Oral Versus Visual Presentation of True-False Achievement Tests in the First Course in Psychology

Abstract

The problem with which this study deals grew out of a classroom situation. A group of students in a course in General Elementary Psychology objected to the instructor's practice of reading true-false questions aloud to them, claiming that they could make higher scores if the questions were mimeographed so that they could read them for themselves. It is, in fact, the general practice in administering true-false tests, except when prevented by exigencies of time, and facilities, to present the questions to students in written form. The authors decided to carry out an experimental study to determine whether the method of presentation of true-false questions affected student scores. The specific questions involved in this study may be stated as follows:i. Can students make higher scores on achievement tests of the true-false type in General Psychology when the questions are read to them by the instructor or when they are presented in mimeographed form? 2. Is there a relationship between the level of a student's achievement in General Elementary Psychology and the question of whether he will do better on an achievement test of the true-false type when the questions are read to him or when they are presented in mimeographed form?It was hoped that the answers to these questions might lead to some conclusions of practical interest to all who administer true-false tests. Related StudiesAlthough the literature has shown no previous studies in the past decade on these specific questions, investigators have produced some pertinent findings prior to this time. A comparison