Home⇛Universal Journal of Educational Research⇛vol. 3 no. 1 (2024)

The Impact of Online Instruction During the Covid Pandemic on MFTB and CBE Testing Outcomes

William Hahn | Chris Fairchild

Discipline: Education

 

Abstract:

The present study examines how online instruction during the COVID pandemic impacted learning and performs a partial replication of a study by Hahn et al. (2012), which compared students’ testing outcomes of the Major Field Test in Business (MFTB) and the Comprehensive Business Exam (CBE). Our results find that online instruction during the 2020-2021 pandemic isolation period had no significant impact on pre- and post-COVID testing outcomes for either exam. It was further found that the question set employed by the CBE exam appears to have changed from the pre- to the post-COVID testing timeframes, making this exam questionable for assurance of learning purposes when comparing to prior year results.



References:

  1. Allen, J. S., & Bycio, P.  (1997).  An evaluation of the Educational Testing Service Major Field Achievement Test in Business.  Journal of Accounting Education 15(4), 503-514. https://doi.org/10.1016/S0748-5751(97)00021-3
  2. American Psychological Association. (n.d.).  Partial replication.  In APA dictionary of psychology. Retrieved December 11, 2023 from:  https://dictionary.apa.org/partial-replication
  3. Bagamery, B. D., Lasik, J. J.  & Nixon, D. R.  (2005).  Determinants of success on the ETS Business Major Field Exam for students in an undergraduate multisite regional university business program. Journal of Education for Business 81(1): 55-63. https://doi:10.3200/JOEB.81.1.55-64
  4. Bielinska-Kwapisz, A., Brown, W., & Semenik, R. (2012). Is higher better?  Determinants and comparisons of performance on the Major Field Test in Business.  Journal of Education for Business, 87(3), 159-169. doi:10.1080/08832323.2011.582897
  5. Black, H. T., & Duhon, D. L.  (2003). Evaluating and improving student achievement in business programs: The effective use of standardized assessment tests. Journal of Education for Business 79(2): 90-98. https://doi:10.1080/08832320309599095
  6. Bycio, P. J., & Allen, J. S.  (2007). Factors associated with performance on the Educational Testing Service (ETS) Major Field Achievement Test in Business (MFAT-B). Journal of Education in Business 82(4), 196-201. http://dx.doi.org/10.3200/JOEB.82.4.196-201
  7. Educational Testing Service (ETS). 2023. Major field tests: Business. https://www.ets.org/pdfs/mft/bachelors-deg-bus-test-description.pdf
  8. Fairchild, C. & Hahn, W. (2020).  Accounting and finance majors outperform other majors on the Major Field Test in Business and the Comprehensive Business Exam:  An analysis of exam performance drivers. Journal of Education for Business, 95(6), 345-350.  http://dx.doi.org/10.1080/08832323.2019.1653249
  9. Fisher, H. H., Hawkins, G. T., Hertz, M., Sliwa, S., & Beresovsky, V. (2022, November).  Student and school characteristics associated with COVID-19—Related learning decline among middle and high school students in K-12 schools.  Journal of School Health, (92)11, 1027-1039.  http://dx.doi.org/10.1111/josh.13243
  10. Future Business Leaders of America (FBLA). (2023).  Comprehensive business exam. https://fliphtml5.com/gdde/qkkm/basic
  11. Hahn, W. (2019).  Assurance of learning:  The impact of business core course reviews on students’ scores on the Comprehensive Business Exam for both internal and external comparative purposes.  Journal of Education for Business, 94(1), 40-45. https://doi:10.1080/08832323.2018.1502740
  12. Hahn, W., Bowlin, L.L., & Welch, T. (2012). Outcomes assessment: An examination of the ETS Major Field Test and the Comprehensive Business Exam. Assessment & Evaluation in Higher Education 83(2), 77-86. https://doi:10.1080/02602938.2010.527917
  13. Hahn, W. & Leslie, B.  (2017). The Comprehensive Business Exam:  Usefulness for assessing instructional and student performance outcomes.  Journal of Education for Business, 92(1), 23-28. https://doi:10.1080/08832323.2016.1270886
  14. Hahn, W. & Leslie, B.  (2018).  Capability matters: Relating student achievement on the Comprehensive Business Exam to skill and effort.  Journal of Education for Business, 93(6), 276-284.  https://doi.org/10.1080/08832323.2018.1472061
  15. Iqbal, Z.  (2020).  An analysis of the Educational Testing Service Major Field Tests for Business performance.  Journal of Educational Research & Practice, 10(1), 242-253.  https://doi.10.5590/JRTSP.2020.10.1.16
  16. Ketcham, D., Nigro, P., & Roberto, M.  (2018).  Do persistence and passion matter:  Evidence from the Educational Testing Service Major Field Test in Business.  Journal of Education for Business, (93)3, 112-118.  https://doi10.1080/08832323.2018.1425284
  17. Laerd Statistics.  (2015).  Independent samples t-test.  Tutorials for SPSS statistics. Retrieved from https://statistics.laerd.com/
  18. Marshall, L. L.  (2007). Measuring assurance of learning at the degree program and academic major levels. Journal of Education for Business, 83(2), 101-109.  http://dx.doi.org/10.3200/JOEB.83.2.101-109
  19. Mason, P. M., Coleman, B. J., Steagall, J. W., Gallo, A. A., & Fabritius, M. M.  (2011). The use of the ETS Major Field Test for assurance of business content learning: Assurance of waste? Journal of Education for Business, 86(2), 71-77.  doi:10.1080/08832323.2010.480988
  20. Messer, R. (2021).  Analyzing student performance on the Major Field Test in Business at a Canadian university.  International Journal of Instruction, 14(3), 629-644.  http://dx.doi.org/10.1080/08832323.2015.1058736
  21. Mirchandani, D., Lynch, R., & Hamilton, D. (2001).  Using the ETS Major Field Test in Business: Implication for assessment.  Journal of Education for Business, 1, 51-56. doi:10.1080/0883232019599671
  22. Pringle, C. & Michel, M.  (2007). Assessment practices in AACSB-accredited business schools. Journal of Education for Business, 82(4), 202-211.  https://doi.org/10.3200/JOEB.82.4.202-211
  23. Simmons, S. A., Jones, W. M., & Bolt, C. E.  (2015).  The Major Field Test in Business: A direct measure of learning in common business disciplines.  Journal of Education for Business, (90)2, 57-62.  https://doi.10.1080/08832323.2014.973825
  24. Suh, J. (2014). The effect of transfer credit hours on the student learning outcomes. ASBBS eJournal, 10(1), 123-130.  https://asbbs.org/files/ASBBS2014/PDF/J/JingyoS(P389-395).pdf.
  25. Varachotisate, P., Siritaweechai, N., Kositanurit, W., Thanprasertsuk, S., Chayanupatkul, M., Thongsricome, T., Bumphenkiatikul, T., Chuleerarux, N., Watanatada, P., Werawatganon, D., Somboonwong, J., Siriviriyakul, P., Sanguanrungsirikul, S., Bogsebandhu-Phubhakdi, S., Ratanasirisawad, V., Jaroenlapnopparat, A., Burana, C., Somsirivattana, P., Kulaputana, O., & Kaikaew, K. (2023).  Student academic performance in non-lecture physiology topics following the abrupt change from traditional on-site teaching to online teaching during COVID-19 pandemic.  Medical Education Online (28)21, 1-9.  https://doi.10.1080/10872981.2022.2149292

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic