DOES TEACHING HIGH SCHOOL STUDENTS TEST-TAKING STRATEGIES
IMPROVE TEST SCORES FOR THE END OF COURSE TESTS IN US HISTORY?
Except where reference is made to the work of others, the work described in this thesis is my
own or was done in collaboration with my Advisor. This thesis does not include propriety or
classified information.
Amy Malone Duffy
Certificate of Approval:
________________________
Donald R. Livingston, Ed. D.
Thesis Co-Chair
Education Department
___________________________
Sharon Livingston, Ph.D.
Thesis Co-Chair
Education Department
Test-Taking Strategies ii
TEACHING TEST TAKING STRATEGIES FOR STANDARDIZED TESTS
A thesis submitted
by
Amy Malone Duffy
LaGrange College
in partial fulfillment of
the requirement for the
degree of
MASTER OF EDUCATION
in
Curriculum and Instruction
LaGrange, Georgia
July 27, 2011
Test-Taking Strategies iii
Abstract
The importance of standardized test scores in schools has created anxiety for
teachers and students. There is a need to teach test-taking strategies to students before they
take high-stakes test. It is important for schools to include the teaching of test-taking
strategies as soon as students enter high school. The purpose of this study was to evaluate if
students who were taught test-taking strategies scored higher on the End of Course Test in US
History compared to students who did not receive test-taking strategies. The 18 subjects were
in a co-taught US History class of 10th and 11th graders and included regular and special
education students of both sexes. Both quantitative and qualitative data were collected to find
out if the test-taking strategies taught made a difference in the student’s test scores. The results
found that there was no significant difference in the test scores of the treatment group compared
to the non-treatment group.
Test-Taking Strategies iv
Table of Contents
Abstract ……………………………………………………………………………..iii
Table of Contents …………………………………………………………………...iv
List of Tables ……………………………………………………………………….v
Chapter 1: Introduction…………………………………………………………….. 1
Statement of the Problem...………………………………………………… 1
Significance of the Problem………………………………………………... 2
Theoretical and Conceptual Frameworks………………………………….. 3
Focus Questions……………………………………………………………. 4
Overview of Methodology…………………………………………………. 4
Human as Researcher…………………………………………………….. 5
Chapter 2: Review of the Literature………………………………………………...7
Implementing Test-Taking Strategies……………………………………… 7
Impact of Test-Taking Strategies on Test Scores………………………….. 10
Teacher and Students Attitudes about Test-Taking Strategies…………….. 13
Chapter 3: Methodology…………………………………………………………… 16
Research Design…………………………………………………………….16
Setting……………………………………………………………………… 18
Subjects and Participants………………………………………………….. 19
Procedures and Data Collection Methods………………………………….. 20
Validity, Reliability, Dependability and Bias……………………………… 24
Analysis of Data……………………………………………………………. 27
Chapter 4: Results…………………………………………………………………. 30
Chapter 5: Analysis and Discussion of Results…………………………………… 39
Analysis……………………………………………………………………. 39
Discussion………………………………………………………………….. 42
Impact on Student Learning……………………………………………….. 44
Recommendations for Future Research……………………………………. 45
References………………………………………………………………………….. 47
Appendixes …………………………………………………………………………50
Test-Taking Strategies v
Tables
Tables
Table 3.1
Data Shell …………………………………………………….. .21
Table 4.1
Independent T test ……………………………………………..33
Table 4.2
ANOVA ……………………………………………………….. 34
Test-Taking Strategies 1
CHAPTER ONE: INTRODUCTION
Statement of the Problem
This study explored the impact that test taking strategies have on students’ scores
for the End of Course Exam (EOCT) in US History. The seriousness and weight that
standardized scores have on schools and students cannot be taken lightly. In fact, quite
the opposite is true because of the importance of standardized test scores and their impact
on the students, parents, teachers, and the community. Gulek’s (2003) research states
that schools are pressured to raise standardized test scores by placing more accountability
on teachers to prepare students for high-stakes tests. My thesis presents information that
will either confirm or deny that test taking strategies have an impact on the EOCT scores.
Schools are required by federal law, under The No Child Left Behind Act (NCLB),
to show improvement yearly on standardized tests. These tests determine whether a
school meets or does not meet required state standards. If a school does not show
improvement on standardized test scores, it may lose funding as well as receive
additional consequences.
The significance of standardized tests today and the accountability placed on the
school systems cannot be ignored or minimalized. The purpose of this study is to
discover if students who are taught test taking strategies do better on the EOCT
standardized test than their counterparts who do not receive any test-taking instruction.
Many teachers believe that test taking strategies should be taught to their students,
but they do not have or take the time to incorporate the teaching of these strategies with
course content. I see this first hand as a team teacher in my US History class. Students
understand the importance of the standardized test, but rarely are given any strategies to
assist them on the test. In the fall semester 2010, some students participated in four or
Test-Taking Strategies 2
more standardized test as well as a benchmark tests. With so much emphasis and
importance placed on the results of standardized test, the time spent in acquiring testtaking strategies should equal that of content acquisition. It is a disservice to the student
to provide daily content instruction, yet never give him/her strategies for showing
mastery of that content.
Significance of the Problem
The End of Course Test has become more important because it becomes part of
the student’s permanent records and is averaged in with their course grade. The state of
Georgia requires that the EOCT count 15% of a student’s grade. The potential
consequence for those students who are already struggling with a course is that failing the
EOCT can result in failing the course. The weight placed on standardized test results
puts students, regardless of their grades, either in a pass/fail category. This can create a
negative impact on a student who was previously passing his/her US History class but
failed the standardized test. The importance of standardized testing today has created
many questions from students who have performed adequately in school but not on
standardized test.
The importance of standardized testing today and the accountability placed on the
states cannot be ignored. The purpose of my study was to discover if students who are
taught test-taking strategies do better on the EOCT standardized test than students who
did not receive any test-taking strategies instruction.
By introducing test-taking strategies to students who will be taking the EOCT for
second semester 2011, in their US History classes, my study compared students who are
taught test-taking strategies with those who did not receive the strategies. With so much
Test-Taking Strategies 3
at stake in the education of our students we as teachers have to use as many strategies as
possible to help our students in their test taking participation.
Theoretical and Conceptual Frameworks
My research was based on the belief that test taking strategies implemented in the
classroom will have a positive influence on the students’ standardized test scores. As
noted in the LaGrange College Educational Department’s (2008) Conceptual Framework,
under Tenet 1, “Knowledge of Learners,” the teacher understands and acknowledges that
there are many circumstances that play a part in how a student learns and develops.
These circumstances can also affect how a student performs on tests, especially
standardized test. If the stakes are too high and students know that the results could
hinder their progression, their performance may not be a true indication of their ability.
Teachers must continue to use as many different ways to accurately assess their students’
knowledge, Tenet 1, “Knowledge of Curriculum.”
As educators we know that every student has his/her own way of acquiring
knowledge and we must adhere to providing a variety of tools, teaching strategies and
materials to reach all students. It is equally important for students to be able to assess
their progress of how well they are doing and if they require additional remediation in a
given area, which is stated in Tenet 2, “Assessment Skills.” This Tenet is supported by
the National Board for Professional Teaching Standards’ [NBPTS] Principle 3, “The
teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adaptive to diverse learners.” It is my belief that if
educators know how each student learns then they are aware of the student’s learning
style therefore providing differentiated instruction to support him/her in that particular
Test-Taking Strategies 4
area in order to build a stronger foundation for taking tests and showing content mastery.
This does not mean teaching to the test but conducting classroom assessments, presenting
power points, visual activities, and actually taking old EOCT test to strengthen the
student’s abilities in test taking strategies. “Both Constructivist and Instructionist”
assumptions are acknowledged and combined to provide the foundation upon which
specific skill deficits are identified and corrected in meaningful context (Johnson, 2004,
p.72).
Focus Questions
The importance of standardized testing is more evident today and will continue to
play a major role in education as we know it. Teachers have to prepare students to meet
test challenges without taking away from the learning in the classroom (Gulek, 2003). To
better understand the effects of teaching test-taking strategies taught to students before
they take the standardized test, focus questions were developed as guides to find out the
outcome of the study. Question one asked, “What is the process of implementing testtaking strategies into the US History class?” Question two asked, “How do standardized
test scores differ between the US History classes with test-taking strategies and without
test-taking strategies?” Question three asked, “What are the teacher’s and his/her
students’ attitudes about test-taking strategies instruction for standardized test in US
History?”
Overview of Methodology
This study conducted action research practices that included both quantitative and
qualitative methods. Data from the treatment group, who received test-taking strategies,
EOCT scores were collected, recorded, and compared to students who did not receive
Test-Taking Strategies 5
test-taking strategies. The treatment group of students completed a survey on test taking
strategies after they took the EOCT. The study took place at South Cobb High school, a
Title One school, which is part of metro Atlanta. Both regular and special education
students were included in the study. Quantitative data were analyzed statistically and the
qualitative data were analyzed by coding, looking for recurring, and dominant and/or
emerging themes. The EOCT was deemed to be valid, reliable, dependable and free of
bias as stated by the Georgia Department of Education. An independent t-test as well as
Cohen’s d that measured the magnitude of the treatment effect and an ANOVA: Single
Factor without Replication was used to analyze the different groups’ test scores.
