The effect of test-taking individualized instruction on CRCT scores

Gloria Ines Green, Tennessee State University

Abstract

Academic standards are measured by standardized testing across the nation. Test-taking strategies, at all levels of public education, have been shown to have an impact on standardized test outcomes. This experimental study explored the effect of one-on-one individualized test-taking instruction on a specific standardized test. The purpose of this study was to analyze the effect of individualized test-taking instruction on Criterion Referenced Competency Test (CRCT) scores based on grade level, age, ethnicity, gender, and school attended. The sample included 800 sixth, seventh, and eighth grade male and female middle school students. CRCT scores obtained from the Georgia Department of Education 2004-2005 report card were used as the dependent variable for this research. In addition, the hypotheses were examined using a MANOVA statistical test. The results of the data analysis revealed that female students had scored statistically higher yearly average in language arts and reading. Male had higher scores in mathematics and social studies. Sixth grade students had higher scores in all subject areas. Seventh graders were second on all subjects and eighth graders were last. According to ethnicity, the individualized test-taking strategy had an effect on all subjects, language arts, reading, social studies, science, and mathematics. Minorities as well as white students increased their test scores. There was a statistically significant relationship between students' age and CRCT scores. Thirteen year-olds scored significantly higher in all subject areas. Fourteen year-olds scores were significantly higher only in language arts and reading. Significant differences were found between middle schools attended by the students. The present study provided evidences that individualized test-taking instruction helped students to improve CRCT scores. Language arts and reading were the subject areas in which CRCT scores were significant; however, mathematics, social studies and science did not show an increase. By gender, age, ethnicity, grade level and school attended, this analysis showed increase in all or at least one subject area of the CRCT. Hence, this study recommends that educational systems develop strategies for test-taking in order to improve standardized test scores. ^

Subject Area

Education, Tests and Measurements|Education, Curriculum and Instruction

Recommended Citation

Gloria Ines Green, "The effect of test-taking individualized instruction on CRCT scores" (2006). ETD Collection for Tennessee State University. Paper AAI3222587.
http://digitalscholarship.tnstate.edu/dissertations/AAI3222587

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