Abstract:

The spread of the internet and the use of computer information technology have advanced educational systems around the world, and encouraged teachers to implement a variety of educational technologies which reflect on the teaching and learning processes. Classroom assessment was affected by this advancement, and examinations executed via the internet have become more common in educational institutions. The present study examines and compares students’ attitudes and test scores using Computer-Based Testing (CBT) versus traditional paper and pencil testing (PPT) for the “General Physics II” course at German Jordanian University. A quantitative approach using survey questionnaires was implemented to collect data. The sample for this study consisted of 60 undergraduate students enrolled in the above mentioned course in the department of Basic Sciences and Humanities. First and final exams were administered using PPT and the second exam was performed using CBT. This preliminary analysis of student attitudes determines whether there are statistically significant differences between PPT and CBT options and preference between gender groups. In addition, this paper investigates whether there are statistically significant relationships between PPT or CBT options and preference depending on students’ previous experience with computers.

Keywords:

Computer-Based Testing (CBT), Paper-Pencil Testing (PPT), General Physics II Course, Undergraduate Students, Computer Experience, e-learning.