Kamarulzaman, Mohammad Shah and Shaari, Ahmad Jelani (2015) Comparing the effect of EDPA and FDPA on university students’ examination results. Malaysian Online Journal of Educational Technology (MOJET), 3 (1). pp. 28-34. ISSN 2289-2990

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Abstract

It has been long accepted that students are themselves great resources when it comes to developing questions and activity guidelines. The present study utilizes a strategic understanding of how students can be encouraged to perform better in preparation for exams, by allowing them to frame their own subject wise questions. The application of drill and practice application (DPA) such as Peerwise and StudySieve focus on different batches of University students has revealed performance results that show us how to enhance examination performance.  In this study, each student wasrequired to use either fixed DPA (FDPA) or editable DPA (EDPA).The students used the assigned software for one whole semester. The treatment effectiveness was compared using students’ final examination results. Results show that those students who were given the EDPA protocol scored better than those given the FDPA protocol of practice. There is a clear indication of better subject engagement in students who practiced using the EDPA application since they were allowed to edit and create the questions to which answers were to be written.In addition,students were shown to be able to understand subject contents better when they are responsible for generating items for their EDPA activities.

Item Type:	Article
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	School of Business Management
Depositing User:	Mr. Mohammad Shah Kamarulzaman
Date Deposited:	19 Apr 2017 06:11
Last Modified:	19 Apr 2017 06:11
URI:	https://repo.uum.edu.my/id/eprint/21449

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