Human as Researcher
As a special education teacher for fourteen years I have seen the heartache of
students who have not passed standardized test and the effects that it has on them in their
educational journey. I have become very concerned about the number of standardized
test in which students participate and the significance placed on these test. Although
teachers align their curriculum to the standards, they rarely have time to teach students
test-taking strategies. The EOCT is considered a high-stakes test that students take in
several disciplines throughout high school. I compared the US History EOCT test scores
of students who received test-taking strategies instruction with the US History EOCT
scores of students who did not receive test-taking strategies instruction. It is my belief
that those students who are taught test-taking strategies in their US History class will do
better on the EOCT than the class that does not receive the strategies.
Test-Taking Strategies 6
CHAPTER TWO: REVIEW OF LITERATURE
Teachers today are accused of teaching to the test. Since the inception of No
Child Left Behind act, standardized tests have become all too familiar to teachers and
students. It seems that every time we turn around we are giving another standardized
test. In fact it is a well-known truth that of all the industrialized countries, American
students are tested the most (Kohn, 2000). Because of the importance of these high stakes
tests, many teachers are incorporating the teaching of test-taking strategies into their
curriculum. Research suggests that test-taking strategies should be included when
helping students prepare for the required standardized test. The test-taking strategies
recommended have been tried and tested for many years. Most teachers and researchers
are in agreement that teaching test-taking strategies increase student confidence when
they take the test, and in many cases have reported improved test scores as compared to
students who had not receive the test-taking strategies instructions. Both teachers and
students have their own opinion as to the impact that teaching test-taking strategies
instruction will have on the actual test scores themselves. Since standardized test scores
are used to make decisions regarding a student’s future, it would be a wise decision for
teachers to embed test-taking strategies instruction into their curricula to support students
in their testing endeavors.
Implementing Test-Taking Strategies
There are many proven, researched based test-taking strategies to support students
as they also acquire content knowledge via a curriculum. However, Nolen, Haladyna,
Test-Taking Strategies 7
and Haas (1992) believe it is unethical for teacher to use information from standardized
test in their curriculum. Teaching students test-taking strategies familiarizes students
with a variety of testing skills. Students will then have strategies for reducing test
anxiety, managing test time, and considering answer choices. They will be able to
recognize a test question’s format and terminology. They may utilize visualization
activities and motivational strategies. They will be prepared to challenge the results,
recheck answers, and use key words to answer questions. More importantly, students
will have ownership of the test-taking process. Each will feel that he/she, not the test, is
in control (Gulek, 2003).
Teachers must do as much as they can to help students increase their test scores
because so much is on the line as to the outcome and the effect test scores will have on a
student’s educational progress. Because the school’s test scores are so highly publicized,
all those involved in the education of the children have a stake in the outcome (KherDurlabhji & Lacina-Gifford, 1992). Students’ test scores can literally make or break a
school system. This is why there is so much pressure for the students to perform better
each year. The accountability factor is higher than it has ever been.
Content knowledge is a factor that cannot be underestimated. One of the
strategies recommended to use in the research is reducing test anxiety. Research
indicates that test anxiety is significant problem with devastating effects on a student’s
performance (Gulek, 2003). Students who learn to relax and receive test-taking
strategies before the test have more positive approaches to handle the stress. Ritter and
Idol-Maetas (1986), suggested that teaching students strategies to decrease test anxiety in
order to improve test results was making good use of instruction time. They believe
Test-Taking Strategies 8
there is a direction correlation between students who are taught test-taking strategies and
the outcome of the test; those who receive test-taking strategies score higher than those
who do not receive any test-taking strategies. Students who are more confident going
into the testing situation will undoubtedly have an advantage in increasing their scores
over students who are anxious.
Time management is critical for students when taking standardized test. There
are techniques that students can use to help them develop time management skills which
are especially important for students with disabilities (Gulek, 2003). It was highly
recommended by Clovis (1999), that students practice timed tests throughout the year in
order to get into a routine of completing the test. What he was stating was that practice
makes for better time management skills. Students who are familiar with timed test
patterns generally do not get as anxious as those who are not accustomed to them. Time
management skills are not only beneficial for taking test but also will serve students in
most daily living skills.
Reading is essential to all tests and one highly advocated strategy is rereading
directions and any question one does not understand. Students need to understand
exactly what each question is asking, to eliminate unnecessary words and to eliminate
irrelevant information. Donnelly (1999) emphasized that students question the material
they read on the test to find out exactly what is being asked. Reading the instructions
carefully and completely requires the students to pay attention to details and follow
instructions completely. Students are encouraged to practice the process of elimination
when they are unsure of the answer. They look at the answers and select the one or two
answer they know are incorrect and then try to make an educated guess from the
Test-Taking Strategies 9
remaining two answers. Cohen (2006) reported that more proficient learners are capable
of using the test taking strategies to assist them on standardized test, whereas those less
proficient students struggle with incorporating test-taking strategies when they take a test.
Carelessness and messiness cannot be allowed. Students have to go through their
tests to make sure that incorrect answers are completely erased and any stray marks are
erased (Nolan et al., 1992). This test-taking strategy might not seem important, but due
to testing irregularities and the occurrence of unethical practices, it is more important
than ever that students, teachers, administrators, and test proctors pay attention to and
follow test protocol one hundred percent. Each state has their own code of ethics
concerning standardized testing procedures. Teachers, as well as administrators, need to
make sure that all test taking strategies are done ethically. Some educators’ question the
ethics of allowing students to practice by taking older forms of a standardized test.
However, if the Department of Education releases these tests then it completely
legitimate for students to take these older versions of the test. In fact, this is a test-testing
strategy used by many because it gives students a realistic example of the format of the
test appearance. In addition to that type of practice, it is to their advantage to practice
taking test with a variety of formats. Students are encouraged to practice the process of
elimination if they are unsure of the answer. They look at the answers, and then select
one or two answers they know are incorrect and try to make an educated guess from the
remaining two answers.
Impact of Test-Taking Strategies on Test Scores
Teaching test-taking strategies to students helped familiarize them with the format
of the test and reduced test anxiety because students felt more powerful knowing what to
Test-Taking Strategies 10
expect on the test. In addition, by eliminating extraneous factors, such as anxiety, the test
scores show a clearer picture of what students know (Scruggs & Mastropieri, 2009).
There is quite a bit controversy and publicity surrounding test-taking strategies
instruction if test-taking strategies really mean that teachers are teaching to the test. This
criticism has been a concern of teachers and educators, as well as the parents. The
accountability factor weighs heavy on schools to raise test scores every year. For those
schools that do not raise tests scores, the future can be very dismal. However, there are
many in the teaching field who think that there is nothing wrong with teaching test-taking
strategies in order to help students prepare for high stakes tests. There are others who
think that some teachers cross the line when teaching students certain test strategies and
refused to get involved. In a study by Marcia Belcher (1984), the results showed several
findings as to whether students who received test-taking strategies scored higher than
those students who had not receive test-taking strategies. The research took place at
Miami-Dade Community college on the College Level Academic Skills Test (CLAST).
All students who took the CLAST were included in the study. The test included reading,
writing, and computation on the college level. The study pointed out that students were
instructed to guess at any question they did not know. The study’s results also showed
that the students who knew test-taking strategies felt confident answering questions
which they did not know and were more likely to answer the questions instead of leaving
them blank. It was noted that there were some students who left test items blank, even
though they had been told to guess. Belcher (1984) reported that she felt the students
who left questions blank were not test-wise, meaning a lack of test-taking skills. The
research reported the students who left questions unanswered because they were not
Test-Taking Strategies 11
equipped with test-taking strategies had lower scores.
Scruggs and Mastropieri (2009) reported that students who are low performers,
from lower economic backgrounds and students with disabilities can all benefit from
learning test-taking strategies. These are the students that the NCLB Act brought
attention upon; the students are who referred to as the ones who fall through the cracks.
The truth is that all students, regardless of their background, could benefit from learning
new test-taking strategies. No one will argue that content knowledge is the most
important factor when taking standardized test, but there is a lot to be said for the
addition of test-taking strategies to complement the student’s performance. Because the
reputation of the school depends largely on high stakes tests, it would be advantageous
for schools to encourage teachers to teach test-taking strategies. However, Kohn (2000)
believes that standardized test usually measures “superficial thinking” and all the time
spent teaching test-taking strategies takes away from teaching students how to be skillful
thinkers.
