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
이선경
신한대학교 보건대학 치기공학과
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
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.
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)
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.
이선경
신한대학교 보건대학 치기공학과
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
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.
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).
Characteristic | n (%) |
---|---|
Sex | |
Man | 130 (53.7) |
Woman | 112 (46.3) |
Age (yr) | |
20~30 | 182 (75.2) |
31~40 | 19 (7.9) |
41~50 | 24 (9.9) |
51~60 | 14 (5.8) |
≥61 | 3 (1.2) |
Job | |
Student | 180 (74.4) |
Professor | 30 (12.4) |
Clinician | 32 (13.2) |
Area | |
Seoul | 53 (21.9) |
Gyeongsang | 37 (42.5) |
Gyeonggi, Incheon | 70 (1.7) |
Chungcheong | 37 (15.3) |
Gangwon | 13 (5.4) |
Jeonra | 31 (12.8) |
Jeju | 1 (0.4) |
(Student) Grade | |
3 | 120 (66.7) |
4 | 60 (33.3) |
(Professor) Experience in taking national exams | |
No | 7 (23.3) |
Yes | 23 (76.7) |
(Professor) Period of service (yr) | |
1~10 | 9 (31.0) |
11~20 | 14 (48.3) |
21~30 | 3 (10.3) |
>31 | 3 (10.3) |
(Clinician) Career (yr) | |
1~10 | 15 (39.5) |
11~20 | 14 (36.8) |
21~30 | 8 (21.1) |
>31 | 1 (2.6) |
Table 2 . The need for CBT application testing (n=242).
Item | n | Mean±SD | F | p |
---|---|---|---|---|
CBT application test required | ||||
Student | 180 | 3.69±0.964a | 8.179 | <0.001 |
Professor | 30 | 4.20±0.887b | ||
Clinician | 32 | 4.28±0.683b | ||
CBT-applied tests reflect the trend of the times | ||||
Student | 180 | 4.04±0.758a | 4.838 | 0.009 |
Professor | 30 | 4.43±0.626b | ||
Clinician | 32 | 4.28±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).
Item | n | Mean±SD | F | p |
---|---|---|---|---|
Increase immersion and concentration on the test | ||||
Student | 180 | 3.51±1.101 | 3.960 | 0.020 |
Professor | 30 | 4.00±0.947 | ||
Clinician | 32 | 3.88±0.833 | ||
It can reduce measurement errors when checking the answer sheet | ||||
Student | 180 | 4.32±0.736 | 2.803 | 0.063 |
Professor | 30 | 4.23±0.858 | ||
Clinician | 32 | 3.97±0.861 | ||
Make the problem easier and more accurate to understand | ||||
Student | 180 | 3.78±0.955 | 1.469 | 0.232 |
Professor | 30 | 4.10±1.029 | ||
Clinician | 32 | 3.84±0.884 | ||
You can vividly express the actual situation of the clinical field by using photos, audio, video, etc. | ||||
Student | 180 | 4.04±0.868 | 2.703 | 0.069 |
Professor | 30 | 4.27±0.868 | ||
Clinician | 32 | 4.38±0.707 | ||
Prevents cheating during exams | ||||
Student | 180 | 3.17±1.018a | 12.436 | <0.001 |
Professor | 30 | 4.00±0.695b | ||
Clinician | 32 | 3.75±0.916b | ||
It can shorten the time taken for the test | ||||
Student | 180 | 4.00±0.852 | 1.546 | 0.215 |
Professor | 30 | 3.80±0.961 | ||
Clinician | 32 | 3.75±0.950 | ||
You can get fair and accurate results | ||||
Student | 180 | 3.92±0.731 | 0.502 | 0.606 |
Professor | 30 | 4.07±0.907 | ||
Clinician | 32 | 3.91±0.893 | ||
Contributes to reducing the cost of conducting tests in the long term | ||||
Student | 180 | 4.06±0.763 | 0.489 | 0.614 |
Professor | 30 | 4.20±0.714 | ||
Clinician | 32 | 4.03±0.782 | ||
Minimizes the possibility of information leakage by eliminating the need to print, transport, and store paper test papers | ||||
Student | 180 | 4.09±0.882 | 0.083 | 0.921 |
Professor | 30 | 4.17±1.020 | ||
Clinician | 32 | 4.09±0.963 | ||
Create interest in the test | ||||
Student | 180 | 3.72±0.992 | 1.408 | 0.247 |
Professor | 30 | 4.03±0.928 | ||
Clinician | 32 | 3.69±0.896 | ||
You can check whether you are aware of the contents related to experiments and practice | ||||
Student | 180 | 3.88±0.810 | 0.048 | 0.953 |
Professor | 30 | 3.83±1.053 | ||
Clinician | 32 | 3.84±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).
Item | n | Mean ±SD | F | p |
---|---|---|---|---|
Job-oriented questions using various media can more accurately evaluate the clinical performance ability of the examinee | ||||
Student | 180 | 3.87±0.842 | 3.365 | 0.005 |
Professor | 30 | 3.83±1.020 | ||
Clinician | 32 | 4.00±0.916 | ||
The use of various media can more accurately evaluate the clinical performance ability of the examinee | ||||
Student | 180 | 3.68±0.931 | 0.806 | 0.448 |
Professor | 30 | 3.90±1.094 | ||
Clinician | 32 | 3.78±0.792 | ||
Even assessments that were difficult to implement can now be carried out in a variety of convenient ways | ||||
Student | 180 | 3.84±0.790 | 4.066 | 0.009 |
Professor | 30 | 4.13±0.681 | ||
Clinician | 32 | 4.00±0.803 | ||
It can measure job-related abilities that could not be measured through PBT | ||||
Student | 180 | 3.81±0.838 | 0.508 | 0.603 |
Professor | 30 | 3.97±0.999 | ||
Clinician | 32 | 3.91±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).
Item | n | Mean±SD | F | p |
---|---|---|---|---|
Validity of CBT application | ||||
Student | 180 | 3.69±0.891a | 4.636 | 0.011 |
Professor | 30 | 4.03±0.809b | ||
Clinician | 32 | 4.13±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..
Sun-Kyoung Lee
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