Exploring Question Order Effects in Multiple-Choice Assessments: Evidence from Undergraduate Education Courses

This research examines the impact of multiple-choice question (MCQ) sequencing—forward (instructional order) versus randomized—on undergraduate student performance in education courses. Grounded in cognitive perspectives on memory organization and retrieval, the study investigates whether question order influences test outcomes. Using a 2 × 2 mixed repeated-measures design across four courses at an Arab Gulf university, data were collected from 212 students who completed two MCQ-based assessments administered under alternating sequencing conditions. Repeated-measures Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA) were employed to analyze performance differences while controlling for testing phase and academic achievement (GPA). Results indicated no statistically significant main effects of question order or testing phase, nor any significant interaction between sequencing and testing phase. GPA did not moderate the relationship between sequencing format and performance. However, descriptive trends suggested slightly higher performance under forward sequencing conditions, pointing to the possibility of small or context-dependent sequencing influences. Overall, the study findings indicate that undergraduate students perform similarly across forward and randomized MCQ formats under typical classroom conditions. By integrating within- and between-subject analyses and controlling for individual academic achievement, the study strengthens the methodological evidence base on MCQ sequencing. The findings provide cautious support for the use of randomized sequencing as a fairness-oriented assessment strategy, highlighting the importance of test design features and contextual factors. Future research should examine sequencing effects in high-stakes settings, assessments targeting higher-order cognitive skills, and diverse disciplinary contexts.