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Journal of Technologic Dentistry 2024; 46(4): 182-188

Published online December 30, 2024

https://doi.org/10.14347/jtd.2024.46.4.182

© Korean Academy of Dental Technology

치과기공사 국가시험의 CBT (computer-based testing) 적용에 대한 인식 조사

이선경

신한대학교 보건대학 치기공학과

Received: October 29, 2024; Revised: November 24, 2024; Accepted: December 2, 2024

Perceptions of the application of computer-based testing in the National Examination for Dental Technicians

Sun-Kyoung Lee

Department of Dental Technology, College of Biotechnology & Health, Shinhan University, Uijeongbu, Korea

Correspondence to :
Sun-Kyoung Lee
Department of Dental Technology, College of Biotechnology & Health, Shinhan University, 95 Hoam-ro, Uijeongbu 11644, Korea
E-mail: oksk3737@hanmail.net
https://orcid.org/0000-0001-7025-7483

Received: October 29, 2024; Revised: November 24, 2024; Accepted: December 2, 2024

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose: This study aimed to investigate the perception of the application of computer-based testing (CBT) in the National Examination for Dental Technicians.
Methods: Duly filled survey questionnaires were received from 180 third- and fourth-grade student volunteers from all over the country and 30 professors and 32 clinicians who were identified from a convenience sample from September 15, 2020 to September 23, 2020. In total, 242 questionnaires were analyzed. Depending on the characteristics of the data, frequency, percentage, and one-way ANOVA were performed. Scheffe test was used as a post-hoc test, and the significance level was set at 0.05. The collected data were analyzed using SPSS version 21.0 (IBM).
Results: Compared with paper-based testing, CBT significantly increased immersion and concentration on the test and prevented cheating during the examination (p<0.05). Students, professors, and clinicians expressed significant opinions on the validity of applying CBT to the National Examination for Dental Technicians (p<0.05).
Conclusion: The use of CBT can improve job evaluations for dental technicians efficiently and accurately, and reflect the actual work environment by combining job performance evaluation with digital technology. The introduction of CBT may improve the quality of dental technician job evaluations and cultivate talents who can adopt digital technology.

Keywords: Computer-based testing (CBT), Dental technicians, Digital technology, National examination, Paper-based test (PBT)

Article

Original Article

Journal of Technologic Dentistry 2024; 46(4): 182-188

Published online December 30, 2024 https://doi.org/10.14347/jtd.2024.46.4.182

Copyright © Korean Academy of Dental Technology.

치과기공사 국가시험의 CBT (computer-based testing) 적용에 대한 인식 조사

이선경

신한대학교 보건대학 치기공학과

Received: October 29, 2024; Revised: November 24, 2024; Accepted: December 2, 2024

Perceptions of the application of computer-based testing in the National Examination for Dental Technicians

Sun-Kyoung Lee

Department of Dental Technology, College of Biotechnology & Health, Shinhan University, Uijeongbu, Korea

Correspondence to:Sun-Kyoung Lee
Department of Dental Technology, College of Biotechnology & Health, Shinhan University, 95 Hoam-ro, Uijeongbu 11644, Korea
E-mail: oksk3737@hanmail.net
https://orcid.org/0000-0001-7025-7483

Received: October 29, 2024; Revised: November 24, 2024; Accepted: December 2, 2024

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose: This study aimed to investigate the perception of the application of computer-based testing (CBT) in the National Examination for Dental Technicians.
Methods: Duly filled survey questionnaires were received from 180 third- and fourth-grade student volunteers from all over the country and 30 professors and 32 clinicians who were identified from a convenience sample from September 15, 2020 to September 23, 2020. In total, 242 questionnaires were analyzed. Depending on the characteristics of the data, frequency, percentage, and one-way ANOVA were performed. Scheffe test was used as a post-hoc test, and the significance level was set at 0.05. The collected data were analyzed using SPSS version 21.0 (IBM).
Results: Compared with paper-based testing, CBT significantly increased immersion and concentration on the test and prevented cheating during the examination (p<0.05). Students, professors, and clinicians expressed significant opinions on the validity of applying CBT to the National Examination for Dental Technicians (p<0.05).
Conclusion: The use of CBT can improve job evaluations for dental technicians efficiently and accurately, and reflect the actual work environment by combining job performance evaluation with digital technology. The introduction of CBT may improve the quality of dental technician job evaluations and cultivate talents who can adopt digital technology.

Keywords: Computer-based testing (CBT), Dental technicians, Digital technology, National examination, Paper-based test (PBT)

Table 1 . General characteristics of the subjects (n=242).

