Relationships between Test Preparation and Academic Performance on a Statewide High School Exit Examination.Report as inadecuate




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The relationship between test preparation and academic performance on a high school graduation test was studied using data from the 1995-96 Louisiana Graduation Exit Examination (GEE). Test preparation was measured based on students' responses concerning whether they prepared well for the test or not. Academic performance was measured through five subjects: English Language Arts, Mathematics, Written Composition, Science, and Social Studies. Each subject was examined based on two test uses: students' passing status and students' scaled scores. A series of chi square tests were used for each subject to examine the relationship between test preparation and passing status. In addition, Pearson correlation analysis was used for each subject to examine the relationship between test preparation and scaled scores. Results show that there is a significant relationship between preparation and academic performance, but that the magnitudes of the relationships are different across the five subjects. The strongest relationship was found for mathematics. The patterns of the relationships between test preparation and academic performance were generally consistent across subgroups with reference to gender and ethnicity. (Contains eight tables and seven references.) (SLD)

Descriptors: Academic Achievement, Chi Square, Correlation, English, Ethnic Groups, Exit Examinations, Graduation, High School Students, High Schools, Mathematics, Readiness, Sciences, Sex Differences, Social Studies, Student Reaction, Study Habits, Test Use, Writing (Composition)











Author: Norton, Scott M.; Park, Hae-Seong

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10597&id=ED406426







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