The Effect of Media and Amount of Microcomputer Experience on Examination Scores

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Abstract
Few studies have investigated the effect of media (microcomputer vs. paper and pencil) and microcomputer experience on examination scores. Available evidence is mixed regarding the use of the two media, and no evidence exists to suggest how experience with microcomputers might affect examination scores. In the present study, 413 university students enrolled in an introductory educational media course were blocked according to their amount of previous experience with microcomputers. Then 96 students were randomly selected and randomly assigned to either of two groups: (a) microcomputer examination group or (b) traditional paper and pencil examination group. The results indicated no differences between the two types of test administration nor among the three levels of experience. Such results imply that microcomputers do not lead to poorer results among students with little or no computer awareness. Thus, it is reasonable to recommend the use of microcomputers for student evaluation in university settings. Given the clear advantages of microcomputers (e.g., increased efficiency in test reproduction, administration, scoring, item banking, record keeping, and analysis), such a recommendation seems doubly justified.