Can We Really Teach Test‐Taking Skills?

Foster, Sharon K.; Paulk, Allene; Dastoor, Barbara

doi:10.1002/nha3.10099

Cited by 4 publications

(4 citation statements)

References 23 publications

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“…Consequently, context-based questions that reflect the real world may be used to reduce the test anxiety of students and improve their attitudes towards science. Previous studies (Erbe, 2007;Berk & Nanda, 2006;Noh et al, 2000;Stober, 2004;Foster, Paulk, & Dastoor, 1999;Kondo, 1996;Serok, 1991) have reported that various measures and strategies reduced test anxiety among students. Whereas, it has not been proved from the literature that context-based questions can reduce students' test anxiety and improve their attitudes towards science, this research has shown that context-based questions can reduce test anxiety and improve attitudes towards science.…”

Section: Discussionmentioning

confidence: 94%

Effect of Context-Based Questions on Secondary School Students’ Test Anxiety and Science Attitude

Kurbanoğlu

Nefes

2015

JBSE

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The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. Key words: attitudes, context-based questions, conventional questions, secondary school students, test anxiety.

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Section: Discussionmentioning

confidence: 94%

Effect of Context-Based Questions on Secondary School Students’ Test Anxiety and Science Attitude

Kurbanoğlu

Nefes

2015

JBSE

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“…Similarly, Ahmed and Pollitt (2000) observed that context-based questions were favorable for high-performing students and also recognized the contribution of context-based questions in reducing students' test anxiety. The results of previous studies (Berk & Nanda, 2006;Erbe, 2007;Foster, Paulk, & Dastoor, 1999;Kondo, 1996;Noh et al, 2000;Serok, 1991;Stöber, 2004) indicate that various measures and strategies reduce test anxiety among students. However, these studies have not substantiated that context-based questions can reduce students' test anxiety and improve their science achievement.…”

Section: Discussionmentioning

confidence: 95%

Context-Based Questions in Science Education: Their Effects on Test Anxiety and Science Achievement in Relation to the Gender of Secondary School Students

Kurbanoğlu

Nefes

2016

JBSE

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Context-based questions can be effective in reducing test anxiety and increasing science achievement. The purpose of this research was to determine the effects of context-based questions on the test anxiety and science achievement of secondary school students enrolled in a science course, in relation to gender. Seventy students who were found to have high levels of test anxiety were selected from the 185 seventh-grade students at a public school in Turkey. The Revised Test Anxiety Scale (RTAS) was used to measure the students’ test anxiety. The scores the students obtained in three different examinations were considered as indicators of their academic achievement. The analysis results showed that there was a statistically significant difference between the test anxiety and science achievement scores of the students who were given context-based questions and the corresponding scores of the students who were given conventional questions. However, there was no statistically significant difference between the main effect of gender and treatment and there was no gender interaction effect. These findings suggest that context-based questions can be considered as a better alternative to conventional questions for reducing students’ test anxiety and improving their science achievement. Key words: context-based questions, conventional questions, science achievement, secondary school students, test anxiety.

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“…Curriculum developers first reviewed the limited (though helpful) professional literature on the topic of technical exam preparation (Bureau of Vocational, Technical, and Adult Education 1992; Collins 1999; Foster, Paulk, and Riederer Dastoor 1999; Mercer County Community College 1992) and curricula from other test-preparation programs (e.g., for utility workers and for the General Aptitude Test Battery) to identify potential test-preparation strategies to adapt for this program. Developers then clarified which exams to focus on first, based on the MTA’s announcements of the exams to be held in the coming months.…”

Section: A Case Study Of a Major Education Initiative For Public Tranmentioning

confidence: 99%

Trains, Buses, and Basic Skills: Learning in—and from—a Union Education Program for Transit Workers

Jurmo¹

2021

Labor Studies Journal

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This article begins with a brief history of two decades of U.S. workplace basic skills efforts that laid a foundation of goals, content, policies, and practices for subsequent worker education programs. It then draws on program records to present a case study of a work-related basic skills program in the New York City public transit workers’ union in the early 2000s. It describes why and how the program was begun, learners served, jobs focused on, stakeholders involved, practices used, and shorter and longer term results. It concludes with reflections on how stakeholders can use worker education to serve workers, their families and communities, employers, and unions while supporting economic and societal renewal.

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Can We Really Teach Test‐Taking Skills?

Cited by 4 publications

References 23 publications

Effect of Context-Based Questions on Secondary School Students’ Test Anxiety and Science Attitude

Effect of Context-Based Questions on Secondary School Students’ Test Anxiety and Science Attitude

Context-Based Questions in Science Education: Their Effects on Test Anxiety and Science Achievement in Relation to the Gender of Secondary School Students

Trains, Buses, and Basic Skills: Learning in—and from—a Union Education Program for Transit Workers

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