Strange discovery: Test preparation is less harmful than previously thought

Contents:

• Reasons for scientists' interest in studying exam preparation
• Methods and approaches used in the study
• Results of the study

In the educational environment, intensive preparation for exams is usually perceived in a negative light. In particular, in Russia, there is often talk of students being "coached" to solve similar Unified State Exam problems, which, critics claim, hinders a deep understanding of the subject and the development of a genuine interest in it.

This situation is observed not only in Russia, since many countries also have mandatory final exams in the form of tests, for which students are actively prepared. However, Austrian scientists noticed that no one had actually conducted an in-depth analysis of the impact of such preparation on student motivation. Having set themselves the task of understanding this issue, they came to unexpected conclusions.

The study by Austrian scientists was published in the journal "Learning and Individual Differences".

Reasons for Scientists' Interest in Studying Exam Preparation

There is a widespread belief that excessive pressure on motivation to learn can have negative consequences. This assertion is based on several key premises:

• Research has shown that when preparing students for exams, teachers often use more strict and controlled teaching methods. However, the authoritarian teaching style used to increase motivation often does more harm than good.
• Preparing for exams often takes a lot of time on monotonous tasks and formalities, such as correctly formatting answers. This can seem tedious and does not contribute to increasing motivation.
• There is not enough time for aspects of learning that contribute to increasing motivation, such as student independence, support for their hobbies, and relevance of the learning material to them.

There was a belief that when the emphasis in learning is on exam preparation, students mainly exhibit only extrinsic motivation, while intrinsic motivation fades away due to this approach. However, the authors did not find evidence for this theory in existing scientific publications and decided to conduct their own research.

Methods and approaches used in the study

The researchers formulated the goal: to observe over several months how high school students in Austrian schools begin to realize that as final exams approach, they are increasingly being prepared for testing. In Austria, there is a final exam called Matura, which is the key to admission to higher education institutions in the country and can be compared with the domestic Unified State Exam. It is also important to find out how such preparation affects their academic motivation during this period.

In the context of the study, cramming was understood as teaching methods that include not only direct instructions on how to complete various test tasks, but also systematic repetition of similar tasks. In addition, an important part of this process is regular reminders from the teacher about the need to study certain topics, as they will be presented on the exam.

The authors studied and assessed learning motivation based on expectancy-value theory, considering it as a set of different components. This theory states that motivation to study a particular subject or perform a specific task is formed from two key components:

• The student assumes that he will be able to succeed in mastering this discipline, and if so, then we can say that he has high self-efficacy in this area.
• What significance he attaches to this discipline for himself.

The second component, in turn, consists of many aspects that can be divided into two categories: some of them are more closely related to the student's intrinsic motivation, for example, his individual interest, while others are related to external factors, such as the practical usefulness of the subject being studied for future professional activity.

As part of this study, students from 30 gymnasiums in Austria took the survey twice: at the end of the 11th grade and at the beginning of the 12th grade, which corresponds to the full 12-year course of secondary education in the country. The surveys were conducted in the spring and fall of 2022 and asked about the frequency of teachers' use of practices related to direct preparation for exams. In addition, standard psychological methods were used to assess academic motivation. All questions concerned one subject - English. A total of 1,855 students aged 15 to 20 participated in the study, providing the necessary data in both periods. Girls predominated among them, making up more than 60% of the total number of participants, possibly including those who returned to high school after a break.

Results of the study

An examination of the collected information showed that at the start of the 12th grade, students were prepared for the upcoming exam to a greater extent than several months earlier, according to their own opinions. However, the results regarding the level of motivation were surprising.

The authors suggested that high school students may experience a decline in their perception of the subject's value. This is due to the fact that intensive exam preparation in class left less time for in-depth study of the language and its connection to students' personal interests. However, a positive impact was also predicted: test preparation should contribute to an increase in students' self-efficacy, which implies their confidence in their ability to cope with various English language tasks.

