Multiple choice

Abstract: This well regarded text provides students and researchers with practical guidelines on how to conduct research. Definitions, constructs and ideas are dealt with in a learner-centred approach using case studies, examples, activities, and self-evaluation questions. A brief summary with multiple choice questions concludes each chapter. The whole book is written with outcomes-based education principles in mind. An in-depth overview of the research processes using South African examples is provided.

Abstract: A multitrait-multimethod design was employed to assess the construct validity of the Health Belief Model. The data were obtained from a nonrepresentative sample of 85 graduate students at The University of Michigan's School of Public Health. The traits consisted of the respondents' perceptions of: health interest, locus of control, susceptibility to influenza, severity of influenza, benefits provided by a flu shot, and the barriers or costs associated with getting a flu shot. Each trait was measured by three methods: a seven-point Likert scale, a fixed-alternative multiple choice scale, and a vignette. The results indicate that the Health Belief Model variables can be measured with a substantial amount of convergent validity using Likert or multiple choice questionnaire items. With regard to discriminant validity, evidence suggests that subjects' perceptions of barriers and benefits are quite different from their perceptions of susceptibility and severity. Perceptions of susceptibility and severity are substantially but not entirely independent. Perceived benefits and barriers demonstrate a strong negative relationship which suggests the possibility that these two variables represent opposite ends of a single continuum and not separate health beliefs. These preliminary results provide the basis for developing brief health belief scales that may be administered to samples of consumers and providers to assess educational needs. Such needs assessment, in turn, could then be used to tailor messages and programs to meet the particular needs of a client group.

Abstract: A sample of 206 second-year Education students completed questionnaires on issues relating to their preparation for and perceptions of two methods of assessment of the same course: an assignment essay and an end-of-course multiple choice question (MCQ) exami- nation. The questionnaire required a simultaneous response for each assessment method to statements focusing on their learning approaches, their perceptions of the levels of intellec- tual abilities being assessed, and their preference for either the assignment essay or MCQ examination as an assessment method of the course and the reasons for their choices. The above variables were analysed in relation to each other and to performance outcome in both assessment tasks. Results suggest distinct patterns according to assessment method. Students were more likely to employ surface learning approaches in the MCQ examination context and to perceive MCQ examinations as assessing knowledge-based (lower levels of) intellectual processing. Poorer performance in the MCQ examination was associated with the employment of deep learning strategies. In contrast, students were more likely to employ deep learning approaches when preparing their assignment essays which they perceived as assessing higher levels of cognitive processing. Poorer performance in the assignment essays was associated with the employment of surface strategies. The implications of these findings are discussed.

Abstract: Audience response systems (ARSs) permit students to answer electronically displayed multiple choice questions using a remote control device. All responses are instantly presented, in chart form, then reviewed and discussed by the instructor and the class. A brief history of ARSs is offered including a discussion of the 26 labels used to identify this technology. Next a detailed review of 67 peer-reviewed papers from 2000 to 2007 is offered presenting the benefits and challenges associated with the use of an ARS. Key benefits for using ARSs include improvements to the classroom environment (increases in attendance, attention levels, participation and engagement), learning (interaction, discussion, contingent teaching, quality of learning, learning performance), and assessment (feedback, formative, normative). The biggest challenges for teachers in using ARSs are time needed to learn and set up the ARS technology, creating effective ARS questions, adequate coverage of course material, and ability to respond to instantaneous student feedback. Student challenges include adjusting to a new method of learning, increased confusion when multiple perspectives are discussed, and negative reactions to being monitored. It is concluded that more systematic, detailed research is needed in a broader range of contexts.