The interaction between the Style of E-Tests Presentation (Total - Free sequential - Linear sequential) and the level of Academic persistence in the e-learning environment and its effect on Achievement, Cognitive load, and Test anxiety among Computer Science students

Document Type : Research papers review in the scientific journal

Author

Educational Technology Department - Faculty of specific education - Tanta University

Abstract

The current research aimed to reveal the effect of the interaction between the style of E-test presentation and the level of academic persistence on e-learning environment in developing achievement, reducing both cognitive load and test anxiety among Computer Science students. The tools were Academic persistence scale, achievement test, cognitive load scale, test anxiety scale), and the research included an independent variable with three methods (total / free sequential / linear sequential) as well as the categorical variable with its two levels (high / low), and the experimental design used was the factorial design. (Factorial Design 2x3), One-way analysis of variance was also used, to ensure the equivalence of the experimental groups with regard to cognitive achievement. The post results showed the superiority of both groups of free sequential presentation style and linear sequential presentation, and the two groups of high academic persistence level over both groups of total presentation style and low academic persistence level. In each of the cognitive achievement, cognitive load reduction and test anxiety, and there were no significant differences between the group of free sequential display style and linear sequential display style in both achievement and reducing cognitive load and test anxiety among educational technology students.

Keywords

Main Subjects

Files

Share

How to cite

Statistics