Ritter and Idol-Maestas (1986) conducted a study in which they compared
students who received test-taking strategies instruction to a group that did not receive
test-taking strategies instruction on pre and post-test. They found that students who used
test-taking strategies scored significantly better than the group that did not use test-taking
strategies. Twenty-eight students were taught how to use test-taking strategies on what
the researcher called “near” and “far generalizations.” The near generalizations consisted
of pre and post-test in social studies mini tests. The mini tests were where the students
showed significant improvement. On the far generalizations, which were the students’
test scores from a science class, the experimental groups’ scores were not as significant.
Test-Taking Strategies 12
The overall findings were that students do benefit from receiving test-taking strategies
especially for those students identified with learning problems.
One way to look at the usefulness of teaching test-taking strategies is that it
cannot hurt and if there is a chance that it can improve test scores for students then it
should be part of the lesson plan. Although Kohn (2000) refers to standardized test as a
“creature from an old horror movie,” the truth is they are here to stay. In regards to
providing all students with test-taking skills, the teaching of test-taking strategies is sure
to promote confidence and a positive approach to taking test.
Teacher and Students Attitudes about Test-Taking Strategies
It is a known fact that the attitude and the will to succeed of teachers and students
have a direct relationship on test scores (Wright, 2009). The amount of pressure placed
on the student’s performance on standardized test continues to increase, putting not only
students but teachers in the hot seat. This can create anxiety. Test anxiety is real and is a
common condition felt by students and can become a hindrance on test performance
(Gulek, 2003). Research has proven that students who are taught test-taking strategies
generally do better on high stakes testing and have a better attitude about taking test
(Scruggs & Mastropieri, 2009). Students, who are test-wise, approach test-taking in a
positive way and have less test anxiety. It is a known fact that test anxiety can be a factor
that affects the student’s attitude toward the test. Students who are test wise and
knowledgeable about test strategies score higher because they have the needed skills to
help them handle difficult problems.
Students are taking more and more standardized tests than ever before and the
stakes keep getting higher due to The No Child Left Behind Act. The schools receive
Test-Taking Strategies 13
reports cards based on the students test scores and these reports are highly publicized for
all to see. Parents, boards of education and communities have a vested interest in how
their local schools compare to other schools in the state. By integrating test-taking
strategies into the curriculum, students are being prepared to develop a more positive
outlook toward taking test. Test-taking strategies are important to familiarize the
students with methods to use when answering questions. By teaching students about testtaking strategies, they develop confidence and are familiar with test formats. One report
stated that students actually had a better attitude about standardized testing than what was
believed by the National Council on Measurement in Education (Beck & Stetz, 1980).
This might not be true for all students; especially those who have taken the graduation
test several times and failed, but the perception that all students hate standardized test is
not true. Carter et al. (2005) reported that it may be too late to teach test-taking strategies
to students who are in the 11th or 12th grade because they no longer care how they do on
tests.
Research states that the teacher’s attitude toward standardized testing has a
direct relationship on student achievement (Green, 1992). When teachers communicate
negative attitudes toward standardized tests, students’ scores fall (Norton & Park, 1996).
If teachers are not properly trained to administer the tests, the test scores could be
compromised. Also teachers who had difficulty with testing in school often carry their
opinions with them in their teaching practices. Rudman (1989) states that teachers who
have had training and experience tend to project a positive attitude and endorse testing as
opposed to teachers who are not as experience tend to be negative about test-taking
strategies and standardized test in general. When teachers are able to integrate test-taking
Test-Taking Strategies 14
into the curriculum and make necessary changes, they feel motivated and empowering,
believing they can improve student performance on test (Wright, 2009).
Kher-Durlabhji and Lacina-Gifford (1992) stated that researchers believe more
research should be conducted on the role teachers should take in teaching test-taking
strategies. Because the attitude of the teacher toward testing and teaching test-taking
strategies will undoubtedly carry over to the students, it is something that should be taken
into consideration for those who administer test. Another factor to consider is
determining what practices are ethical and unethical regarding the teaching of test-taking
strategies. With all the publicity about teachers teaching to the test, changing answers,
giving answers and other practices, many teachers’ attitudes about administering
standardized test are not favorable. Even college students majoring in education have a
negative attitude about standardized testing (Green, 1992). What was found in some of
the research is that teachers are usually in favor of standardized testing even more than
the administrators (Rudman, 1989). If teachers become more knowledgeable about
standardized testing they can use the results to enhance their teaching and their attitudes.
Gulek (2003) believes that teachers should look at test preparation from an “instructional
preparation practice standpoint; which will make teaching test-taking strategies
effortless.” It was reported in a study by Wright (2009), that there have been teachers
who actually refused to give high stakes tests because they did not agree with them.
Needless to say these teachers were fired for insubordination. Not all teachers agree with
the standardized tests that the NCLB act requires. They believe that standardized tests
are unnecessary. These high-stakes test can keep students from graduating or passing to
Test-Taking Strategies 15
the next grade level. The pressure for teachers to prepare their students to meet the
demands of standardized tests can create a very negative atmosphere.
Test-Taking Strategies 16
CHAPTER THREE: METHODOLOGY
Research Design
This study utilized quantitative data from the End of Course Test (EOCT) scores
in US History for high school students. Qualitative data from observational notes,
students’ survey responses and teacher journal data were used as well. A one-tailed t test
was employed to compare the difference between a treatment group (students who were
taught test-taking strategies) and a control group (students who were not taught testtaking strategies). An Independent t test was appropriate for this research since there
were two mutually exclusive groups (treatment and control) and the null hypothesis to be
tested is that the treatment group will not be able to outperform the control group on the
basis of EOCT scores. The corresponding hypothesis is that the treatment group will
outperform the control group due to exposure to test-taking strategies. An ANOVA:
Single Factor without Replication was used to compare the females’ treatment group
scores to the females’ non-treatment group as well as the males’ treatment group to the
males non- treatment group. An effect size calculator was also used to measure the
magnitude of the treatment.
By introducing test-taking strategies to students who will be taking the EOCT for
second semester 2011, in their US History class as guided by the Instructional Plan, my
study compared students who were taught test-taking strategies with those who did not
receive the strategies. With so much at stake in the education of our students we as
teachers have to use as many strategies as possible to help our students in their test-taking
participation.
Test-Taking Strategies 17
Subjects were tested only once and the difference between the two sample means
(treatment and control groups) was used to test the hypothesis at a 95% level of
confidence or a .05 level of significance. Ritter and Idol-Maestas (1986) used the t-test
to determine if the experimental group (students who received test-taking strategies
instruction) performed better than the control group (student who did not receive any testtaking strategies instructions) on the mini-test. Their findings were that the experimental
subjects performed significantly better than the control group. They even categorized the
question format (multiple-choice, true-false, matching, completion and short answer) to
find out if there were any particular type questions that the experimental and control
group did better. The results were that the experimental group did significantly better on
all question types. Hendricks (2009) recommends for the first time researcher to keep the
number of students participating in the study small so that the beginning researcher will
be able to do a thorough job. My treatment group consisted of eighteen students.
In reference to the validity of the results of the End of Course Test in US History,
Brown and Rolfe (2004) stated that formal assessments such as standardized test have an
“established validity.” (p. 194). The EOCT is reviewed by an independent panel of
educators who examine each item to make sure it aligns with the curriculum and checked
for suitability and potential bias. Items are field tested and approved by Georgia
educators. Since the EOCT is prepared by a panel, absence of bias, internal reliability
and construct validity have already been established. There was discussion underway at
the time of my research with state educators and legislators changing from using the
Georgia High School Graduation Test (GHSGT) to the End of Course Test (EOCT). The
Georgia Department of Education has replaced the GHSGT with the EOCT spring
Test-Taking Strategies 18
semester 2011, except for the Writing portion.
Setting
The setting of the research took place in a co-taught, general education US
History class at South Cobb High School in Austell, Georgia. Austell is fourteen miles
west of Atlanta, Georgia. The population of Austell is 7058, with the median home value
of $118,989. The number of families living below poverty level is 12.8%, which is
higher than the Georgia state average. The number of college students in Austell is
below the state average as well as the percentage of the population with a bachelor
degree. Both male and female students were included in the study. The experimental
group of students consisted of ten sophomores and eight juniors. There are fifteen
African American students, two White students and one Asian student. Both regular and
special education students were included in the study. The class was selected because it
was my class and it was easy to implement the test-taking strategies instructions into the
curriculum. The school is identified as a Title I school and the majority of students are
classified as economically disadvantaged. There are 2161 students and the ethnic
breakdown is 63% Black, 20% White, 12% Hispanic, 2% Asian and 3% unknown. South
Cobb high school serves students in grade nine through twelve. The school has not met
the requirements for Adequate Yearly Progress in the last two years. Consensual
validation was obtained by getting permission for this action research from the principal
of the school to conduct the research to implementing test-taking strategies into the
curriculum as well as LaGrange College’s Institutional Review Board.
