Effecting Position and Duration in College Students Exam Performance  

Oleh:

Isip, Marc Immanuel G.

Jenis: Article from Proceeding
Dalam koleksi: The 14th Asia Pacific Industrial Engineering and Management Systems Conference (APIEMS), 3-6 December 2013 Cebu, Philippines, page 1-9.
Topik: Ergonomics; Design of Experiments; Sitting and Standing Position
Fulltext: 4022.pdf (246.61KB)

Isi artikel

This study stems from [1], which concluded that standing yields better work performance; and from the growing health trend of recommending the reduction of the amount of time spent in sitting [2]. Moreover, [3] provided an initial significant contribution that standing requires a person to control balance, thus equating to demand a higher productive output from the cognitive system than when a person is sitting. An assumption was formulated that standing position during class is feasible and can be adopted on the belief it might contribute positive results to student performance. The purpose of this study is to identify whether a body position during exams tested along with exposure durations is a significant effect on college students’ performance. Mathematical analysis and reading comprehension exam was used to measure the cognitive performance of the students. Two factors: position and duration were tested for significance with two levels each subjected to six replicates. A total of 24 students from the College of Engineering and Agro-Industrial Technology (CEAT), University of the Philippines Los Baños (UPLB) were randomly selected. The experiment showed that position during exams is a significant factor for the Math exam, but insignificant for the Reading Comprehension exam.

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