Soru Sırasının Sınav Performansı Üzerindeki Etkisi: İnşaat Mühendisliği Öğrencileri Üzerinde Altı Yarıyıllık Bir Çalışma

Abstract: The term "cognition" refers to all types of knowing and consciousness. In cognitive engineering, information processing in a participant's or operator's mind or brain is often regarded to represent cognition. This study investigates whether presenting the same questions to students in different orders affects the exam performance of university students. The exam performances of the students to the multiple choice mid-term and final exam questions were evaluated. In this context, "Engineering Management and Human Relations", a final year course in the curriculum of the Civil Engineering Department of Erciyes University in Türkiye, was examined. Within the scope of the course, a total of 1,342 students covered six semesters between the 2016 and 2019 years. The questions were presented in the same sequence as the weekly flow of the course, (S) as A-type and randomly ordered (R) tests as B-type. The distributions of the answers given to the exam questions were analyzed via normality test and one-way ANOVA, and no significant differences between the test types were observed. This study covers only civil engineering students and whether similar results can be obtained for students in different disciplines should be examined in future studies.