EFFECTS OF TEST PREPARATION ON PERFORMANCE RESULTS
Statement of the Problem & Study Purpose
The literature has reported that the use of practice tests and preparation for tests results in improved performance results (Field, 2000; Sly, 1999). The current percentage of students passing the science and social studies portion of the Ga. High Graduation Test is a concern. Of students who took the test in 1999-2000, only 37 percent passed the social studies portion, and 25 percent passed the science portion. Since research has pointed out that preparation for tests results in improved test scores, it is reasonable to investigate the effects of a preparation program with this population.
The purpose of this research study will be to empirically explore the effects of a preparation intervention process on science and social studies test scores.
The research question is as follows: How will the intervention process effect science and social studies diagnostic and graduation test scores?
Hypothesis 1. Post-test science and social studies test scores will be significantly higher than pre-test scores for students participating in the intervention program.
Hypothesis 2. Students participating in the intervention program will have significantly higher science and social studies graduation test scores, than those not participating in the program.
Intervention Program. For this study, the intervention program will consist of a tutorial program, the Take-Ten Program, and a two-day session of classes going over science, social studies, math, and language art.
Take-Ten Program. For this study, the Take-Ten Program includes teachers taking 10 minutes each class period to work on graduation skills in subject areas.
Pre- and Post-test Scores. Pre- and post-test scores will be measured by the science and social studies diagnostic test instrument used for this study.
Graduation Test Scores. Graduation test score...