Abstract
This article reports the results of research to determine if a significant interactive effect exists between students' lingual background (English as a primary language [EPL] versus English as a secondary language [ESL]) and question format on students' examination scores. Students were administered examinations made up of four subtests covering the same subject matter. The subtests were composed of four question formats: multiple choice quantitative, multiple choice theoretical, open-ended quantitative, and open-ended essay questions. Based on analysis of variance and analysis of covariance, significant differences were observed between EPL and ESL students depending on the type of question on the examination.
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Jenkins, E.K., Holley, J.H. The interactive effect of language and question format on accounting students' performance. Res High Educ 31, 61–73 (1990). https://doi.org/10.1007/BF00992557
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DOI: https://doi.org/10.1007/BF00992557