It turned out that all the factors studied—intrinsic motivation to study the subject, its perceived significance and usefulness, and self-efficacy—increased slightly by 12th grade. A more detailed analysis demonstrated that the positive impact was more pronounced for those students who reported increased preparation intensity in 12th grade compared to 11th grade. Thus, more active test preparation had a positive effect on motivation, contrary to initial expectations that such preparation would have a negative effect.

At first glance, this result seems to contradict the notion that external, self-imposed goals (such as achieving high grades or passing exams) serve as a source of extrinsic motivation rather than intrinsic motivation. However, the authors emphasize that students' intrinsic motivation for studying a particular subject is quite complex. In this context, it could have been influenced by increasing self-efficacy.

• Students noticed that the teaching methods had changed, and the teacher was increasingly focusing on preparation for successful passing of exams.
• They summed up their achievements in the preparation process;
• Each time, they were more and more optimistic about their chances of getting a high grade on the exam;
• English classes, which were associated with positive emotions, became much more enjoyable.
• The level of intrinsic motivation to master this subject also increased.

The students' perceived value of this subject for their future education also increased, which, in turn, could have influenced their intrinsic motivation, although this is most likely due to external factors.

Read also:

The connection between intrinsic and extrinsic motivation in students: how does it manifest itself?

The researchers note that the discovered effect was insignificant. It is also important to consider certain limitations of this study: it focused exclusively on the English language, which, of course, has many practical applications in life, beyond preparing for university entrance. Furthermore, the study was conducted just a few months before graduation, and changes in teaching methods were evaluated based on student performance. It's worth noting that the surveys were initially conducted among reasonably motivated students. In Austria, as in Russia, students may leave secondary school after completing the first stage of secondary school, so grades 11 and 12 are attended by those who choose to stay, likely with the intention of continuing their education at university. It's also worth noting that, of all types of secondary schools in Austria, gymnasiums offer the most intensive curriculum, focused on the in-depth academic preparation of their students.

Nevertheless, the researchers are confident that their main findings will be useful for teachers. They are not claiming that test preparation is the best practice to implement or that high school students should focus exclusively on exams. The key finding of the study was the realization that a period of standardized practice before testing does not have as negative an impact on students' academic motivation as is commonly believed.

Read also:

• Academic Motivation: Scientific Theories and Their Explanations

  Academic motivation is an important aspect of the educational process, and various scientific theories offer their own explanations regarding its formation and manifestation. One of the key concepts is self-determination theory, which posits that maintaining intrinsic motivation requires satisfying three basic needs: autonomy, competence, and relatedness. When students feel in control of their learning, confident in their abilities, and have positive social interactions, their desire to learn increases significantly.

  Also worth considering is expectancy-value theory, which emphasizes that a person's motivation depends on their expectations regarding success in learning activities and the value they place on the results of these activities. If a student believes that their efforts will lead to success and that the knowledge gained will be useful, they will be more motivated to learn.

  Another important theory is cognitive theory, which examines the internal processes occurring in the student's mind. This theory emphasizes the importance of a success mindset and beliefs about one's own abilities. If a student has a positive attitude toward learning and believes that they can cope with difficult tasks, this contributes to their academic motivation.

  Thus, scientific theories offer a variety of views on how academic motivation is formed, emphasizing the importance of both internal and external factors that contribute to students' interest and activity in the educational process.

• Academic motivation, academic performance, and self-esteem of schoolchildren are closely interconnected, influencing each other. Motivation to learn plays a key role in student success. When students are interested in the learning process, they demonstrate a greater desire for knowledge, which, in turn, has a positive impact on their academic performance.

  High academic achievement contributes to the development of positive self-esteem. Success in various subjects strengthens confidence in one's own strengths and abilities. At the same time, positive self-esteem can serve as an incentive for further learning and the desire for new achievements.

  Thus, it can be seen that motivation, academic performance, and self-esteem are in constant dynamics, creating a vicious circle: high motivation leads to better results, and successful results strengthen self-esteem, which in turn spurs further motivation.

• Scientists conducted a study in which they examined how different approaches to teaching affect the level of student motivation.
• The study shows that a lack of freedom of choice affects student motivation in the learning process.