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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4081

Title: THE IMPACT OF THE MULTIPLE-CHOICE AND THE SHORT-ANSWER FORl\tATS ON STUDENTS' PERFORMANCE: THREE GOVERNMENT SENIOR HIGH SCHOOLS IN ADDIS ABABA IN FOCUS
Authors: WOGARI, NEGARI
Advisors: Dr. Dejenie Leta
Keywords: MULTIPLE-CHOICE AND THE SHORT-ANSWER FORMATS
Students performance
Copyright: Jun-1995
Date Added: 28-Nov-2012
Publisher: AAU
Abstract: In this study, an attempt was made to look into the impact of the multiple-choice and the short answer formats on students' performances. The study population comprised three senior secondary schools (Abyot Kirs, Ayer Tenna, and Higher Four) in Addis Ababa One hundred and twenty Grade Eleven students (65 male and 55 female) enrolled during the 1994/95 academic year participated in the study. The students were divided according to achievement levels (high, average, and low) based on their first semester English results. In addition, nine Grade Eleven English teachers were sampled for the study. The instruments employed were two tests on the same content in three parts each (comprehension, vocabulary, and structure) , and two questionnaires comprising three parts each (bio-data, attitudes, classroom practices). The results were computed on the basis of a two-way analysis of variance(A."l'OVA), correlated samples of two-tailed t-test (t-dependent for repeated measures), the Pearson product moment correlation, r, and percentages. The level of significance was set at 0.05. The results of the computation exhibited that there was statistically significant difference between the students' performances in the two tests. The students invariably scored higher on the multiple-choice test than on the short-answer test Regarding the attitude description questionnaires, there was no significant difference between the students attitudes towards the two formats, whereas the teachers had favourable attitudes towards the short-answer format.Inconsistencies were seen in the students' and teachers' responses to the items dealing with the frequency of employing the multiple-choice and the short-answer formats. Based on the results of the findings, conclusions were drawn and recommendations made.
URI: http://hdl.handle.net/123456789/4081
Appears in:Thesis - Teaching English as a Foreign Language

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