Effects of a Computerized Program on Use of the Test-Taking Strategy by Secondary Students with Disabilities

• Published in: Learning disability quarterly 2009-08, Vol.32 (3), p.165-179
• Main Authors: Lancaster, Paula E., Schumaker, Jean B., Lancaster, Sean J. C., Deshler, Donald D.
• Format: Article
• Language: English
• Subjects: Accountability; Age Differences; Behavior Disorders; Computer Assisted Instruction; Computer Peripherals; Computers; Control groups; Disabilities; Disabled students; Education; Education Courses; Educational Improvement; Educational Indicators; Educational Legislation; Evaluation; Experimental Groups; Federal Legislation; Federal Programs; Field Tests; General Education; High School Students; High schools; Instructional Effectiveness; Junior High School Students; Knowledge Level; Learning Disabilities; Learning strategies; Posttests; Pretests Posttests; Protocol Analysis; Quasiexperimental Design; Questionnaires; Research design; School Effectiveness; Secondary school students; Special education; Special Needs Students; Student Evaluation; Students with Disabilities; Studies; Teacher Effectiveness; Teachers; Teaching; Test Construction; Test Items; Test Preparation; Test Wiseness; Testing; Time on Task
• ISSN: 0731-9487; 2168-376X
• DOI: 10.2307/27740366

Students with disabilities must meet many testing demands, given the current emphasis on accountability and state competency testing. The purpose of this project was to develop and field test a computerized program to teach the Test-Taking Strategy (Hughes, Schumaker, Deshler, & Mercer, 1988) to secondary-level students with disabilities. The original instruction for the Test-Taking Strategy, validated by Hughes and Schumaker (1991), was transformed into a computerized format based on input from students, teachers, design experts, and technical consultants. A quasi-experimental design utilizing intact classes of students with learning disabilities at both the junior-high and high-school levels was employed to determine the effects of the program. Results showed the computerized program was effective in teaching students to use the Test-Taking Strategy. Statistical differences were found between the posttests of the two groups related to their knowledge of the Test-Taking Strategy, use of the strategy steps on tests, and ability to think aloud about their use of the strategy in a test-taking situation. No differences were found between gains made by junior- and senior-high students in the experimental groups. Further research is warranted to determine if this medium is effective for teaching students other types of strategies.