Test-Taking Strategies 19
Subjects and Participants
The class subjects consisted of ten 10th graders, and eight 11th graders. The class
was comprised of fifteen African Americans, two White students and one Asian student
in this class. There are eight males and ten females. Four of the eighteen students are
classified as special education students. These four students are identified as low
academic performers. Three students identified with below grade level reading skills and
one student is working toward a certificate of attendance due to repeated failure on the
Georgia High School Graduation Test (GHSGT). Carter, Wehby, Hughes, Johnson,
Plank, Barton-Arwood, and Lunsford (2005) reported that it may be too late to teach testtaking strategies to students who are in the 11th or 12th grade because they no longer care
how they do on tests.
The subjects for this action research were high schools students who were in my
US History co-taught classes. The two classes were selected because they were my only
two US History classes. Both the treatment group and the control group classes met
every day for ninety minutes for one semester.
Two colleagues reviewed the Instructional Plan. Administrator 1, a former
teacher and principal with twenty-five years’ experience and a special education teacher,
Teacher 1, who had twenty-seven years’ experience, critiqued the plan adding
suggestions and comments to improve the teaching of test-taking strategies. Teacher 2,
the team teacher in the US History class with fifteen years of experience, offered
suggestions and made revisions for certain activities during the lesson plan. Although
Teacher 2 did not review the Instructional Plan before the implementation, she did revise
and make suggestions to the lesson plans mostly due to time constraints.
Test-Taking Strategies 20
Procedures and Data Collection Methods
Different collection methods were used in order to obtain data in this study:
Observational notes, Instructional Plan, test scores from the EOCT, and Students’
Surveys. The study covered nine weeks of spring semester 2011 in a US History cotaught classroom. Triangulation was achieved through multiple sources of qualitative
and quantitative data that was gathered and analyzed.
Table 3.1 shows an overview of this action research study with the data collection
methods and how the analysis align with the study’s focus questions.
Test-Taking Strategies 21
Table 3.1 Data Shell
Focus Question
Literature
Sources
Type: Method, Data,
Validity
How are data analyzed
Rationale
FQ 1
What is the
process of
implementing
test-taking
strategies?
Gulek
(2003)
Idol-Maetas
& Ritter
(1986)
Mehrens
(1989)
Clovis
(1999)
Scruggs &
Mastropieri
(1992)
Rudman
(1989)
Belcher
(1984)
Kohn
(2000)
IdolMaestas,
Ritter
(1986)
Type of Method:
Instructional Plan,
Rubric and Observational
Notes
Type of Data:
Qualitative
Type of Validity:
Content
Coded for themes
Recurring
Dominant
Emerging
Looking for
categorical and
repeating data that
form patterns of
behaviors
Type of Method:
Tests
Standardized - EOCT
Type of data:
Quantitative
Interval
Independent T
Inferential
Statistics
FQ 2
How do the
standardized
test scores differ
between
students who
received testtaking strategies
and those who
did not?
Type of Validity:
Content
Cohen’s d Alpha-Effect
size
Measures the magnitude of
a treatment effect for small,
medium & large (could not
put this in 5th column as it
put the rest of the data shell
on another page.
ANOVA: Single Factor
FQ 3
What are the
students and
teacher attitudes
about testtaking strategies
for standardized
tests?
Wright
(2009)
Belcher
(1984)
Rudman
(1989)
Type of Method:
Reflective Journal,
Observational Notes
Student Survey
Type of Data:
Qualitative
Nominal
Type of Validity:
Construct
Coded for
Themes
Recurring
Dominant
Emerging
To determine if
there are
significant
differences
between means
from two
independent
groups.
To determine if
there is a
difference between
female treatment
group compared to
female nontreatment, as well
as male treatment
versus male nontreatment.
Looking for
categorical and
repeating data that
form patterns of
behaviors
Test-Taking Strategies 22
US History students are required to take an End Of Course Test (EOCT) near the
end of the semester. This is a standardized test required by the state of Georgia. The
instructional plan for this study (see Appendix A) included test-taking strategies
embedded into the US History curriculum with the intention of improving test scores for
the students taking the EOCT. The test-taking strategies were administered along with
the daily warm-up activity several times a week for nine weeks. Changes to the
Instructional Plan were made after colleagues read and reviewed the plan (see Appendix
B). Mini lessons on proven test-taking strategies were taught several times a week for
nine weeks. The test-taking strategies were presented at the beginning of the period and
followed by question and answer sessions, student activities and/or discussion. It was
suggested to use flexible grouping for discussion activities after the test-taking strategies
which would be presented by both teacher and students. Students were required to
complete at least one practice test online for homework. The practice tests were previous
US History EOCT available for students to complete online. The strategies that were
taught were research-based test preparation instructions that have been found to increase
students’ test scores. Based on research by Scruggs and Mastropieri (2009), test-taking
strategies instruction should be taught and concluded as near to the testing date as
possible.
The test strategies were designed to build confidence and motivate students.
Educating students about why they are taking test and the goals of the test help to
empower the students to make the test their own. One colleague suggested adding more
interactive technology activities that incorporate test-taking strategies. It was decided
that the “I-Respond” program would be added to the Instructional Plan. The I-Respond
Test-Taking Strategies 23
program allowed students to use individual remotes to answer multiple choice questions
displayed on the white board. This program permitted students to get immediate
feedback on practice tests that had a format similar to the EOCT.
A principal, administrator 1, with twenty-five years’ experience in education
suggested opening the unit plan on teaching test-taking strategies with a short video clip.
This suggestion was rejected due to time constraints. Students practiced filling out mock
answer sheets by writing their name, test date and hour, and test subject. They also
practiced erasing and filling in the bubbles. No grades were involved and they were
checked for completing required information and bubbling information. Students filled
out the student survey (see Appendix C) after the test-taking strategies mini lessons and
EOCT were completed. A journal was kept to record students’ attitudes, concerns, and
questions that would be helpful for future instructions on test-taking strategies. Student
led discussion were included in the mini lessons on test-taking strategies. I observed and
made notes on what worked and what did not work during the student led discussions.
Teacher 1 suggested discussing the observational notes with the students to make sure the
information was correct. This was implemented in the instruction plan and during the
mini lessons.
The End of Course Tests (EOCT) in Georgia is administered three times a year:
winter, spring and summer. For the purpose of my study the data from the EOCT was
administered in April, 2011. Salkind (2007) stated that the independent t test was
appropriate because two separate groups, one group which received test-taking strategies
and another group that did not receive test-taking strategies, were tested only once.
School systems receive a full set of reports for the administration of the test. Teachers
Test-Taking Strategies 24
received their students’ test scores from the administrators at the school. The data
included on the EOCT included a scale scored, grade conversion score, performance level
and domain level information for each student in a specific class. For research purposes,
the scaled score was used for the comparison of the two groups. Each student received an
individual student report, including scale score and a grade conversion score. One copy
was placed in the student’s permanent record folder and one was given to parent/student.
Test scores were collected for the first block class, the treatment group and the second
block class, the control group. A one tail t-test was used to compare the students’ scores
to determine if there was significant difference between the treatment group and the
control group. Gulek (2003) pointed out that teachers should be aware of the error of
measurement because the student’s real score may show the student did not pass, but by
using the error of measurement the score could actually be a passing score. Scores from
both the experimental group, those who received test-taking strategies and the control
group, students who did not received test-taking strategies, were compared with each
other.
Students from the treatment group completed the survey about test-taking
strategies after the EOCT. The surveys were collected and coded for themes to gather
information on test-taking strategies.
Validity, Reliability, Dependability and Bias
Focus Question one looked at qualitative data that was gathered from colleague’s
critique of the Instructional Plan Rubric as well as observational notes that I took.
Construct validity was sought based on the Instructional Plan for implementing
researched based test-taking strategies. Colleagues provided feedback on improving the
Test-Taking Strategies 25
Instructional Plan. In addition students provided information on mini lesson on testtaking strategies which were noted in the teacher’s journal and observational notes. I
checked to see if the content that was taught was learned by all the subjects from the
discussion session. Scruggs and Mastropieri (2009) stated all students, even low
performers and those from lower economic backgrounds can benefit from learning testtaking strategies. The selection of an adequate number of subjects was used in the
experimental and control group. The length of time for the data collection was persistent
and prolonged. The data was accurately recorded with the use of protocol. Researcher
provided complete and accurate supporting data, by using researched based test-taking
strategies. All instruments for unfairness, offensive and disparate impact were checked.
Gulek (2003) discussed the ways to prepare high school students for standardized tests by
teaching test-taking strategies before the test. Ritter and Idol-Maetas (1986) focused on a
learning strategies approach to teach students how to take test. Qualitative data from
students and teacher discussions were recorded to look for recurring, dominant and
emerging themes. Qualitative data from the Instructional Plan Rubric that colleagues
critiqued was used to add to the Instructional Plan. The rationale was to look for
categorical and repeating data that formed patterns or behavior.
