TEST-TAKING SKILLS AS PREDICTORS OF PERFORMANCE IN MULTIPLE CHOICE MATHEMATICS TEST AMONG SENIOR SECONDARY STUDENTS IN LAGOS STATE, NIGERIA
Abstract
This study investigated the predictive ability of students' test-taking skills on performance in multiple choice mathematics tests. Non-experimental, cross-sectional correlation research design was adopted in the study. Multi-stage sampling procedure was used to select eighteen (18) schools in three educational districts in Lagos State out of which a total of 1733 students (1006 SSII and 727 SSIII) were drawn. Two instruments were
used to collect data: Multiple choice Mathematics Test (MMT, r = 0.75) developed and validated by the expert and an adapted Test-taking Skill (TSS) scale covering reported testing activities of students before-, during- and after-test (รก = 0.78). The findings revealed a significant positive relationship between scores on TSS and MMT. Before-test skill contributed the highest to the variance in the prediction of performance on MMT. In addition, significant differences in the reported testing skills were found between the high, average and low scorers. The study recommended the need for mathematics teachers to integrate the teaching of testing skills as part of classroom instructional activities in
order to support the students, especially weak ones, through constant practice and regular engagement with learning materials.
Keywords: Classroom Assessment, Multiple Choice Test, Test-taking Skill, and
Mathematics Performance
Dixon, O. O. & Erinosho, S. Y.
TEST-TAKING SKILLS AS PREDICTORS OF PERFORMANCE IN MULTIPLE CHOICE MATHEMATICS TEST AMONG SENIOR SECONDARY STUDENTS IN LAGOS STATE, NIGERIA
Abstract This study investigated the predictive ability of students' test-taking skills on performance in multiple choice mathematics tests. Non-experimental, cross-sectional correlation research design was adopted in the study. Multi-stage sampling procedure was used to select eighteen (18) schools in three educational districts in Lagos State out of which a total of 1733 students (1006 SSII and 727 SSIII) were drawn. Two instruments were used to collect data: Multiple choice Mathematics Test (MMT, r = 0.75) developed and validated by the expert and an adapted Test-taking Skill (TSS) scale covering reported testing activities of students before-, during- and after-test (รก = 0.78). The findings revealed a significant positive relationship between scores on TSS and MMT. Before-test skill contributed the highest to the variance in the prediction of performance on MMT. In addition, significant differences in the reported testing skills were found between the high, average and low scorers. The study recommended the need for mathematics teachers to integrate the teaching of testing skills as part of classroom instructional activities in order to support the students, especially weak ones, through constant practice and regular engagement with learning materials. Keywords: Classroom Assessment, Multiple Choice Test, Test-taking Skill, and Mathematics Performance