Comparison of English reading achievement using the computer and conventional modes of testing

Abstract

The study aimed to (1) compare reading comprehension in English using the computer and conventional modes of testing at the tertiary level and (2) compare university students attitudes towards the two modes of testing. The sample was a group of 66 first year university students from the Faculty of Humanities at Chiang Mai University. They studied Foundation English (FE I, II, and III) courses during the first semester of the academic year of 2004 at Chiang Mai University. They were classified into three levels of English proficiency based on their English language test scores from the Entrance Examination. The instruments used in the investigation were of two types: (1) two sets of Reading Comprehension Test of English (RCTE) and (2) a questionnaire on students attitudes towards the two modes of testing. The RCTE was delivered via computers and on printed test booklets. The students took both tests. The questionnaire was distributed before and after the administration of the tests. The data collected underwent statistical analyses. The mean scores from the two tests were compared using the t-test of dependent sample formula. The mean scores of the questionnaire were also compared using the t-test of the same formula. The results of the analyses revealed that (1) there was no significant difference between the mean scores from the computer-based test and that from the conventional test at the significant level of .05 and (2) there were significant differences between the mean scores of the attitude towards the computer-based test and that of the conventional test at the significant level of .05 before and after the administration of the tests. In other words, the students showed positive attitudes towards the computer-based tests in this study.