ERIC Number: ED508692
Record Type: Non-Journal
Publication Date: 2010-Mar-8
Abstractor: As Provided
Reference Count: 1
The Influence of a Pre-Reading Strategy on College Exam Scores: An Action Study
Womack, Sid T.; Hanna, Shellie L.
(Purpose) This study attempted to determine the effectiveness of an exam pre-reading strategy. (Methodology) It is an action research study that arose from a need in a particular class. A graduate class' scores on the first exam of the semester were unusually low. An instructor implemented a pre-reading strategy to determine if the scores would improve. The strategy in question involved using a review method that allows students to read their exam in a class session prior to taking it. The study involved comparing scores from students' exam scores who had not had this strategy and students who had utilized the pre-reading strategy. (Results) Results demonstrated an increase in mean scores on the exam. Next, the instructor implemented the same strategy for the same class during a following semester to determine if similar findings would occur. All exams were given under test-secure conditions. In both cases discussed in the study, mean scores on the exams increased for students utilizing the strategy. (Conclusions) In this setting, pre-reading strategies enabled candidates to perform better on exams, therefore the pre-reading strategy has been re-instituted. (Recommendations) 1. Continue with pre-reading strategy at this university and with these courses. 2. Encourage additional research with other university faculty to determine if this technique will also enable their students to perform better on examinations. (Additional data) Contains two tables.
Publication Type: Reports - Research
Education Level: Higher Education
Authoring Institution: N/A