This study compared the performance of students who solved mathematics tasks in either a traditional pencil-and-paper test (PPT) format or computer-based test (CBT) format. Specifically, this study examined the effect students’ spatial reasoning had on their performance across the respective test formats. The results of the study revealed (1) no performance differences across the two test formats; however, there were (2) significant performance differences in the favour of students with higher spatial reasoning; and (3) there was an interaction effect between test format and students’ level of spatial reasoning. The students with lower levels of spatial reasoning performed better in the CBT format, while the high spatial ability cohort performed best in the PPT format.
|Title of host publication||Proceedings of the 41st annual conference of the International Group for the Psychology of Mathematics Education|
|Editors||Berinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy|
|Place of Publication||Singapore|
|Publisher||International Group for the Psychology of Mathematics Education (IGPME) Inc|
|Number of pages||8|
|Publication status||Published - 2017|
LOWRIE, T., & LOGAN, T. (2017). The influence of students’ spatial reasoning on mathematics performance across different test mode formats. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41st annual conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 201-208). Singapore: International Group for the Psychology of Mathematics Education (IGPME) Inc.