=Paper=
{{Paper
|id=Vol-2475/short6
|storemode=property
|title=Study The Impact of Electronic Tests Using Moodle Program on Student Achievement
|pdfUrl=https://ceur-ws.org/Vol-2475/short6.pdf
|volume=Vol-2475
|authors=Ali Obaid,Khansaa Al-Husseini
}}
==Study The Impact of Electronic Tests Using Moodle Program on Student Achievement==
https://ceur-ws.org/Vol-2475/short6.pdf
Study the Impact of Electronic Tests Using Moodle
Program on Student Achievement
[1]
Ali Hamzah Obaid, [2]Khansaa Azeez Obayes Al-Husseini
1
Babylon Technical Institute, Al-Furat Al-Awsat Technical University,51015 Babylon, Iraq.
inb.ali210@atu.edu.iq, alimk_iq@yahoo.com
2 Babylon Technical Institute, Al-Furat Al-Awsat Technical University,51015 Babylon, Iraq.
inb.khansaa@atu.edu.iq, azeezkhansaa@gmail.com
Abstract. The study aims to urge educators to utilize electronic tests rather
than customary tests. And the present study examines the relation between
Computerized using the Moodle program and Traditional Tests. And it sought
to increase the collection and development of the positive abilities of students
and to demonstrate their educational skills through the performance of electron-
ic tests and their effects in raising the student's level of study and compare them
to the traditional test method by applying these tests to the group of students of
the ″Department of Computer Systems at the Institute Technical Babylon Uni-
versity of the Al-Furat Al-Awsat Technical University ″ by (60) students for the
academic year 2018-2019 . Statistical analysis showed that the E-test group
outperformed the paper-based test group. and a major effect on the students’
achievements.
Keywords: - Electronic tests, Moodle, Examination system, E-learning
1 Introduction
The modern Electronic Testing has a more forty-year history. but still, universities
and most professors are not interested in this field for several reasons. Electronic tests
differ from traditional tests (paper) in many characteristics, the most important of
which is that electronic tests used in a multimedia presentation of text, voice, image
and True, false and multiple choices, which increases the student's motivation and
participation more and the launch of intellectual creativity.
Universities in Iraq have chosen the path of creating their own learning But most
universities combine a form of learning, opt for free LMS software instead, Moodle,
Google Classroom. As the best “investment” to the future seems to be a Moodle has
to continue development ). Moodle is increasingly appearing also in universities.
Where it Electronic test activity is an interesting research subject affecting To learn
the students' levels of understanding and awareness of educational materials. The
study describes one of these Electronic Testing and Moodle presents the outcomes of
a survey about electronically testing.
___________________________
Copyright © 2019 for this paper by its authors. Use permitted under Creative Commons License Attribu-
tion 4.0 International (CC BY 4.0).
In: P. Sosnin, V. Maklaev, E. Sosnina (eds.): Proceedings of the IS-2019 Conference, Ulyanovsk, Russia,
24-27 September 2019, published at http://ceur-ws.org
233
1.1 The Case of This Study
Case study as a research strategy often emerges as an obvious option for researchers
based on their workplace. Therefore, it was necessary to prove the suitability of the
electronic tests and their preference for the traditional tests in terms of success rates
and the exam time.
1.2 Problem Statement
The problem of searching the answer is limited to the following question:
The extent of the impact of the use of electronic tests on raising the levels of stu-
dent grades and the effectiveness of using the Moodle program proposed for use in
this study and the branch of this question to:
The effectiveness of the proposed program in increasing and influencing the stu-
dent's grades, comparing the proposed program with the traditional tests, learning the
positive trends of the electronic tests in the direction of the education programs, and
comparing the time between the traditional test and the electronic test.
1.3 Research Limits
The study was limited to:
1. Course content for computer maintenance (students are provided with
subjects to be studied)
2. Students enrolled in the Department of Computer Systems Technology
Class I.
