Gender plays no role in student ability to perform on computer-based examinations

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Abstract

Background: To see if there is a difference in performance when students switch from traditional paper-and-pencil examinations to computer-based examinations, and to determine whether there are gender differences in student performance in these two examination formats. Methods: This study involved first year medical students at the University of Illinois at Urbana-Champaign over three Academic Years 2002-03/2003-04 and 2003-05. Comparisons of student performance by overall class and gender were made. Specific comparisons within courses that utilized both the paper-and-pencil and computer formats were analyzed. Results: Overall performance scores for students among the various Academic Years revealed no differences between exams given in the traditional pen-and-paper and computer formats. Further, when we looked specifically for gender differences in performance between these two testing formats, we found none. Conclusion: The format for examinations in the courses analyzed does not affect student performance. We find no evidence for gender differences in performance on exams on pen-and-paper or computer-based exams. © 2006 Kies et al; licensee BioMed Central Ltd.

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CITATION STYLE

APA

Kies, S. M., Williams, B. D., & Freund, G. G. (2006). Gender plays no role in student ability to perform on computer-based examinations. BMC Medical Education, 6. https://doi.org/10.1186/1472-6920-6-57

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