Characteristicn (%)
Sex
Man130 (53.7)
Woman112 (46.3)
Age (yr)
20~30182 (75.2)
31~4019 (7.9)
41~5024 (9.9)
51~6014 (5.8)
≥613 (1.2)
Job
Student180 (74.4)
Professor30 (12.4)
Clinician32 (13.2)
Area
Seoul53 (21.9)
Gyeongsang37 (42.5)
Gyeonggi, Incheon70 (1.7)
Chungcheong37 (15.3)
Gangwon13 (5.4)
Jeonra31 (12.8)
Jeju1 (0.4)
(Student) Grade
3120 (66.7)
460 (33.3)
(Professor) Experience in taking national exams
No7 (23.3)
Yes23 (76.7)
(Professor) Period of service (yr)
1~109 (31.0)
11~2014 (48.3)
21~303 (10.3)
>313 (10.3)
(Clinician) Career (yr)
1~1015 (39.5)
11~2014 (36.8)
21~308 (21.1)
>311 (2.6)

Table 2 . The need for CBT application testing (n=242).

ItemnMean±SDFp
CBT application test required
Student1803.69±0.964a8.179<0.001
Professor304.20±0.887b
Clinician324.28±0.683b
CBT-applied tests reflect the trend of the times
Student1804.04±0.758a4.8380.009
Professor304.43±0.626b
Clinician324.28±0.523b

Values are presented as number only or mean±SD deviation..

CBT: computer-based test, SD: standard deviation..

One-way ANOVA, a,bScheffe’s post-hoc test..


Table 3 . Advantages of applying CBT (n=242).

ItemnMean±SDFp
Increase immersion and concentration on the test
Student1803.51±1.1013.9600.020
Professor304.00±0.947
Clinician323.88±0.833
It can reduce measurement errors when checking the answer sheet
Student1804.32±0.7362.8030.063
Professor304.23±0.858
Clinician323.97±0.861
Make the problem easier and more accurate to understand
Student1803.78±0.9551.4690.232
Professor304.10±1.029
Clinician323.84±0.884
You can vividly express the actual situation of the clinical field by using photos, audio, video, etc.
Student1804.04±0.8682.7030.069
Professor304.27±0.868
Clinician324.38±0.707
Prevents cheating during exams
Student1803.17±1.018a12.436<0.001
Professor304.00±0.695b
Clinician323.75±0.916b
It can shorten the time taken for the test
Student1804.00±0.8521.5460.215
Professor303.80±0.961
Clinician323.75±0.950
You can get fair and accurate results
Student1803.92±0.7310.5020.606
Professor304.07±0.907
Clinician323.91±0.893
Contributes to reducing the cost of conducting tests in the long term
Student1804.06±0.7630.4890.614
Professor304.20±0.714
Clinician324.03±0.782
Minimizes the possibility of information leakage by eliminating the need to
print, transport, and store paper test papers
Student1804.09±0.8820.0830.921
Professor304.17±1.020
Clinician324.09±0.963
Create interest in the test
Student1803.72±0.9921.4080.247
Professor304.03±0.928
Clinician323.69±0.896
You can check whether you are aware of the contents related to experiments
and practice
Student1803.88±0.8100.0480.953
Professor303.83±1.053
Clinician323.84±0.954

Values are presented as number only or mean±SD deviation..

CBT: computer-based test, SD: standard deviation..

One-way ANOVA, a,bScheffe’s post-hoc test..


Table 4 . CBT application and job relevance (n=242).

ItemnMean ±SDFp
Job-oriented questions using various media can more accurately evaluate
the clinical performance ability of the examinee
Student1803.87±0.8423.3650.005
Professor303.83±1.020
Clinician324.00±0.916
The use of various media can more accurately evaluate the clinical
performance ability of the examinee
Student1803.68±0.9310.8060.448
Professor303.90±1.094
Clinician323.78±0.792
Even assessments that were difficult to implement can now be carried out
in a variety of convenient ways
Student1803.84±0.7904.0660.009
Professor304.13±0.681
Clinician324.00±0.803
It can measure job-related abilities that could not be measured through PBT
Student1803.81±0.8380.5080.603
Professor303.97±0.999
Clinician323.91±0.928

Values are presented as number only or mean±SD deviation..

CBT: computer-based test, SD: standard deviation, PBT: paper-based test..

One-way ANOVA..


Table 5 . Validity of CBT application (n=242).

ItemnMean±SDFp
Validity of CBT application
Student1803.69±0.891a4.6360.011
Professor304.03±0.809b
Clinician324.13±0.793b

Values are presented as number only or mean±SD deviation..

CBT: computer-based test, SD: standard deviation..

One-way ANOVA, a,bScheffe’s post-hoc test..


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Journal of Technologic Dentistry

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