In the study, the schools collected matched-pair data (same student completing the MFTB twice--pre-test and post-test) for 173 students.
In this matched-pair study, we measure the change in MFTB scores between the sophomore testing and the senior testing experiences.
There were three different versions of the MFTB taken by students in our sample.
One would expect the MFTB improvement to be related to the student's performance in business courses, especially upper-level business courses completed after taking the exam as a sophomore.
All seniors taking the MFTB have completed all of the 200-level business core courses (two semesters of accounting, two semesters of economics, two semesters of statistics, and one semester of business information systems) and all of the 300-level business core courses (Legal Environment of Business, Principles of Marketing, Business Finance, Organizational Management and Behavior, Operations Management).
To test the relevance of business concentration to MFTB performance improvement, a single factor analysis of variance (ANOVA) with the concentrations as the treatments is used.
This result is consistent with the claim that the MFTB tests the typical business core content.
Based on this sample, upper-level concentration courses may influence the MFTB improvement.
We found significant improvement in MFTB performance from the testing experience as a sophomore to the testing experience as a senior, using each of the three measures of test score change.
The first difficulty was the form of the MFTB changed during the study period.