The Effect of Physical Conditions of the Test Room on Standardized Achievement Test Scores

Ingle, Robert B.; Deamico, Gerald

doi:10.1111/j.1745-3984.1969.tb00682.x

Cited by 5 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While this study may have confounded distractions with instructions, the main interest was in the distraction condition. No significant differences were found in accuracy of performance.in a study using high school students, Ingle and DeAmico (1969) found that conditions in the testing room did not affect standardized achievement test scores. Insofar as poor lighting, poor writing surfaces and such can be considered distractive, distraction had no influence.One study was conducted using distractions with elementary children (Hagen, 1967); however, this study involved a learning situation rather than a test.…”

mentioning

confidence: 82%

See 1 more Smart Citation

The Effect of Distractions on Sixth‐grade Students in a Testing Situation

Trentham

1975

J Educational Measurement

View full text Add to dashboard Cite

In a testing situation, factors other than the test itself may influence test performance. It is generally assumed that a quiet, distraction-free situation is necessary for testing. Test manuals and texts on the topic of test administration usually indicate that distraction-free situations promote better test performance than do distractive environments. Classroom teachers normally try to establish conditions as "ideal" as possible for testing.Research does not support the general assumption that distractions in the testing situation influence test scores. Probably the best known study of distractions' effects on test performance was conducted by Super, Braasch, and Shay (1947). The Minnesota Vocational Test for Clerical Workers and the Otis Quick Score Gamma Am were given to graduate students. One group was tested under "normal, quiet" conditions. Another group was subjected to such distractions as breaking pencils, arguments in the hall, apparent mistiming, and a poorly played trumpet. Analyses of test scores showed no differences in the performances of the two groups.Hovey (1928) and Standt (1948) also experimented with distractions in a college level test situation. Hovey found that with college sophomores, distractions such as noise, lights, music, whistles and stunt man performances did not effect performance on the Army Alpha Test. Standt tested college women with several measures which included verbal analogies, cancellation, addition, multiplication, and with the Otis Self-Administering Intelligence Test. Every 30 seconds a buzzer was sounded and subjects were told which problem to begin on next. While this study may have confounded distractions with instructions, the main interest was in the distraction condition. No significant differences were found in accuracy of performance.in a study using high school students, Ingle and DeAmico (1969) found that conditions in the testing room did not affect standardized achievement test scores. Insofar as poor lighting, poor writing surfaces and such can be considered distractive, distraction had no influence.One study was conducted using distractions with elementary children (Hagen, 1967); however, this study involved a learning situation rather than a test. Children in grades 1, 3, 5, and 7 were given a memory task in their classroom settings. Hagen found that distractions such as calling the children's attention away from the task at hand during learning had a significant effect on performance when the children were tested on the task.In summary, distraction conditions in test situations with high school and college students have not been shown to affect test performance. It is not known, however, how distractions affect test scores of younger children, although Hagen (1967) reported that their learning was detrimentally affected by distractions.This study was designed to investigate whether distraction conditions during a testing situation affect the test performance of sixth-grade students. 13

show abstract

mentioning

confidence: 82%

“…in a study using high school students, Ingle and DeAmico (1969) found that conditions in the testing room did not affect standardized achievement test scores. Insofar as poor lighting, poor writing surfaces and such can be considered distractive, distraction had no influence.…”

mentioning

confidence: 92%

The Effect of Distractions on Sixth‐grade Students in a Testing Situation

Trentham

1975

J Educational Measurement

View full text Add to dashboard Cite

show abstract

“…For example, in India, academic performance is commonly assessed through standardized tests like the Joint Entrance Examination (JEE) for admission to engineering colleges and GPAs. Over the past five years, there has been a noticeable increase in average scores on the JEE, reflecting improvements in the quality of education and preparation among students (Singh & Gupta, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effects of Sports Participation on Academic Performance in Adolescents

Nguri

2024

AJRS

View full text Add to dashboard Cite

Purpose: The aim of the study was to assess the effects of sports participation on academic performance in adolescents. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicate a positive correlation between sports involvement and academic achievement, others highlight potential drawbacks such as time constraints and fatigue. Sports participation has been associated with improved cognitive function, time management skills, and self-discipline, which can positively impact academic performance. However, excessive commitment to sports may lead to neglect of academic responsibilities and increased stress. Furthermore, the influence of sports on academic performance can vary depending on factors such as the type of sport, level of competition, and individual characteristics of the student. Overall, while sports participation can offer various benefits for adolescents, striking a balance between athletic and academic pursuits is crucial for maximizing overall development and success. Implications to Theory, Practice and Policy: Self-determination theory, social learning theory and achievement goal theory may be used to anchor future studies on assessing effects of sports participation on academic performance in adolescents. Educators and school administrators should prioritize the integration of physical activity and sports programs within school curricula to support academic success. Policymakers should recognize the importance of sports participation in promoting holistic youth development and academic success.

show abstract

The Dependent Variable: Measurement Issues in Reading Research

Farr¹,

Tuinman²

1972

Reading Research Quarterly

View full text Add to dashboard Cite

The Effect of Physical Conditions of the Test Room on Standardized Achievement Test Scores

Cited by 5 publications

References 1 publication

The Effect of Distractions on Sixth‐grade Students in a Testing Situation

The Effect of Distractions on Sixth‐grade Students in a Testing Situation

Effects of Sports Participation on Academic Performance in Adolescents

The Dependent Variable: Measurement Issues in Reading Research

Contact Info

Product

Resources

About