Volume 13, Issue 1, 2024

Exploring the relationship between Test Achievement and the Utilization of Test-Taking Strategies: Implications for Criterion-Related Validity.

Abubakar Rabiu Uba & Ahmad Zamri Bin Khairani

Abstract

This study explores the relationship between test achievement and the utilization of test-taking strategies, with a focus on understanding the strength of the relationship and its implications for criterion-related validity. Data were collected from 600 students at Sule Lamido University, who took the GSP122 test, a 60-item multiple-choice ICT examination. The study correlated the students' scores on the GSP122 test with their responses to the Test-Taking Strategy Questionnaire, a highly validated instrument with a reliability of 0.90. The research aimed to assess how the use of test-taking strategies influences test performance and how this relationship affects the test’s criterion-related validity. The results revealed a significant negative correlation between test achievement and strategy use. It concluded that this inverse relationship between GSP122 scores and test-taking strategies highlights a potential area of concern where high achievers may overlook the importance of test-taking strategies, which could ultimately impact their performance, particularly in high-stakes testing environments. Consequently, it was recommended that educators and instructors place a stronger emphasis on integrating test-taking strategies into their teaching methods. This is especially important for high achieving students, who could benefit from learning how to effectively manage their time during exams, analyze questions thoroughly, and use techniques to reduce anxiety

Keywords

Test-taking strategies, GSP122 Test, Criterion related validity, Lamido University.

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