Science University Research Symposium (SURS)

Math Me if You Can: A Comparative Analysis of Undergraduate Students’ Mathematical Processing Speed

Publication Date

Fall 2024

College

Sciences and Mathematics, College of

Department

Psychological Science, Department of

SURS Faculty Advisor

Dr. Michael Oliver

Presentation Type

Metadata Only

Abstract

Research has shown that testing format and timed conditions have the ability to impact cognitive performance. This is a modern topic of discussion as assessments in education settings have implemented computerized formatting in recent years. Past research finds differences in accuracy and processing speed between paper-based and computerized testing environments, including (Carpenter & Alloway, 2019) and (Smolinsky et al., 2020). The effects of these components will be investigated in this study by comparing mathematical processing speed and accuracy of undergraduate students using four different testing conditions: timed paper-based, untimed paper-based, timed computerized, and untimed computerized testing conditions. Sixty undergraduate participants completed a set of basic mathematical arithmetic tasks under each of these four conditions designed to examine the influence of format and timing on processing speed and accuracy. The paper-based and computerized tests consisted of an identical question set which was administered in the same order, with the same instructions during each testing condition. We hypothesize that students using a computerized platform will show lower accuracy and slower processing speed compared to those using paper and pencil, regardless of whether the test is timed or untimed. Additionally, students taking the untimed computerized assessment will perform better in terms of accuracy and processing speed than those taking the timed computerized assessment. These findings can help reveal the best conditions for improving mathematics proficiency in schools.

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