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The effects of learning style, gender and type of examination on expected test preparation strategies
Abstract
Most research on college students' learning emphasizes either context-dependent strategies or person-dependent styles. Relatively few studies have considered both. This study investigated the effects of two person-dependent variables: learning style and gender, and one context-dependent variable: type of examination, on test preparation strategies. Subjects (125 males, 258 females) were recruited in educational psychology classes. Three instruments were used: (a) The Approaches to Studying Inventory (Entwistle & Ramsden, 1983); (b) The Inventory of Learning Processes (Schmeck, Ribich & Ramanaiah, 1977); and (c) A Test Preparation Activities Survey developed for this study. Factor analysis of the test preparation survey yielded six subscales related to research on autonomous studying: Time-Effort, Integration, Selection, Cognitive Monitoring, Peer Orientation and Average Student. After completing the first two inventories regarding their general characteristics, students were randomly assigned to answer questions about study activities they would probably engage in for either an essay or a multiple choice examination in American history. Cluster analysis of Approaches to Studying (ASI) scale scores was used to assign students to clusters. Inventory of Learning Processes (ILP) scale scores were also used to assign students to groups based on four combinations of high and low scores on Deep Processing + Elaborative Processing, and Fact Retention + Methodical Study. A one-factor (ASI cluster or ILP group) ANOVA design was used to test hypotheses of no difference among clusters or groups on individual strategies. A 4 x 2 x 2 MANCOVA design was used to test hypotheses of no difference among clusters, between males and females, or between test conditions, and no interactions, on the set of test preparation strategies, controlling for Self-Rating of Academic Ability. There were significant differences among clusters on all six strategies, among groups on all but Peer Orientation. The MANCOVA yielded a significant three-way interaction of cluster, gender and type of test. Male and female students in the four clusters appear to react differently to multiple choice or essay tests, and the patterns varied by strategy.
Subject Area
Educational psychology
Recommended Citation
Speth, Carol Ann, "The effects of learning style, gender and type of examination on expected test preparation strategies" (1987). ETD collection for University of Nebraska-Lincoln. AAI8806154.
https://digitalcommons.unl.edu/dissertations/AAI8806154