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The CBT significantly reduced testing time and developed stronger self-efficacy, intrinsic and social testing motivation in the participants.
This study employed a Solomon four-group experimental design (2 × 3 factorial design) on a group of student teachers (n = 140) to compare CBT and PPT on test performance (test scores), testing time and testing motivation.
Since we did not have prior experience of testing motivation in the Kenyan context and because we wished to produce a questionnaire of manageable length, we chose to have a relatively broad range of constructs with relatively few questions per construct.
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The test-related facets of test-taking motivation (test attractiveness, test usefulness) and distraction had the strongest numerical values of the regression coefficients.
Interviews should be evidence based to test motivation as well as skills and experience.
Instruments involved were achievement tests, motivation questionnaires and EC Lab.
The dominance of CBA against PBA, based on the quality of the construct representation, or the test motivation of the test-takers, could not be confirmed.
Borghans and Schils argued that the performance drop may be taken as a proxy for test motivation, which is related to characteristics other than cognitive ones.
Fourth, once significant item position effects are detected, other manifest and/or latent variables (e.g., gender, test motivation, and test anxiety) can be incorporated into the SEM model to explain the underlying reasons of the found effects.
Each problem scenario was followed by a short questionnaire intended to assess test motivation, self-assessed quality of the problem-solving process, self-assessed quality of the proposed solution and so forth.
Future research with the SEM approach can include item-related predictors (e.g., cognitive demand, linguistic complexity) and examinee-related predictors (e.g., gender, test motivation, anxiety) to explain why item position effects occur in large-scale assessments.
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