The effect of access to test item pools on student achievement and student study habits

Abstract

This study investigated the effects of access to a test item pool on student achievement and study habits in an Introduction to Microcomputers class at Southwest Virginia Community College. The class was planned, delivered, and evaluated using Vogler's Curriculum-Pedagogy-Assessment (CPA) model.

The study was designed as a quasi-experimental study. Three groups were used in the study: two treatment groups and a control group. A test item pool was furnished as study questions for the two treatment groups defined as unlimited access and just-in-time access groups. A control group did not have access to the study questions. The unlimited access group received all questions on computer disk at the beginning of the course. The questions were not grouped by topic but rather were grouped by question type. The just-in-time access group received a group of questions each week that pertained to the topic being studied for the week.