Document Type
Article
Publication Date
3-1-2018
Abstract
Objective:
This study compared interactive video test performance and students' overall class performance. The hypothesis was that there would be a difference in video test performance compared to overall class performance.
Methods:
A total of 30 students participated in the pilot study from a master's level biomechanics course. Students completed four interactive video tests using EduCanon; content of videos included base of support, lever systems, scapulohumeral rhythm, and postural analysis. This content was reviewed with class discussion after completion of the interactive video test. The tests administered counted toward the participation portion of the final student grade. Student performance on the EduCanon interactive video test was compared to overall class grade using a paired t-test.
Results:
All 30 students completed the 4 EduCanon interactive video tests. Final class grades were greater compared to cumulative EduCanon test performance. There was no difference between performance using interactive video testing compared to students' overall class performance (t[29] = −1.43, p = .16).
Conclusion:
The results of this study did not support improved student assessment performance with incorporation of interactive video testing in the classroom environment. Continued research into new testing strategies is recommended to identify additional effective testing in the classroom.
Recommended Citation
Guinevere S. Bennett; Comparison of interactive video test performance to overall class performance in a biomechanics course. J Chiropr Educ 1 March 2018; 32 (1): 32–35. doi: https://doi.org/10.7899/JCE-16-00013