Focus Question Two involved quantitative data that was gathered from the EOCT
test results from the State of Georgia. Criterion-based and content based validity was
sought based upon the prediction that students who did not receive test-taking strategies
would score lower on standardized tests than those students who did receive test-taking
strategies. Brown and Rolfe (2004) stated that formal assessments such as standardized
tests have an “established validity” (p. 194). The End of Course Tests were expected to
Test-Taking Strategies 26
be free from bias because they have already been critiqued and all biases removed prior
to administering the tests. School systems received a full set of reports for the
administration of the test. Teachers received their students test scores from the
administrators at the school. The interval data included on the EOCT included grade
conversion scores and domain level information for each student. An independent t-test
compared the students’ scores to determine if there was significant difference between
the treatment group and the control group. Gulek (2003) pointed out that teachers should
be aware of the error of measurement because the student’s real score may show the
student did not pass, but by using the error of measurement the score could be a passing
score. An independent t test was appropriate for the EOCT data, since there were two
mutually exclusive groups (treatment and control) and the null hypothesis to be tested is
that the treatment group will not be able to outperform the control group on the basis of
the EOCT scores. The corresponding hypothesis was that the treatment group would
outperform the control group. Subjects were tested only once and the difference between
the two sample means (treatment and control groups) was used to test the hypothesis at a
95% level of confidence or a .05 level of significance.
Ritter and Idol-Maestas (1986)
used an independent t-test to determine if their experimental group (students who
received test-taking strategies) performed better than the control group (students who did
not received test-taking strategies).
Focus Question three concentrated on qualitative data from the students’ surveys
and teacher journal and observational note. Construct validity was used for students’ and
teacher’s attitudes and beliefs about the test-taking strategies. Dependability was
checked by data collection and treatment group was kept consistent. I maintained well
Test-Taking Strategies 27
organized raw data that provided complete and accurate supporting data to prove or
disprove that providing students with test-taking strategies before they took standardized
test would result in higher scores on the test. Through the collection of qualitative data I
was able to connect the research question to theory to focus questions to conclusions.
All survey questions were checked for unfairness, offensive and disparate impact.
Rudman (1989) stated that students believe that by taking more test, they remembered
more of the content taught and had less anxiety about testing. Belcher (1984) found that
students who received test-taking strategies had a positive attitude about taking test. The
student surveys were coded for themes of recurring, dominant or emerging.
Analysis of Data
Focus Question One used qualitative data to establish themes that were recurring,
dominant or emerging. Students in the treatment group discussed each daily mini lesson
as to the effectiveness of the test-taking strategy taught. The discussions were instigated
to discover if the test-taking strategies would be something the students could use when
they took the EOCT. I took notes during student led discussions to see if all the students
learned the test-taking strategies that were taught.
Focus Question Two looked at quantitative data that was gathered from the EOCT
test results from the State of Georgia. An independent t test was used to compare the
experimental group’s scores with the control group scores. The null hypothesis
confirmed that the treatment group would not be able to outperform the control group on
the basis of the EOCT scores. Subjects were tested only once and the difference between
the two sample means (treatment and control groups) was used to test the hypothesis at a
95% level of confidence or a .05 level of significance. An effect size calculation was
Test-Taking Strategies 28
used to measure the magnitude of the treatment effect for small effect, medium effect or
large effect. An ANOVA Single Factor test was used to compare the females’ treatment
group to the females’ non treatment group and compare the males’ treatment group to the
males’ non treatment group.
Focus question three analyzed qualitative data from students’ surveys and the
teacher’s journal notes to look for common ideas and patterns as well as differences in
students’ responses. The responses were coded, organized and summarized so as to
bring meaning to the survey.
The aim of the whole study was to find out if teaching test-taking strategies
improved the test scores for students taking standardized tests. It was my belief that
students who received test-taking strategies would be better prepared to take the EOCT
test and score higher on their exam. In addition the strategies they learned would
continue to benefit them in their education.
Consensual validation was approved by LaGrange College and the principal of
South Cobb High School which Eisner (1991) stated as one approach that should be
incorporated into the study for validation. The epistemological validity, the second
validation proposed by Eisner (1991), compared the literature and research on teaching
high school students test-taking strategies to prepare them for standardized tests.
Structural corroboration consisted of multiple data sources that included students’
responses to the survey, teacher observation, test scores from the EOCT and journal
notes. To be fair, opposing points of view from a variety of literature reviews were
presented in the study. Eisner (1991) refers to presenting a tight argument as “rightness
of fit.” Great care was taken to present strong evidence that teaching test-taking
Test-Taking Strategies 29
strategies will improve test scores. Transferability through referential adequacy can be
replicated by others and easily used for future research in other content areas. Eisner
(1991) called this process referential adequacy, where perception and understanding by
others will increase because of this research. This study also comprised a degree of
catalytic validity, as reported by the students and teachers. To confirm content validity, a
comprehensive lesson plan was followed as thoroughly as possible, with two exceptions
when activities were removed due to time constraints. Popham (2008. P.53) defined
content validity as “the extent to which an assessment procedure adequately represents
the content of the curricular aim being measured.” The participants and the teacher
agreed that the research changed their opinions about test-taking strategies in a positive
way.
Test-Taking Strategies 30
CHAPTER FOUR: RESULTS
The results of the data collected addressed the three focus questions on teaching
test-taking strategies in this action research design for the US History class. An
Instructional Plan was prepared and was reviewed by two educators, using a rubric
developed by me. According to Teacher 1, the Instructional plan needed more detail on
how the test-taking strategies would be introduced to students. Both qualitative and
quantitative data were analyzed that included a student survey, End of Course Test
(EOCT) Scores, teacher journal and observational notes.
Focus Question One dealt with how to implement test-taking strategies into the
curriculum of a US History class. The class was a team-taught classroom with a special
education teacher and the content teacher, Teacher 2. The instructional plan that was
created included researched based test-taking strategies to assist students on standardized
test. The instructional plan called for embedding test-taking strategies within the
curriculum. The plan was fashioned to teach a series of twelve mini lessons over a nine
week time frame. Each lesson would include two to three test-taking strategies within a
ninety minute class period, of which five to ten minutes would be used. The students
would then be allowed to break into groups to discuss the test-taking strategies. The
instructional plan was critiqued by three colleagues; one was a principal, Administrator 1,
who had twenty-five years’ experience in education, one was a special education teacher,
Teacher 1, with twenty-seven years’ experience, and the content teacher, Teacher 2 with
fifteen years’ experience. Administrator 1’s suggestion was to add more interactive
technology activities that incorporated test-taking strategies. This suggestion was
included and the “I-Respond” program, which is an interactive educational tool, was used
Test-Taking Strategies 31
as a practice session that allowed students to respond to multiple choice questions with a
hand held remote. Teacher 2, created the test questions for the I-Respond which were
similar to the End of Course Test (EOCT) format for the US History test. Students
received immediate feedback on whether their answers were correct or incorrect. This
activity was done two times with the entire class. However for those students who
received special testing considerations no accommodations were allowed. Another
suggestion from Teacher 1 was to use flexible grouping after the test-taking strategies
activities were presented to allow for student discussion. This was done only two times,
as Teacher 2 felt that there was not enough time to allow students to break into groups.
However, discussions were held, both teacher and student led, during and after the testtaking strategies presentation. Administrator 1 suggested opening the lesson plan with a
short video clip. This was rejected due to time constraints, as expressed by Teacher 2 in
charge of teaching the US History class. Teacher 1 stated that the Instructional plan
wording was too brief and needed a more detailed explanation of how the researcher
would teach the test-taking strategies. This suggested was accepted and additional
information on how the test-taking strategies were to be taught was added.
Observational notes on students’ actions were taken when the test-taking
strategies were presented. The test-taking strategies were presented at the beginning of
class along with a warm-up activity. Students were to copy the warm-up activity down
first and then the test-taking strategies were presented. It was noted that many students
felt rushed to copy the warm-up notes down in order to transition to the presentation of
test-taking strategies. For students who were tardy, the pressure to copy the warm up
notes played precedence over listening to the mini lesson on test-taking strategies being
Test-Taking Strategies 32
presented at the time, as the students would be tested over the warm-up notes. Students
were expected to take at least one on line practice EOCT in US History found on the
Georgia Department of Education website. Although there was no way to check to see if
students did this, their word was accepted. Students were given the opportunity to come
before or after school to use the computer lab for the EOCT practice tests, but no one
came. The majority of students who attend South Cobb high school do not have
transportation and have no way of coming to the school early or staying late. Also, four
students stated that they did not have Internet services at home and would not be able to
access the practice test. It was recommended to try to find a friend or relative who did
have internet services so they could practice taking the test. The test-taking strategies
presented to the treatment group included explaining the purpose of the EOCT, how to
reduce test anxiety, reading and following test directions, vocabulary clues, several
strategies to assist with choosing the correct answers, reducing test anxiety, pacing and
time management, visualization activities to use, using positive self-talk, practicing
previous EOCT’s online, challenging and questioning your answers, and using prior
knowledge to draw on what you learned in class. There were no accommodations
implemented for the special needs students due to time limitations. Teacher 2 stated that
she felt that the class needed to move on to the content material that was relevant to US
History. Students also practiced filling out answer sheets and practiced filling in the
bubbles as well as making clean erasures.
