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The Impact of Question Order on Multiple Choice Exams on Student Performance in an Unconventional Introductory Economics Course

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Listed:
  • Paul Kagundu
  • Glenwood Ross

Abstract

We investigate the effect of question order on multiple-choice exams on students’ performance in an unconventional introductory economics course. The course is an introduction to the global economy and comprises elements of principles of economics, introductory international trade and introductory international finance. The tests in two sections of the course were administered in four versions. On one of the versions, multiple-choice questions are ordered according to the order in which course material was offered, while questions on the other versions are randomly scrambled. Our empirical analysis reveals no statistically significant effect of question order on students’ grades.

Suggested Citation

  • Paul Kagundu & Glenwood Ross, 2015. "The Impact of Question Order on Multiple Choice Exams on Student Performance in an Unconventional Introductory Economics Course," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 15(1), pages 19-36, Fall.
    • Handle: RePEc:mts:jrnlee:v:15:y:2015:i:1:p:19-36
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    File URL: http://capone.mtsu.edu/jee/2015/pp19-36MS1012.pdf
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    References listed on IDEAS

    as
    1. David Romer, 1993. "Do Students Go to Class? Should They?," Journal of Economic Perspectives, American Economic Association, vol. 7(3), pages 167-174, Summer.
    2. Della L. Sue, 2009. "The Effect Of Scrambling Test Questions On Student Performance In A Small Class Setting," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 9(1), pages 32-41, Summer.
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    Cited by:

    1. Morgan Raux & Marc Sangnier & Tanguy van Ypersele, 2017. "Scrambled questions penalty in multiple choice tests: New evidence from French undergraduate students," Economics Bulletin, AccessEcon, vol. 37(1), pages 347-351.
    2. Steven B. Caudill & Franklin G. Mixon, 2023. "Guess for Success? Application of a Mixture Model to Test-Wiseness on Multiple-Choice Exams," Stats, MDPI, vol. 6(3), pages 1-6, June.

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    More about this item

    Keywords

    question order; multiple-choice exams; students’ performance; unconventional economics course;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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