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- W2159966457 abstract "To investigate the efficacy of a cognitive approach to problems of motivation, anxiety, and test wiseness, programmed texts were used to condition verbal repertoires relevant to each of these problems. Five sixth-grade classes (118 students) were administered the Otis-Lennon Mental Ability Test in a pretest-posttest design. Each class received one of the following conditions: (a) control condition, (b) motivation program, (c) anxiety program, (d) test wiseness program, or (e) a combination of all three programs. There was a significant effect only on raw scores. Comparing the combination group with the control group, both IQ and raw score gains were significant. Lower IQ level students made greater raw score gains that did upper IQ level students. The literature suggests that test scores may be improved by any of four basic methods: (a) coaching (tutoring with problems similar to test items), (b) teaching test wiseness, (c) increasing motivation, and (d) reducing anxiety. Heim and Watts (1957) found that coaching produced a rise in test scores. However, Dyer (1953) determined that coaching on the Scholastic Aptitude Test (SAT) had at best a negligible influence on test scores. SAT verbal scores were not raised by coaching; SAT math scores were improved, but only if students happened not to be enrolled in regular math classes. The term test wiseness has usually been defined as a person's ability to use the characteristics of the test or test-taking situation to inflate his test score. Numerous studies have indicated that the teaching of test-taking strategies improves scores on multiple-choi ce examinations (Oakland, 1972; Slakter, Koehler, &" @default.
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- W2159966457 date "1977-10-01" @default.
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- W2159966457 title "Effect of programmed instruction related to motivation, anxiety, and test wiseness on Group IQ test performance." @default.
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- W2159966457 doi "https://doi.org/10.1037/0022-0663.69.5.630" @default.
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