Focus Question Two examined how the standardized test scores of the treatment
group, who were taught test-taking strategies, compared to the control group, who did not
receive any test-taking strategies. To establish if there was significant difference between
Test-Taking Strategies 33
the two groups, a one-tailed independent t-test was used to compare the treatment group’s
scores with the control group’s scores.
The null hypothesis was that there was no
difference in the treatment group EOCT test scores compared to the control group EOCT
scores.
Table 4.1 shows the results of the independent t-test between the Treatment group
and the Control group EOCT scores in US History.
Table 4.1 – Independent t-test
t-Test: Two-Sample Assuming Unequal Variances
Treatment
Mean
Variance
Observations
Hypothesized Mean Difference
df
t Stat
P(T<=t) one-tail
t Critical one-tail
P(T<=t) two-tail
t Critical two-tail
67.22222
139.7124
18
0
37
0.791434
0.216868
1.687094
0.433735
2.026192
Control
64
185.1
21
T(37) =.79, P > .05
According to Table 4.1, T (37) = 0.79, p > .05, therefore, since the obtained t-value fails to
exceed the corresponding critical value, the research is unable to reject the null. Thus,
there is no significant difference in the EOCT scores of the treatment group and the
control group. Effect Size was calculated using the means and standard deviation of each
of the groups and the Cohen’s d value was calculated at d=.00011, which falls within the
small range. The two groups tended to be similar.
To explore the EOCT test scores further, an ANOVA Single Factor Analysis of
Variances test was used to determine differences among the means of two sets of two
Test-Taking Strategies 34
groups. The four groups consisted of the following: The female treatment group, female
non-treatment group, male treatment group and the male non-treatment group. An
ANOVA Single Factor was used to test for variances between scores of the different
groups, which in this case were the differences between female treatment group with the
female no treatment group and the male treatment group with the male no treatment
group. The null hypothesis is there are no differences between the female treatment
group score compared to the female no treatment group score as well as no difference
between the male treatment group compared to the male no treatment group. The F value
is less than the F critical value which means that there was no significant difference on
the EOCT scores between the treatment and the non-treatment groups of either the female
group or two different male groups.
Table 4.2
ANOVA: Single Factor
SUMMARY
Groups
Count
8
10
10
11
Female Treatment
Female/No Treatment
Male/Treatment
Male/No Treatment
Sum Average
526
65.75
652
65.2
686
68.6
692 62.90909
Variance
146.2143
206.8444
146.4889
181.2909
Source of
Variation
Between Groups
Within Groups
SS
171.2832
6016.409
df
MS
F
P-value
F crit
3 57.09441 0.332142 0.802136 2.874187
35 171.8974
Total
6187.692
38
F (3,35) = .3321, p > .05
Test-Taking Strategies 35
From the ANOVA test results the research cannot reject the null hypothesis and the
differences did not appear to be large enough to be statistically significant.
The third focus question aimed to explore teacher and student attitudes on the
usefulness of teaching test-taking strategies in the classroom. Students in the treatment
group completed a survey after they finished the EOCT. Observational notes and the
researcher’s journal were used to document the teacher’s views and opinions of teaching
test-taking strategies. Teacher 2 stated that she saw a need for teaching test-taking
strategies but believed that there was not enough time to allow students to discuss or
practice skills taught. She also stated that it might prove more beneficial to teach testtaking strategies in an elective class as the amount of time needed to cover all the
information for the US History EOCT takes the whole semester with very little room to
include other activities. Teacher 2 responded negatively about the amount of information
required to be covered by the Georgia Performance Standards to prepare students for the
US History EOCT. Also several comments were made by teacher 2 that there was not
enough time to cover all the history information. These comments impacted the amount
of time spent teaching the test-taking strategies so much that many activities proposed in
the instructional plan were excluded on several occasions.
The student responses to the survey explained their attitude toward the test-taking
strategies and if they practiced them during the testing. For Survey Questions, the
following responses were recorded. Question 1 on the test-taking strategy survey asked
“Did I have a positive attitude about taking the test”, 66% responded yes and 33% said
no. Survey number 2, “I read the test directions carefully”, of which 94% checked yes
and 5% checked no. Survey statement 3, “If I was not sure of the answer I eliminated the
Test-Taking Strategies 36
answers I thought were incorrect”, of which 77% said yes and 22% said no. Survey
Question 4 asked, “Did you eat breakfast before the test”? 77% said yes and 22% said no.
For Question 5, students were asked, if “they noticed absolute words such as always and
never in responding to questions”, 66% said yes and 33% said no. Question 6 asked,
“did you use your time wisely, not spending too much time on any particular item and
pacing yourself?” of which 72% marked yes and 22% marked no. Students were asked if
they answered the questions they knew first on question 7 and 88% checked yes and 22%
checked no. On Question 8, the survey asked if the student did not know the answer to a
question, did they reread it to make sure they knew what the question was asking and if
they still did not know the answer, did they mark it and move on to come back to it later,
of which 61% said yes and 38% said no. Question 9 asked if the students were neat in
marking answers and making sure their erasers were completely erased of which 83%
checked yes and 16% check no. Question10 asked students if they did not know a word
did they try to figure out the root word or the meaning of the word by using context clues
and the responses were 55% for yes and 44% for no. The last question, number 11 asked
if when the students completed the last item, if time allowed did they review their
answers and check for mistakes by going over the hardest questions before they turned it
in and 66% said yes and 33% said no.
Overall the students responded favorably to the teaching of the test-taking
strategies. Some reoccurring themes developed during the nine weeks of teaching the
test-taking strategies. Students were not familiar with how to figure out the meaning of
words by using context clues and felt this would be beneficial when taking the test.
Students asked to spend more time going over strategies that would help with figuring out
Test-Taking Strategies 37
the meaning of unknown words. Students were more concerned about passing or failing
the EOCT and the impact the score would have on their grade average in US History.
Several students were surprised to learn that by eating a breakfast with protein
rather than one high in carbohydrates there was less chance in a drop in energy. Students
were worried that the teachers would get upset with them if they did not do well on the
test. Three students stated that their parents would be angry with them if they did not
pass the test. Teacher 1 thought that the students did not take the test-taking strategies
information seriously. Both teachers and administrator stated that they were concerned
about how well the students would perform on the EOCT. They stated that the students
test scores were a reflection on the teachers, administrators, the school and the
community. Teacher 2 remarked that when her students did not do well on the test she
took it personally and felt like she did not do her job effectively. She also stated that her
lessons are driven by the EOCT test and the standards that are connected to what she
should teach. Both the teachers and the administrator felt that teaching test-taking
strategies was important but it should be taught in all classes beginning in elementary
school. Both the administrator and teacher 2 expressed concerns that teaching testtaking strategies in the class took away from instruction time of relevant material.
Teacher 2 stated that some of the strategies were very broad and should have been more
content centered. Teacher 1, teacher 2 and I felt that the US History curriculum was very
intense and there was so much to cover that not only do the students feel pressure but the
teachers feel pressure and have to cover topics too quickly. Due to the fact that
standardized tests are used to assess the quality of schools, the administrators and
teachers feel pressure to participate in activities that are projected to increase student
Test-Taking Strategies 38
scores (Mehrens & Kaminski, 1989). Teacher 2 stated that it was hard to rationalize
taking class time to teach test-taking strategies. Teaching test-taking strategies seem to
take away time for learning and understanding and more like teaching to the test. Paris,
Lawton, Turner, and Roth (1991) suggested that the introduction of test-taking skills and
the narrowing of the curriculum were concerns of teaching to the test. Having students
practice released tests and review test items does little to develop an understanding of
concepts or to show relationships between concepts but the practice is suggested to
improved test-taking skills (Bowker & Irish, 2003).
Test-Taking Strategies 39
CHAPTER FIVE: ANALYSIS AND DISCUSSION OF RESULTS
Analysis
The objective of this study was to determine if teaching high school students testtaking strategies would improve test scores for the End of Course Test in US History.
Focus question one addressed how to implement the test-taking strategies into the US
History curriculum. The strategies were taught during the first part of the class period.
The Instruction Plan included over twenty test-taking strategies that were taught during a
nine week period. The strategies were presented in mini lessons that ranged from five to
ten minute segments. The study included two groups, the treatment group and the control
group. All the test-taking strategies used in the study were based on research. Students
were presented with two to three test-taking strategies weekly. The students were
allowed to discuss, comment and ask questions during and after each presentation.
Qualitative data was collected during and after each test-taking strategy lesson.
Observational notes as well as a teacher journal recorded students and teachers views,
opinions and responses about the test-taking strategies. Students were allowed to led
discussions and practice taking previous EOCT.