3. Proposed Moodle Program.
1.4 Why This Study
Previous studies have been conducted on school students or faculty members
and few on university students. This study dealt with the subject of electronic tests for
students of technical institutes
2 Theoretical Framework and Previous Studies
There are several studies in the field of electronic tests, including those who question
the level of the understudies and its effect on the aftereffects of the tests, understudies
234
not obviously favor PC testing and assessment to educator's evaluation (JULIA
TOMANOVÁ,MARTIN CÁPAY), Many scholars believe that e-learning facilitates
the processes and services provided to all parties in the teaching process (Bates and
Paul 2003, Park Nason 2004). Perhaps one of the most important characteristics of
current studies in the field of assessment has been to focus on the process of interac-
tion between assessment and learning, focusing on multiple building options of tests
that are strong in the learning experiences of students.(Black and William, 1998). The
results of some studies, such as the Allam 2007 and Alkabisi 2007, indicate that the
tests are an important means of measuring and evaluating the abilities of students at
different levels of study, meeting the targets of education and measuring the learning
of students. The elements of success and the identification of students' strengths and
weaknesses can be identified in order to improve and develop the level, as well as the
effectiveness of the strategies of mutual teaching and effectiveness. Despite the im-
portance of electronic testing and its usefulness, many teachers prefer to use tradition-
al tests .( Davidson, 2003 ).
2.1 The Moodle
The Moodle is used as a learning resource, as teaching-learning-assessment means
alongside traditional teaching, learning, and assessment. The Moodle has been im-
plemented within the Babylon Technical Institute, Al-Furat Al-Awsat Technical Uni-
versity in last years and even though its use has not become compulsory so far, where
it contributes to making the learning in electronic tests process between student and
the teaching it is better.
2.2 The E-Testing
The E-Testing is a rapidly growing territory of re-evaluation including the convey-
ance of assessments and appraisals on PCs, either utilizing neighborhood frameworks
or online frameworks. This includes the exchange of paper tests to PC or a mix of
strategies to take e-testing to the PC.
2.3 The E-Learning
E-learning is an instructive technique that plans to give instructive or preparing pro-
jects to understudies or students whenever and wherever utilizing data and corre-
spondence innovation (ICT) [3].
Parts of e-Learning can incorporate the substance of various organizations, the
board of the learning background, and an online network of students, content design-
ers, and specialists. In Iraq, E-learning has turned into an undeniably pervasive learn-
ing approach in higher instructive organizations because of the quick development of
web advancements. Though Improving the exhibition of e-learning administrations to
give an adaptable and viable e-learning framework is a major test for instructive asso-
ciations. The e-learning framework faces numerous difficulties in learning administra-
235
tions, and specialized administrations (for example asset provisioning and money
related expense).
2.4 Traditional Testing
The traditional test is a Traditional paper test. Teachers use a pattern of essay
questions or some multiple-choice questions. Examination students must answer pa-
per, affecting thinking processes and distinguishing students' memorization skills.
3 Materials and Methods
The purpose of the research was to find out if the -Testing by Moodle had a better
than the traditional tests (paper). We analyzed and compared electronic tests by Moo-
dle and traditional tests (paper) in raising students' level. Researchers used a set of
statistical standards, and the researcher relied on the quasi-experimental approach
because it is the appropriate method for the purpose of research.
3.1 Study and Sample Population
The research adopted an experimental design with partial control of two groups, one
experiment, and the other control.
sample population: The study population consists of students of the Computer Sys-
tems Department at the ″Technical Institute of Babylon, Al-Furat Al-Awsat Technical
University″, who study computer maintenance.
The study sample: The study was conducted on a group of students enrolled in the
computer maintenance course via the second semester of the scholarly year 2018-
2019. The number of students was 60 students. And the students were aged between
18 and 20 years old. The students were divided into two groups of 30 students.
Experimental Group: This group (30) students, the first test using The traditional
test (Paper) method, Second test using electronic test by Moodle.
Control Group: This group is (30) students, the first test using the traditional test
(Paper)method, Second test using electronic test by Moodle.
In the following table (1), the percentages of males and females in each group
Table 1. Male and female ratios
Group Gender No. Ratio su
m
Males 12 40%
Experimental Group 30
Females 18 60%
Males 10 33.33%
Control Group 30
Females 20 66.66%
236
From the above table, the number of Females (38) and ratio (63.33%), while
the number of males (22) and the ratio (36.66%) .
Fig. 1. The percentages of males and females
The researchers were keen to achieve equality between the two groups by
obtaining the grades of students of the two groups (Experimental Group, Control
Group) from the examination committee in the department, after the adoption of Sta-
tistical processes. Researchers confirmed that the two groups are equal. can be seen in
Table (2)
Table 2. the mean, SD and t value (calculated and tabulated)
Group No. mean V SD df Calculated tabulated sig
Experi- Not
30 75.5 139.7 11.71
mental signifi-
63 1.08 2
cant at
Control 30 74.4 130.3 10.98
0.05
pre-test A pre-test was conducted for the study group. The differences between the
two groups were as in Table (3). In a traditional tests.
