Active and blended learning Experimental design, control group Post-test Standardized multiple-choice exam Survey Demonstrated that in an active learning classroom, student faculty contact could be reduced by two-thirds and students achieved learning outcomes that were at least as good, and in one comparison significantly better than, those in a traditional classroom.
In this study, we report findings from the New York City Health and Nutrition Examination Survey (NYC HANES), a population-based interview and physical exam survey conducted in 2004.
When the Graduate Management Admission Council (GMAC), the body that administers the GMAT exam, surveyed prospective business-school students in 2010, it found four in 10 respondents wanted to study outside their home country.
The evaluation was to be conducted using an opt-in/out survey, a post-exam survey and an invigilated online exam, with qualitative and quantitative data collected for analysis.
The results of the post-exam survey, on the other hand, are likely far less reliable and apt to give a biased and expectedly, positively skewed view of the online exam experience.
The post-exam survey enquired about students' experiences of setting-up and using the software during the practice sessions, as well as during the online exam trial, including the exam process and software performance and reliability.
The post-exam survey was similar in format and length, collecting both quantitative and qualitative data, but with a few more demographic and contextual questions, such as student's computer skills and knowledge, software and hardware, internet connection and location for exam.
The post-exam survey shows that about 30%% of those completing their exam online had a very ordinary or bad experience, but to that figure should also be added the people who started the trial exam and didn't finish it and those who did the trial exam, finished it, but did not do the final exam online.
Due to the small number of participants responding to the post-exam survey, the quantitative data is not presented in detail (see James, 2013 for full results), but rather an overview of key tentative findings is outlined and reference is made to comments that relate to the student experience.
To identify variables that predict adherence with annual eye examinations using the Compliance with Annual Diabetic Eye Exams Survey (CADEES), a new questionnaire designed to measure health beliefs related to diabetic retinopathy and annual eye examinations.
While stressing over exams is universal – 96% of 1,300 respondents to a Childline national exam stress survey said they were affected – test anxiety is in another league.
