Evaluation of The Effect of Kahoot Exam Method on Exam Anxiety in Faculty of Health Sciences Students

Demet Tekin; Nermin Eroğlu; Hatice Yorulmaz; Anil Tosun

Article Details

Evaluation of The Effect of Kahoot Exam Method on Exam Anxiety in Faculty of Health Sciences Students

Authors:

Demet Tekin | Nermin Eroğlu | Hatice Yorulmaz | Anil Tosun

Publisher:

Gumushane University

Main Topics:

Sağlık Kurumları Yönetimi

Journal:

Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi Vol.12 Issue 4, pp.1693-1701

Document Type:

Article

Publication Date:

12/2023

Document Language:

Turkish

Document ID (Org No.):

2001306972

pISSN:

2146-9954

Keywords:

Abstract:

 One of the situations that affect the success of students who take the exam is exam anxiety. Many studies have been carried out to eliminate this problem; especially the effect of technology has been investigated. However, no clear result has been. For this reason, this study aims to set forth whether Kahoot and traditional examination methods make any difference on the level of exam anxiety. This is an experimental study to which pretest-posttest method was applied. Students with average age of 20.12  1.62 years were divided into two random groups according to the random number table Kahoot Group - KG; n:38  Classical Exam Group - TEG; n: 40. A 30-minute exam consisting of 20 questions was applied to both groups. Student information form and exam anxiety scale were used to obtain data before the exam. In the study which pre-post test method was used, the scales after the exam were repeated and students anxiety levels were determined. Student information form and exam anxiety scale were used to obtain data. Consequently, there was no difference between Kahoot and classical examination methods in terms of both exam anxiety and academic achievement score. However, because of its easy-to-use, fun and motivating feature, Kahoot application can be recommended during the students education and evaluation process. In addition, we believe that reporting the results in a short period of time will provide a significant benefit for the academics who suffer from lack of time.

 One of the situations that affect the success of students who take the exam is exam anxiety. Many studies have been carried out to eliminate this problem; especially the effect of technology has been investigated. However, no clear result has been. For this reason, this study aims to set forth whether Kahoot and traditional examination methods make any difference on the level of exam anxiety. This is an experimental study to which pretest-posttest method was applied. Students with average age of 20.12  1.62 years were divided into two random groups according to the random number table Kahoot Group - KG; n:38  Classical Exam Group - TEG; n: 40. A 30-minute exam consisting of 20 questions was applied to both groups. Student information form and exam anxiety scale were used to obtain data before the exam. In the study which pre-post test method was used, the scales after the exam were repeated and students anxiety levels were determined. Student information form and exam anxiety scale were used to obtain data. Consequently, there was no difference between Kahoot and classical examination methods in terms of both exam anxiety and academic achievement score. However, because of its easy-to-use, fun and motivating feature, Kahoot application can be recommended during the students education and evaluation process. In addition, we believe that reporting the results in a short period of time will provide a significant benefit for the academics who suffer from lack of time.

 One of the situations that affect the success of students who take the exam is exam anxiety. Many studies have been carried out to eliminate this problem; especially the effect of technology has been investigated. However, no clear result has been. For this reason, this study aims to set forth whether Kahoot and traditional examination methods make any difference on the level of exam anxiety. This is an experimental study to which pretest-posttest method was applied. Students with average age of 20.12  1.62 years were divided into two random groups according to the random number table Kahoot Group - KG; n:38  Classical Exam Group - TEG; n: 40. A 30-minute exam consisting of 20 questions was applied to both groups. Student information form and exam anxiety scale were used to obtain data before the exam. In the study which pre-post test method was used, the scales after the exam were repeated and students anxiety levels were determined. Student information form and exam anxiety scale were used to obtain data. Consequently, there was no difference between Kahoot and classical examination methods in terms of both exam anxiety and academic achievement score. However, because of its easy-to-use, fun and motivating feature, Kahoot application can be recommended during the students education and evaluation process. In addition, we believe that reporting the results in a short period of time will provide a significant benefit for the academics who suffer from lack of time.

