Test-Taking Strategies of High and Low Mathematics Achievers

Document Type

Article

Publication Date

2006

Publication Title

The Journal of Educational Research

Volume

99

Issue

3

First page number:

144

Last page number:

155

Abstract

The authors explored test-preparation and test-taking strategies that high school students used in algebra tests. From a pool of high school students (N = 156), 61 students participated in interviews, and of those interviewed, 26 represented those who were high achieving as well as highly interested in mathematics (n = 15) vs. those who were low achieving and showed a low level of interest in mathematics (n = 11). The authors performed category elicitation by using the interview protocols of 56 participants in 3 areas: test-preparation strategy, test-preparation awareness, and test-taking strategy. Elicited constructs included cognitive as well as emotional and motivational strategies and concerns. Whereas some strategies and awareness were common in high and low achievers in mathematics, some strategies varied between the 2 groups. The authors discussed the need for strategy instructions for enhancing high school students' study and test-taking strategies and for addressing their motivational concerns.

Keywords

High and low achievers; Mathematics; Test-preparation and test-taking strategies

Disciplines

Education | Educational Psychology

Language

English

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