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Version 1.1 – Updated August 2021

Teaching test taking and coaching

Overview

  • Influence: Teaching test taking and coaching
  • Domain: Student Learning Strategies
  • Sub-Domain: Learning strategies
  • Potential to Accelerate Student Achievement: Likely to have positive impact
  • Influence Definition: Teaching test-taking strategy courses (e.g., strategies for guessing, keeping to time, and reducing anxiety) and theoretical instruction (explanations of deductive reasoning protocols.

Evidence

  • Number of meta-analyses: 11
  • Number of studies: 275
  • Number of students: 15,772
  • Number of effects: 372
  • Effect size: 0.27

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Psychological Bulletin Messick & Jungeblut USA Time and method in coaching for the SAT 1981 Coaching for SAT 12 0 12 0.15
Review of Educational Research Bangert-Drowns, Kulik & Kulik USA Effects of coaching programs on achievement test performance 1983 Training in test taking skills 30 0 30 0.25
Harvard Educational Review DerSimonian & Laird USA Evaluating the effect of coaching on SAT scores: A meta-analysis 1983 Coaching on the SAT-M/V 36 15,772 36 0.07
Journal of Educational Research Samson USA Effects of Training in Test-Taking Skills on Achievement Test Performance: A Quantitative Synthesis 1985 Training in test taking skills 24 0 24 0.33
The Elementary School Journal Scruggs, White, & Bennion USA Teaching test-taking skills to elementary-grade students: A meta-analysis 1986 Training in test taking skills 24 0 65 0.21
AERA Conference paper Kalaian & Becker Effects of coaching on Scholastic Aptitude Test (SAT) performance: a multivariate meta-analysis approach 1986 Coaching for SAT 34 0 34 0.34
ETS Research Report Series Powers USA Relationships of test item characteristics to test preparation/test practice effects: a quantitative summary 1986 Coaching for college admission 10 0 44 0.21
Review of Educational Research Becker USA Coaching for the Scholastic Aptitude Test: Further Synthesis and Appraisal 1990 Coaching for SAT 48 0 70 0.30
Conference paper Witt USA Meta-analysis and the effects of coaching for aptitude tests 1993 Training in test taking skills 35 0 35 0.22
Psychological Bulletin Kulik, Bangert-Drowns, & Kulik Effectiveness of coaching for aptitude tests 1994 Coaching for SAT 14 0 14 0.15
Journal of Technology Education Haynie USA Effects of test taking on retention learning in technology education: a meta-analysis 2007 Test taking on retention learning 8 0 8 0.76
TOTAL/AVERAGE 275 15,772 372 0.27

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 5 4 3 3 4
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