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

Yıl 2025, Cilt: 1 Sayı: 2, 76 - 82, 31.07.2025

Savaş Bayram , Feride Maide Mizrakci

Öz

Özet: “Biliş” terimi tüm bilme ve bilinç türlerini ifade eder. Bilişsel mühendislikte, bir katılımcının veya operatörün zihninde veya beyninde bilgi işlemenin genellikle bilişi temsil ettiği kabul edilir. Bu çalışma, öğrencilere aynı soruların farklı sıralarda sunulmasının üniversite öğrencilerinin sınav performansını etkileyip etkilemediğini araştırmaktadır. Öğrencilerin çoktan seçmeli ara sınav ve final sınav sorularına yönelik sınav performansları değerlendirilmiştir. Bu bağlamda, Türkiye'de Erciyes Üniversitesi İnşaat Mühendisliği Bölümü müfredatında son sınıf dersi olarak yer alan “Mühendislik Yönetimi ve İnsan İlişkileri” incelenmiştir. Ders kapsamında 2016 ve 2019 yılları arasında toplam 1342 öğrenci altı yarıyılı kapsamıştır. Sınav soruları, dersin haftalık akışıyla aynı sırada, A tipi olarak sıralı (S) ve B tipi olarak rastgele sıralı (R) testlerden oluşmuştur. Sınav sorularına verilen cevapların dağılımları normallik testi ve tek yönlü ANOVA ile analiz edilmiş ve test türleri arasında anlamlı bir farklılık gözlenmemiştir. Bu çalışma sadece inşaat mühendisliği öğrencilerini kapsamakta olup farklı disiplinlerdeki öğrenciler için benzer sonuçların elde edilip edilmeyeceği gelecek çalışmalarda incelenmelidir.

Anahtar Kelimeler

İnşaat mühendisliği , Soru sırası , Normallik testi , Homojenlik testi , Tek yönlü ANOVA

The Effect of Question Order on Exam Performance: A Six-Semester Study on Civil Engineering Students

Öz

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.

Anahtar Kelimeler

Civil engineering , Question order , Normality test , Homogeneity test , One-way ANOVA

Kaynakça

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