Focus question two asked how do the standardized test scores differ between the
US History class that received test-taking strategies instruction and the class that did not
receive test-taking strategies. The test scores for both the treatment group and the control
group were collected and recorded. All students were assign a number and the results of
the test scores were locked in a cabinet in my office. The scores were then transferred to
my personal computer, which is locked and can only be unlocked with my password.
An independent t-test established that when the treatment group, who received test-taking
strategies, and the control group, who did not received test-taking strategies, were tested
Test-Taking Strategies 40
for significance there was very little difference shown between the two groups. My
findings did not correlate with the majority of authors presented in this study. Clovis
(1999) stated that students needed to practice timed test throughout the entire year in
order to get into a routine. The students received test-taking strategies for nine weeks
during one semester in this particular study. In addition, an effect size calculation was
used to measure the magnitude of the treatment effect for small effect, medium effect or
large effect. This too revealed that the difference between the two groups test scores
were not significant and fell within the small range. To further investigate the groups’
scores, an ANOVA test was used to compare the females’ treatment group to the
females’ non-treatment group and the males’ treatment group to the males’ non-treatment
group. The null hypothesis was that there were no differences between the female
treatment groups scores compared to the female non- treatment group scores as well as no
differences between the male treatment group compared to the male non-treatment group.
The F value was less than the F critical value. From the ANOVA test, the research
results did not prove that teaching test-taking strategies improved test scores for the
treatment groups’ EOCT scores in US History compared to the non-treatment groups’
scores.
Focus question three addressed what the teachers’ and students’ attitudes were on
test-taking strategies in US History. Cohen (2006) reported that more-proficient learners
are capable of using the test taking strategies to assist them on standardized test. Due to
the fact that there were several special education students in the class who were identified
with reading problems, the EOCT scores may have been influenced by this. Kohn (2000)
believes that standardized test usually measures “superficial thinking” and all the time
Test-Taking Strategies 41
spent teaching test-taking strategies takes away from teaching students how to be skillful
thinkers. A similar comment to Kohn’s statement was made by teacher 2. As mentioned
previously in this study Carter et al (2005), stated that it may be too late to teach testtaking strategies to students who are in the 11th or 12th grade because they no longer care
how they do on tests. My study included students from the 10th and 11th grades.
Although it is not always possible to be precise with students, it is important to
understand and relate the personal opinions and actions of the subjects being studied.
The journal and observational notes focused on the everyday happenings. Overall the
teaching of the test-taking strategies proved to be beneficial for the majority of the
students. This was based on their comments, actions and the surveys. Students saw a
value in the teaching of test-taking strategies. Students who stated they had not been
taught test-taking strategies previously, remarked that they would try the strategies when
they took the EOCT. Several students indicated they were familiar with some of the
strategies such as answering the questions they knew first and not spending too much
time on any particular questions. The strategy about eating the right kind of breakfast
seemed to surprise the students the most. The whole class was receptive about sharing
their ideas and concerns during the discussion time. The majority of students were afraid
that they would not pass the test. They also expressed concerns that the content teacher
and their parents would be upset if they did not pass. The administrator and teacher 2
expressed the need for all the students to have passing scores as this reflected on the
school’s reputation. From my journal entries I recorded that most students found at least
ten to twelve strategies they said they would use. The majority of the students was
receptive to the test-taking strategies and expressed appreciation to me.
Test-Taking Strategies 42
Discussion
This study demonstrated that teaching students test-taking strategies before the
EOCT in US History did not prove significant enough to draw clear-cut conclusions
about whether the strategies made a significant difference in the test scores. Conversely,
my findings did not show a relationship with the majority of the authors cited in this
study. What this study proved was that nine weeks of teaching test-taking strategies may
not be enough to prepare students to score higher on the EOCT. I would suggest that
students receive test-taking strategies throughout the year, not only in one subject, but
each subject area that has an EOCT. It was clear from this study that teachers and
administrators should reflect a positive attitude about the teaching of test-taking
strategies. The students should be allowed to practice the different strategies in a
classroom setting. The content teacher, teacher 2, stated several times that she felt the
teaching of test-taking strategies interfered with teaching the content material. Students
also expressed the pressure to do well on the test so as to not disappoint their teacher or
their parents. It was also mentioned that the students test scores reflect upon the
reputation of the school. This causes undue pressure and anxiety on the students, who
commented that they experienced anxiety when they take tests. I feel that I presented the
test-taking strategies in a positive manner. The students appeared to be interested and
engaged in the lessons on test-taking strategies.
Triangulation of data incorporated both quantitative and qualitative data that
included information from the students EOCT test scores, observational notes, teacher’s
journal and students’ surveys. This provided credibility through the use of multiple data
sources. All through the study several steps were taken to warrant that the study
Test-Taking Strategies 43
remained credible. The research from the literature presented opposing views on the
influence of teaching test-taking strategies to high school students taking standardized
test. Validity and reliability were well-thought-out when defining the information
collection procedures for the three focus questions. Although the sample size for this
study was small, the information gathered was concrete. The results of the study were
not strong enough to prove that teaching test-taking strategies raised test scores and
would not affirm findings for a large population.
The action research I did can be replicated very easily into any content area or
elective class for high school students because it has referential adequacy. The major
themes uncovered and discovered were that students appreciated and saw the worth of
learning test-taking strategies. Students felt that the strategies they learned were
beneficial and would be used during the testing. The content teacher felt that
teaching test-taking strategies took time away from the teaching of the content.
Due to the large number of standardized test given during the high school years and the
importance placed on the results of these test, the majority of teachers would find the
teaching of test-taking strategies worthwhile and valuable for the students.
This study found that while teaching students test-taking strategies was viewed as
beneficial and helpful for the students, the results obtained from the t test did not prove
that the test-taking strategies had a direct influence on the test scores. The quantitative
results showed that the students who received the test-taking strategies did not fare better
than the students who did not received the test-taking strategies. The treatment group did
not have significantly higher scores than the non-treatment group; therefore it would be
difficult to state what the results would be for a larger population.
Test-Taking Strategies 44
The qualitative data collected proved to offer valuable information as to the
benefits for the students. Students expressed that they felt the strategies they received
would help them on the test. They were appreciative and stated they would use the
strategies on the EOCT and would use them for other test. However, the content teacher
expressed that she felt there was not enough time to do all the activities listed in the
instruction plan and the teaching of the strategies took up too much time. There were a
couple of times that I was asked to forego the activities that were planned for that day due
to time issues. The impact of the study was positive for the students as they stated they
would continue to use the strategies. I was most impressed by the fact
that the students expressed they really do care how they do on the standardized test. Too
often remarks are made by teachers that the students do not care, however from my
research the students stated quite the opposite. The teachers have to prepare them to get
ready for the test they are required to take. I see a need for students to learn test-taking
strategies throughout their education. Although the content teacher was more concerned
about time, she did comment that she saw a need for teaching students test-taking
strategies and felt it was important.
Impact on Student Learning
The teaching of test-taking strategies had a positive impact on the students’
attitudes about taking test. Students were engaged in the lessons, showed a direct
interest in the material and an appreciation to the teacher. Although the test scores did
not reflect the results I had hoped for, I learned the importance of listening to what the
students had to say and what they needed from the teachers. The test-taking lessons were
Test-Taking Strategies 45
structured so that the students were allowed to led the discussions and add their own
views and opinions. The students indicated they would use the strategies to help them
with their tests. The time spent with the students was invaluable in that the connections
made between me and the students were priceless. My primary responsibility has been to
assist students with special needs, however during this study, my role was to help all the
students. Comments made by the students included “I will psyche myself up for the
test”, “ I know I will do ok on the test”, “I hope I pass because I don’t want to take this
class again”, I will eat a good breakfast, not any sweets like candy or honeybuns”,
“Whenever I take test I never read the instructions, but I am going to try to read them for
the EOCT”, and “I am going to be more careful about erasing wrong answers”.
When presenting the lessons, I was the primary teacher. The students repeatedly
expressed their concerns about passing the test. After learning the test-taking strategies
the students felt they had some support going into the test and this in turn reduced their
anxiety. Because of this, I saw there was merit to my research.
Recommendation for Future Research
For future research, I would recommend that there has to be consensus among all
the teachers involved as to how to present the test-taking lessons and the amount of time
needed. In fact, it would be advantageous to have several teachers collaborate on the
instructional plan on how the test-taking strategies will be incorporated into the
curriculum. Also, I would suggest that the test-taking strategies be taught throughout the
year, beginning at the start of school until a few days before the test. I would propose
that the test-taking strategies be taught in several classes. Another suggestion would be
to have the students practice taking previous test at school instead of at home. It is
Test-Taking Strategies 46
equally important to make connections between the test-taking strategies and the content
material. I believe that more students should be included in the study to have a larger
sample size. The consensus among teachers at South Cobb is that the teaching of testtaking strategies is important, but finding the time to include them within the schedule is
problematic.
