COMPARATIVE ASSESSMENT OF STUDENTS’ ACADEMIC PERFORMANCE IN MULTIPLE CHOICE QUESTIONS VERSUS SHORT ESSAY QUESTIONS IN PHARMACOLOGY EXAMINATIONS OF A MEDICAL COLLEGE OF PAKISTAN

Abstract

Introduction: The method chosen for important examinations strongly influences the nature of student learning. Multiple choice questions (MCQs) and short essay questions (SEQs) are the commonly used tools for assessing cognitive domain of medical students; the choice of question type for better assessment is debated. The present study is designed to compare the academic performance of year 3 MBBS students of Rehman Medical College Peshawar, in MCQs and SEQs of Pharmacology examinations for the sessions 2013-14.

Material and Methods: Results of MCQs and SEQs of 100 3^rd year MBBS students were evaluated and compared on the basis of previous records of end of module, midterm and end of session examinations of Pharmacology. Comparisons between different methods of assessment were done by Independent Samples T-test and the Chi Square test.

Results: Students’ academic performance was significantly higher in MCQs as compared to SEQs (p=0.001). When further comparison was made according to grades a significant difference was found between MCQs and SEQs (p=0.001) for the category of 51-70% marks while no significant difference was found in the scores for the categories of <50%, 70-80% and >80% marks.

Conclusion: Academic performance of students was better in MCQs as compare to SEQs. However, the academic performance of the more competent students or the students who received failing grades was not affected by either MCQs or SEQs examination.