Matt Drown The Effects of Immediate Forewarning of Test Difficulty on Test Performance Charles J. Weber Eastern Illinois University George Y. Bizer Union.

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Presentation transcript:

Matt Drown The Effects of Immediate Forewarning of Test Difficulty on Test Performance Charles J. Weber Eastern Illinois University George Y. Bizer Union College The Journal of General Psychology Volume 133, Issue 3, July 2006, Pages 277-285

Theory Forewarning right before an exam has an effect on test performance

Hypothesis There will be a difference in the performance of students with high trait anxiety and low trait anxiety High anxiety will perform worse Low anxiety will perform better

Theoretical Construct I Trait Anxiety Operational Definition 20-item trait-anxiety questionnaire from the State-Trait Anxiety Inventory (STAI) Measures level of dispositional anxiety

Theoretical Construct II Performance Operational Definition 10 multiple choice items from a prior administration of the Graduate Record Examination (GRE)

DESIGN

Study and Subjects Subjects 62 students at Eastern Illinois University psychology students Partial fulfillment of course requirement

Independent Variable I Perceived test difficulty Scale of Measurement Qualitative Levels of Independent Variable 3 levels Expected Easy (N=22) Expected Difficult (N=18) Neutral (N=22)

Independent Variable II Anxiety Scale of Measurement Qualitative Levels of Independent Variable 2 (low and high, based on median split)

Dependant Variable Performance Scales of Measurement Quantitative Levels of Dependant Variable 10 (number of correctly answered items)

RESULTS

Main Effect There were no main effects of condition or trait anxiety on the number of correctly answered items

Interaction Significant difference among both high trait anxiety (p<.05) and low trait anxiety (p<.05) Participants of low test anxiety told that the exam would be hard scored significantly higher than those told it would be easy Participants of high test anxiety told that the exam would be hard scored worse than all other participants No significant difference among no-instruction control

Overall scores as a Function of Trait Anxiety and Condition Difficult No Instruction Easy Low 8.11 6.70 6.09 High 5.00 7.31 7.18

Discussion

I think it is a good idea for a study Very few studies have tested forewarning immediately before a test Suggests that forewarning of difficulty well in advance and immediately before an exam have distinct effects on performance

But…. Could have been done better There were too many extraneous variables that were not controlled or taken into account Maybe taking a larger, more diverse sample