Yang, Institute of Information Science, Taiwan ; Sherry Y. Chen, Graduate Institute of Network Learning Technology, Taiwan ; Gwo-Jen Hwang, Graduate Institute of Digital Learning and Education, Taiwan
Computers & Education Volume 82, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
Recently, programming skills have become a core competence. Many teaching strategies were developed to improve programming skills. Among them, online tests were widely applied to enhance students learning. Nonetheless, they may not be able to engage students in deep thinking and reflections. Thus, a two-tier test strategy was proposed to address this issue. However, previous research mainly focused on investigating the effectiveness of the two-tier test strategy but there is a lack of studies that investigate why the two-tier test approach is effective. To this end, we developed an online test, where the two-tier test strategy was implemented. Additionally, an empirical study was conducted to explore the influences of the two-tier test approach on students' learning performance and behavior patterns. Pre-test and post-test scores were applied to assess students' learning performance while a lag sequential analysis was used to analyze behavior patterns. Regarding learning performance, the proposed two-tier test can improve students' programming skills. Regarding behavior patterns, the two-tier test approach facilitates students to develop a
Yang, T.C., Chen, S.Y. & Hwang, G.J. (2015). The influences of a two-tier test strategy on student learning: A lag sequential analysis approach. Computers & Education, 82(1), 366-377. Elsevier Ltd.
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Zhi Liu, Hercy Cheng, Sanya Liu & Jianwen Sun, Central China Normal University, Wuhan, China
International Journal of Information and Communication Technology Education Vol. 13, No. 1 (January 2017) pp. 1–13
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