Abstract
The aim of this study was to investigate the influence of pre-exam activities on exam performance, and the significance of gender in each case. The research instruments comprised of a behavioural trait questionnaire and the scores which were taken from a Social Studies formal examination. Respondents (n = 358, female = 224, male = 134) were assigned to one of five groups based on their chosen pre-exam activity; Practising Recall of Subject Material (PRSM), Writing/ Reviewing Course Notes (WRCN), Brain Chemical Stimuli (BCS), Mood, and Social Interaction (SI). Data were analysed in terms of mean quartile range exam scores using analysis of variance (ANOVA) and t-test at the .05 significance level. The study found that: 1) Overall, a significant difference in test scores was observed between groups; 2) A significant difference in test scores was only observed in three of the five groups when compared by gender; 3) The gender difference was greatest in the SI group. Future research should look at the gender differences in each group across different styles of cognitive test, and the effects of the different forms of interaction within the SI group
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.58837/CHULA.EDUCU.47.0.7
First Page
118
Last Page
138
Recommended Citation
Moxon, Simon and Cleesuntorn, Athipat
(2019)
"The Influence of Pre-Exam Activities on Test Performance: Studying the Gender Differences,"
Journal of Education Studies: Vol. 47:
Iss.
0, Article 8.
DOI: 10.58837/CHULA.EDUCU.47.0.7
Available at:
https://digital.car.chula.ac.th/educujournal/vol47/iss0/8
