Preparing for the higher education admission test: preparation practices and test takers’ achievement goal orientations

Razavipour, Kioumars; Habibollahi, Parisa; Vahdat, Sedigheh

doi:10.1080/02602938.2020.1773392

Cited by 6 publications

(11 citation statements)

References 49 publications

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“…This is evidenced in the results of the average value acquisition at the level of urgency for e-module development which is above 3.40. This research is in line with the research success in applying parametric statistical tests with the comparative analysis used to find out differences in student opinions with the results of the average score (Alnahdi, 2020;Çetin et al, 2020;Klibthong & Agbenyega, 2020;Opoku et al, 2020;Razavipour et al, 2021;Yan, 2018). In general, the clinical dietetics emodule developed has advantages in terms of practicality, can be studied anywhere, is easy to carry, can be run on a smartphone or laptop without an internet connection.…”

Section: Discussionsupporting

confidence: 72%

“…In the age variable, t-test analysis is used to test the truth of the hypothesis proposed in differentiating the average in the two populations (Kusuma et al, 2021). The hypothesis on the t-test will be accepted if the t-value < t-table, (Albahuoth, 2020;Arta et al, 2019;Razavipour et al, 2021) and the p-value (sig.) >0.05 (Berga et al, 2021;Okamoto et al, 2020;Rahayu & Kuswanto, 2021;Wozny et al, 2018) which states there is no difference of opinion or average results assessment of the two variables the importance of e-module development.…”

Section: Figure 1 Development Design On Nutrition Science E-modulementioning

confidence: 99%

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Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

et al. 2022

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The unavailability of interactive media, namely e-module, has an impact on students so that they tend to be passive and less interested in learning in clinical dietetics subjects, resulting in student learning outcomes that are not by competency standards. This study aims to develop and prove the feasibility of e-modules in nutrition science and explore the importance of developing e-modules to improve learning achievement. This study is a Research and Development (R&D) using a 4-D model with a quantitative approach. The subjects of this study were students of class X majoring in culinary, which amounted to 124 respondents. The data collection technique used interviews and questionnaires that were used to validate and prove the results of the e-module feasibility. The results of material expert validation show that the e-module is very feasible to use with a percentage of 91.250%, media experts contribute to media eligibility 91.875%, while student assessments get 86.618% eligibility. So that the clinical dietetics e-module is feasible to be used as learning. Parametric statistics with comparative analysis of two samples using the T-test, Dunnet-C, and Tukey's test were conducted to determine differences in the variables of gender, age, and class. Comparative analysis proves that there is no significant difference between class X students in assessing the development of nutrition science e-modules. The existence of a clinical dietetics e-module can make it easier for students to learn and carry out learning independently so that student learning outcomes are according to competence.

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Section: Discussionsupporting

confidence: 72%

Section: Figure 1 Development Design On Nutrition Science E-modulementioning

confidence: 99%

Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

et al. 2022

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“…In the present study, the memorizing practice was negatively related to comprehensive learning and test familiarization. Empirical studies (e.g., Razavipour et al, 2021 ; Xu, 2021 ) have indicated that, due to limited time and energy, preparation activities among test takers might be mutually exclusive in terms of time allotment and preparation patterns. Accordingly, the final model relaxed two constraints by estimating the error covariance associated with memorizing practice (e10) and comprehensive learning (e8) as well as between memorizing practice (e10) and test familiarization (e9).…”

Section: Resultsmentioning

confidence: 99%

“…The questionnaire was developed through a three-phase process: item generating, initial piloting, and psychometric evaluation. The present study first consulted relevant empirical studies of expectancy-value theory (e.g., Conley, 2012 ; Xie and Andrews, 2013 ), relevant literature of test preparation (e.g., Green, 2007 ; Yu et al, 2017 ; Razavipour et al, 2021 ) and scoring criteria for the GSEEE writing tasks ( National Education Examinations Authority, 2021 ). In the second step, 11 participants were invited in a focus-group discussion to describe their perception and preparation activities while preparing for the GSEEE writing tasks.…”

Section: Methodsmentioning

confidence: 99%

“… Ma et al (2018) examined how intrinsic value among Chinese EFL students promotes their English learning via the mediation effect of self-efficacy beliefs. Razavipour et al (2021) explored how test takers’ goal mediate test preparation practices for the English module of the higher education admission test. Thus far, relevant empirical studies (e.g., Sun, 2013 ; Xie and Andrews, 2013 ; Xie, 2015 ; Xu, 2017 ) have applied structural equation modeling to build a model of test preparation in the assessment context of the CET in China.…”

Section: Literature Reviewmentioning

confidence: 99%

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Construct-Oriented or Goal-Motivated? Interpreting Test Preparation of a High-Stakes Writing Test From the Perspective of Expectancy-Value Theory

2022

Front. Psychol.

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Of the many possible individual factors bearing on test preparation, one is how individuals’ motivational and cognitive perceptions affect test-driven preparation practices. This study reports an investigation into test preparation of a high-stakes writing test from the perspective of expectancy-value theory. Undergraduate students (n = 623) on their test preparation for the writing tasks of China’s Graduate School Entrance English Examination (GSEEE) were recruited voluntarily from 11 universities in mainland China. The perceptions of GSEEE test takers, which included goal, task value, task demand, and expectation of success, were identified. Five types of preparation practices were identified for the GSEEE writing tasks: memorizing practice, test familiarization, comprehensive learning, skills development and drilling practice. Structural equation modeling revealed that the expectancy-value model held up well for the paths from test takers’ perceptions to test-driven preparation practices, which were not construct-oriented but goal-motivated. The GSEEE test takers’ goal, determined by the high-stakes nature of admission test, explained their motivation and determined their behavior toward test preparation. Results also indicated that task demand was inadequate to be termed a strong factor in affecting test preparation. As such, the findings of this study offer evidence regarding how an expectancy-value model fit into test preparation mechanism and provide insights into the nature and scope of test preparation for high-stakes writing tests.

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A scoping review of research on second language test preparation

He,

Sénécal,

Stansfield

et al. 2024

Language Testing

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Test preparation has garnered considerable attention in second language (L2) education due to the significant implications that successful performance on a language test may have for academic advancement, future career opportunities, and immigration prospects. Meanwhile, an overemphasis on test preparation has been criticized for encouraging the cultivation of construct-irrelevant test-taking strategies at the expense of developing general language proficiency. To systematically explore how test preparation has been investigated in the literature, we conducted a scoping review of 66 studies on L2 test preparation. Specifically, this study examined the key characteristics of publications on test preparation, the main themes explored, the study and participant characteristics, as well as the essential aspects of their research methodologies. The results of this review revealed various trends in the literature on L2 test preparation, such as the exclusive focus on English as the target language, the lack of diversity in stakeholders as participants, the dominance of international language tests, and the paucity of experimental studies that utilize advanced statistical techniques. In addition to interpreting the results of our analysis, we discuss the implications of this scoping review and outline several directions for future research on test preparation.

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Preparing for the higher education admission test: preparation practices and test takers’ achievement goal orientations

Cited by 6 publications

References 49 publications

Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

Construct-Oriented or Goal-Motivated? Interpreting Test Preparation of a High-Stakes Writing Test From the Perspective of Expectancy-Value Theory

A scoping review of research on second language test preparation

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