A Mixed-Methods Study of Prelicensure Nursing Students Changing Answers on Multiple Choice Examinations

Background: Students often question whether changing answers on multiple choice examinations correlates with an increase or decrease in their grades. Method: In a mixed-methods study, 135 prelicensure nursing students were surveyed. The answer response forms were reviewed for erasures. Qualitative data were obtained through content analysis of two questions. Quantitative analysis was performed to explore the relationships among students' self-reported grade performance, test-anxiety levels, and how often they changed answers. Results: The themes of Risk, Careless Mistakes, Adequate Preparation, Instinct, and Cues From the Test were identified when students were asked their opinion on changing answers. The themes of Indecisiveness, Test Review, and Rationale emerged when students were asked why they changed answers. Students who reported being somewhat anxious had a greater tendency to change answers. Answers were changed from incorrect to correct 55.6% of the time. Conclusion: On average, changing answers resulted in a moderate increase in test scores.