 Sınava giren öğrencilerin başarılarını etkileyen durumlardan biri sınav kaygısıdır. Bu sorunu ortadan kaldırmak amacıyla birçok çalışma yapılmış; özellikle de son dönemlerde teknolojinin etkisi araştırılmıştır. Ancak net bir sonuca ulaşılamamıştır. Bu nedenle araştırmada, teknoloji içerikli Kahoot ve klasik sınav yöntemlerinin, sınav kaygısı üzerinde herhangi bir farklılık oluşturup oluşturmadığını ortaya koymak amaçlanmıştır. Çalışma karşılaştırmalı, deneysel bir çalışma olup ön-son test yöntemi uygulanmıştır. Araştırmanın örneklemini, Fenerbahçe Üniversitesi Sağlık Bilimleri Fakültesinde ortak ders alan 1. sınıfta eğitim gören 78 öğrenci oluşturmuştur. Yaş ortalamaları 20,12  1.62 olan 18-31 yaş arasındaki öğrenciler rastgele sayılar tablosu kullanılarak iki gruba Kahoot Grubu - KG; n: 38  Klasik Sınav Grubu - KSG; n: 40 ayrılmıştır. Her iki gruba da 20 sorudan oluşan 30 dakikalık bir sınav uygulanmıştır. Sınav öncesi verilerin elde edilmesinde öğrenci bilgi formu ve sınav kaygısı ölçeği kullanılmıştır. Ön-son test yönteminin kullanıldığı çalışmada, sınav sonrası ölçekler yinelenmiştir ve sınavın öğrenciler üzerinde yarattığı kaygı düzeyleri belirlenmiştir. Araştırmanın sonuçlarına göre, her iki grup arasında da hem akademik başarı hem de sınav kaygısı açısından anlamlı bir farklılık bulunmamıştır. İki grup arasında bir farklılık olmamasına karşın; kullanımı kolay, eğlenceli ve motive edici özelliğinden dolayı Kahoot uygulaması öğrencilerin eğitim ve değerlendirme sürecinde önerilebilir. Ayrıca sınav sonuçlarının kısa sürede raporlanmasının akademisyenler için önemli bir avantaj sağlayacağına inanıyoruz.

Article Details

Evaluation of The Effect of Kahoot Exam Method on Exam Anxiety in Faculty of Health Sciences Students

Authors:

Demet Tekin | Nermin Eroğlu | Hatice Yorulmaz | Anil Tosun

Publisher:

Gumushane University

Main Topics:

Sağlık Kurumları Yönetimi

Journal:

Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi Vol.12 Issue 4, pp.1693-1701

Document Type:

Article

Publication Date:

12/2023

Document Language:

Turkish

Document ID (Org No.):

2001306972

pISSN:

2146-9954

Academic Achievement

Exam Anxiety

KahootAkademik Başarı

Kahoot

Sınav Kaygısı

Issues

Article Details

Evaluation of The Effect of Kahoot Exam Method on Exam Anxiety in Faculty of Health Sciences Students

Authors: Demet Tekin | Nermin Eroğlu | Hatice Yorulmaz | Anil Tosun

Publisher: Gumushane University

Main Topics: Sağlık Kurumları Yönetimi

Journal: Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi Vol.12 Issue 4, pp.1693-1701

Document Type: Article

Publication Date: 12/2023

Document Language: Turkish

Document ID (Org No.): 2001306972

pISSN: 2146-9954

Academic Achievement

Exam Anxiety

KahootAkademik Başarı

Kahoot

Sınav Kaygısı

Issues

Authors:

Demet Tekin | Nermin Eroğlu | Hatice Yorulmaz | Anil Tosun

Publisher:

Gumushane University

Main Topics:

Sağlık Kurumları Yönetimi

Journal:

Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi Vol.12 Issue 4, pp.1693-1701

Document Type:

Article

Publication Date:

12/2023

Document Language:

Turkish

Document ID (Org No.):

2001306972

pISSN:

2146-9954