A Mixed-Methods Exploration of the Effect of Disabling Backward Navigation on Calculations Computerized Exams

Abstract

Objective. The aim of this mixed-methods study was to examine the effect of disabled backward navigation on computerized calculation exams in multiple courses.

Methods. Student performance on comprehensive pharmacy calculation exams before and after implementation of disabled backward navigation were compared. De-identified data from Examsoft were used to determine median exam scores, passing rates, and time to completion for all three attempts given on comprehensive calculation exams held in PharDSci 504 and the Applied Patient Care labs (Pharm 531, 541, and 551). An anonymous, voluntary student survey gathered student perceptions of disabled backward navigation. Qualitative data were evaluated for thematic findings.

Results. The impact of disabled backward navigation on test score and passing rate varied by course and test attempt. Students in Pharm 541 and 551 performed significantly worse on the initial test attempt once backward navigation was disabled compared to the prior year, with no significant differences in performance on the retakes. Performance in PharDSci 504 and Pharm 531 followed the opposite pattern with no significant difference in performance for the initial test but significantly increased performance on the retake. The amount of time spent on exams either significantly decreased or remained the same. Student perceptions were generally consistent across all cohorts with at least 74% agreeing that disabling backward navigation increased exam difficulty.

Conclusion. Disabling backward navigation had mixed effect on student exam performance. This may highlight how student behaviors change as backwards navigation is disabled.