Lastly, I would recommend for future research that more teachers come
together to tailor a plan for each content area that the students are tested in and start the
school year with the test-taking strategies embedded in the curriculum. The more the
students practice the test-taking strategies the more proficient and confident they will
feel.
This study proved that the students made positive changes in how they will take
standardized test in the future. As for myself, I believe that the lessons that I presented
had value and the students acquired strategies that they will use in the future. I do believe
that test-taking strategies need to be taught in more classes, especially since students in
Georgia will now be taking additional EOCT in more subject areas. I enjoyed teaching
the students test-taking strategies and came away with a more encouraging outlook that
the students really do care how they do on tests and want to pass all their tests.
Test-Taking Strategies 47
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Test-Taking Strategies 50
Appendix A
Instructional Plan
Essential Question: Does teaching test-taking strategies improve standardized test
scores?
Lesson Title: Teaching Test-Taking Strategies
Subject Area: US History
Grade Level: 10th and 11th grade students
Duration: Nine (ten to fifteen minutes) Mini Lessons
Lesson Description: Teacher integrates test-taking strategies mini lesson as part of the
daily warm-up lessons to help students develop skills that assist them when they take the
End of Course Test in US History.
Instructional Objectives
To introduce students to effective test-taking strategies, including educated
guessing, critical thinking, and problem solving skills
To provide students with resources to gain knowledge and skills to pass the End of
Course Test (EOCT), improve student performance and reduce exam anxiety.
I. Action Plan for teaching test taking strategies
A. Instruction Technology Used
1. Computer
a. Students take old End of Course Test (www.gadoe) for homework
B. Test-taking strategies mini lesson to be taught
1. Explain purpose of test
2. Reduce test anxiety strategies
3. Reading and following directions lesson
4. Test preparation strategies
5. Vocabulary clues and tricks
6. Choosing the correct answers
7. How to answer questions using key words
8. Pacing and time management
9. Visualization activities
10. Challenge your answers/questioning your answers
11. Teach motivation-to do well because of the end results
12. Practice taking old EOCT test
13. Use content domain-specific strategies to answer the questions
14. Focus your attention on the domain/domains you need to improve on
14. Use what you know-Draw on what you learned in class
Test-Taking Strategies 51
15.
16.
17.
18.
Use positive self-talk
Arrive on time
Eat a nutritious breakfast (Eat some food that has protein)
Dress appropriately-If you are too hot or too cold it can affect test
Performance
19. Take care of yourself-Get a good nights’ sleep, don’t alter your usual routine
20. Begin preparing yourself at the beginning of the semester, study a little each
day and pace yourself
21. Students know what skills and standards are measured then practice
understanding and using those standards/skills
C. Teacher Materials Needed
1. Previous EOCT test
2. Paper and pencils
3. Whiteboard
4. Student Survey
D. Accommodations for special needs
1. Pause periodically during an oral presentation to ask for questions and give
students a chance to add notes to their papers.
2. Summarize at the end of the lecture and encourage students to ask questions
about what they may have missed in their notes.
3. Review the notes from the previous lesson before beginning a new
presentation.
4. Assign the student with learning disabilities to a reliable work group
5. Provide graphic organizers. Allow students to highlight in notes or texts
6. Help students to understand that their notes should serve as a study guide. It is
important that they write down the key points, not every word in a lecture.
7. Teach students to use abbreviations for note taking. It may be helpful to post
abbreviations for specific subject matter vocabulary. Ask students to preview
the text pages pertinent to your next lecture the night before.
E. Standards aligned with curriculum
1. Students enhance reading in curriculum areas by
a. Reading notes taken in class
b. Participate in discussions related to curricular learning subject areas.
c. Discuss message and themes from content area (US History)
d. Build vocabulary knowledge
e. Demonstrate an understanding of contextual vocabulary
f. Explore understanding of new words found in subject area texts.
g. Explore life experiences related to subject area content.
h. Determine strategies for finding content and contextual meaning for
unknown words
II. Assessment
A. Students skills and knowledge in the select course assessed through
testing
1. Summative Assessment
Test-Taking Strategies 52
2. Learning Outcomes
B. Student skills and knowledge in the select course assessed through
1. Classroom group activities
2. Open discussion
C. Formative Assessments
1. Engaging students in instruction and learning process
2. Implementing question and answer sessions
3. Asking students to summarize ideas
4. Students fill out survey about the effectiveness of apply test-taking
strategies on standardized test
5. Practice test on former EOCT test
III. Test-taking strategies goals
A. Relevant to students
1. Increase test scores
2. Reduce test taking anxiety
3. Help students use time more efficiently
4. Increase motivation to do well on test
5. Build self confidence
6. Cooperative learning
7. Develop critical thinking skills
8. Link new information and skills to prior knowledge
Test-Taking Strategies 53
Appendix B
Instructional Plan Rubric
Rubric on
Teaching
Test-Taking
Strategies
Beginning
Developing
Accomplished
Exemplary
1
2
3
4
Instructional goals and
objectives are not
stated. Learners cannot
tell what is expected of
them. Learners cannot
determine what they
should know and be
able to do as a result of
learning and instruction.
Instructional goals and
objectives are stated but
are not easy to
understand. Learners
are given some
information regarding
what is expected of
them. Learners are not
given enough
information to
determine what they
should know and be
able to do as a result of
learning and instruction.
Instructional goals and
objectives are stated.
Learners have an
understanding of what
is expected of them.
Learners can determine
what they should know
and be able to do as a
result of learning and
instruction.
Instructional goals and
objectives clearly
stated. Learners have a
clear understanding of
what is expected of
them. Learners can
determine what they
should know and be
able to do as a result of
learning and instruction.
Instructional strategies Some instructional
are missing or strategies strategies are
used are inappropriate. appropriate for learning
Instructional
outcome(s). Some
Strategies
strategies are based on a
combination of
practical experience,
theory, research and
documented best
practice.
Most instructional
strategies are
appropriate for learning
outcome(s). Most
strategies are based on a
combination of practical
experience, theory,
research and
documented best
practice.
Instructional strategies
appropriate for learning
outcome(s). Strategy
based on a combination
of practical experience,
theory, research and
documented best
practice.
Method for assessing
student learning and
evaluating instruction is
Assessment missing.
Method for assessing
student learning and
evaluating instruction is
vaguely stated.
Assessment is teacher
dependent.
Method for assessing
student learning and
evaluating instruction is
present. Can be readily
used for expert, peer,
and/or self-evaluation.
Method for assessing
student learning and
evaluating instruction is
clearly delineated and
authentic. Can be
readily used for expert,
peer, and/or selfevaluation.
Selection and
application of
technologies is
Technology inappropriate (or
Used
nonexistent) for
learning environment
and outcomes.
Selection and
application of
technologies is
beginning to be
appropriate for learning
environment and
outcomes. Technologies
applied do not affect
learning.
Selection and
application of
technologies is basically
appropriate for learning
environment and
outcomes. Some
technologies applied
enhance learning.
Selection and
application of
technologies is
Use more technology based
appropriate for learning
activities.
environment and
outcomes. Technologies
applied to enhance
learning.
Material list is missing. Some materials
necessary for student
and teacher to complete
lesson are listed, but list
is incomplete.
Most materials
necessary for student
and teacher to complete
lesson are listed.
All materials necessary
for student and teacher
to complete lesson
clearly listed.
Lesson plan is
organized and neatly
presented.
Complete package
presented in well
organized and
professional fashion.
Instruction
Goals and
Objectives
Materials
Needed
Lesson plan is
Organization
unorganized and not
and
presented in a neat
Presentation
manner.
Lesson plan is
organized, but not
professionally
presented.
Score/Comments
Need to be clearer on student
goals.
Your Instruction Plan would be
hard for someone else to follow.
Need more details.
Introduce Unit plan with a
video.
Use more interactive
technology.
Use more flexible grouping
Allow students to review
observation notes made by
instructor.
Use more hands on activities to
teach the strategies
Test-Taking Strategies 54
Appendix C
Student Survey
STATEMENT
1. I had a positive attitude about
taking the test
YES
NO
YES
NO
3. If I was not sure of the answer
I eliminated the answers I
thought were incorrect
YES
NO
4.
I ate breakfast before the test
YES
NO
5.
I noticed absolute words such
as always and never in
responding to questions
YES
NO
I used my time wisely, not
spending too much time on any
particular item and pacing
myself
YES
NO
7.
I answered the questions I
knew first
YES
NO
8.
If I did not know the answer
to a question, I reread it to
make sure I knew what they
question was asking, if I still
did not know, I marked the
question and moved on to
come back later
YES
NO
YES
NO
10. If I did not know a word I
tried to figure out the root
word or the meaning of the
word by using context clues
YES
NO
11. When I completed the last
item, with time allowed, I
reviewed my answers, checked
for mistakes and went over the
hardest questions before I
turned it in.
YES
NO
2.
6.
9.
I read the test directions
carefully
I was neat in marking my
answers and making sure my
erasers were completely erased
Test-Taking Strategies 55