Table 3. the mean, SD and t value in a pre-test
tabulat-
Group No. mean V SD df Calculated sig
ed
Experi- Not
30 67.5 127.5 10.40
mental signifi-
60 1.07 2.00
cant at
Control 30 68.6 129.6 10.92
0.05
It is clear from the statistical results between the results of the two groups in
the tribal test that the value of T and the relationship between the two groups is not
significant at 0.05. Showing homogeneity between the two groups, thus the require-
ment of the composition of the two groups.
237
3.2 Test Application
The researchers told the students of the two groups that there is a test for them on the
subjects given to them, The tests in the final version will take place on day Monday,
1-2-2019 at the same time.
Believe the test Questions were asked to a group of computer teachers to take
opinions in the traditional and electronic tests and were approved.
4 Statistical Methods
4.1 T-Test
The T-test provides the calculation of the sample mean and standard deviation.
4.2 Pearson Correlation Coefficient
The researchers used The Pearson coefficient of linear correlation can be calculated
in terms of the two variables. to calculate each of the tests.
4.3 Equation Discrimination
This method was used to find the discriminating force coefficients of the Test para-
graphs.
4.4 Effectiveness of Distractors
This method was used to find the effectiveness of incorrect substitutes for the Test
paragraphs
5 Results and Discussion
On the results obtained, Are electronic tests using Moodle better than paper tests? Is
there an equivalence in scores between electronic tests and paper tests? To answer this
question using the researcher Use the test (T-Test Calculator for two Independent
Means) at 0.05. show Table (4).
238
Table 4. T-Test
Max Min. Var Standard p-
Me T-
Group No de- de- ianc Devia- DF val- sig
an test
gree gree e tion ue
Tradition-
al Test- 50. 127.
30 65 22 11.29
ing(Paper 2 54 is
) 8.2 0.00 signifi-
59
E- 2 001 cant at
Test- 74. 132. 0.05
30 100 51 11.50
ing(Mood 4 3
le)
His study includes displaying the results reached by the researchers accord-
ing to their hypothesis (there was no difference at (0.05) between the average
achievement of E-Test (Moodle) student and the average achievement of students in
the traditional-test (Paper ) in computer maintenance ).To verify this hypothesis, the
researchers used a t-test tow independent sample using the SPSS program, to scorcher
the difference between the E-Test (Moodle) and traditional-test (Paper ) groups as a
show table (5).
The variance of the E-Test (Moodle) group (132.3) and its mean (74. 4) while the
mean of the traditional-test group which was tested (normal) was (127.54) and the
difference was (50. 2). this indicates that there are indicators of mean differences
variance for E-Test (Moodle)l and traditional-test scores, in the test conducted after
the statistical analysis, the calculated t value (8.22142) (P-value is <.00001. The out-
come is noteworthy at p < .05). was greater than the degree from freedom (59).
thus, rejecting the zero hypothesis because the E-Test (Moodle) group appeared
superior to the traditional-test (Paper) group. The E-Test (Moodle) of the model af-
fected the achievement of students.
Table 5. t-test time between Traditional Testing and E-Testing(Moodle)
Max. Min. Standard T-
Group No. Mean p-value sig
time time Deviation test
Traditional
30 3000 900 2370.83 374.98 is signifi-
Testing(Paper)
10.40 0.00001 cant at
E-Test
30 1860 720 1435.47 318.78 0.05
(Moodle)
His study includes displaying the results reached by the researchers according
to their hypothesis (there was no difference at (0.05) between time Traditional Testing
and E-Testing(Moodle), As a result of the analysis of T-Test(10.40) and p-value
(0.00001), there are statistically eloquent variation between the time needed to per-
form the electronic and paper tests. The time of the electronic test is less than the time
of the paper test. The study agrees with Olsen (1990; Weiss, 1985; Moreno et al.,
239
1984; Austin, 1991) that the time required to perform the electronic test is 25-72%
and is consistent with De Beer & Visser (1998) ; Ryan et al., 2000) of the characteris-
tics of electronic test saving time.
6 Conclusions
Those using Electronic tests (Moodle) get better grades than use Traditional paper
tests.
Understanding the electronic tests (Moodle) will allow us to determine which ac-
tions might be carried out to boost, to improve both skills and grades.
7 Recommendations
Through the results obtained from this study, which proves that the electronic test by
Moodle program is better of the paper tests, the researchers recommend applying the
electronic tests at Al-Furat Middle University and applying it in the scientific sub-
jects. And encourage professors to grapple with and apply some of the key principles
of this research approach.
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