Investigation of Students’ Examination Type Preferences in Terms of Some Variables

Abstract

This study aimed to determine examination-type preferences of students, elucidate the variables that might be associated with examination-type preferences, and reveal whether or not learning approaches and test anxiety of the students have an influence on examination-type preferences. The study group consisted of a total of 630 participants. Data obtained by means of “Preference Reasons Inventory for Written, Short-Answer, True-False and Multiple-Choice Tests”, “Approaches to Learning Inventory” and
“Test Anxiety Inventory”. In analysis, descriptive statistics, repeated measures analysis of variance, multivariate analysis of variance were used. Based on the findings of the study, it was concluded that multiple-choice exams were the most and written exams were the least preferred exams among the students. It was found that deep learning approach, a sub-dimension of learning approaches, was slightly correlated with examination-type preferences. Likewise, test anxiety and its sub-dimensions (delusion and affectivity) were seen to have a slight correlation with examination- type preferences of the students.