READING COMPREHENSION: EFFECTS OF HIGHLIGHTING ON DOCUMENT AND COMPUTER BASED EXAMS

Alexis Acevedo, Miguel Cardoso, Bobby Darlington, Kevin Fernandez, Crystal Goris, and Milton QuintanillaSt. Francis College

Introduction

The advancement of technology in today’s society has shown an increase in computer based testing methods from its document counterpart. Meanwhile, for generations the technique of highlighting text in documents has been a useful study method for remembering written details, therefore helping one achieve better tests results. Also, past research has shown that many exam takers experience disabling anxiety levels when taking a test on either computer or paper formats. Perhaps highlighting is a tool that can be used to mediate this anxiety, therefore increasing test scores.

The purpose of our study was to see if the act of highlighting would increase performance on reading comprehension more than just simply reading through a text without the popular study method. Reading comprehension was calculated through scores on conceptual and direct recall test questions. We hypothesized that out of two experimental conditions (highlighting and non-highlighting), the one with the highest scores would be the highlighting condition despite different testing formats and the same group would produce lower anxiety levels as well.

Procedure

Highlighting Group: •Given a demographics questionnaire •Participants were then told they would take a test on both computer and document formats•They then received a tutorial on how to highlight on the proper format (i.e. computer or paper)•Then given the first anxiety scale •Given four minutes to complete the first reading passage while highlighting in first format (i.e., computer or paper).•The reading was then removed and they were given two minutes to answer questions (conceptual and direct recall)•This was followed by one minute rest and a change of seats•Then they were given the highlighting tutorial for next format •Then given the second anxiety scale •Given four minutes to complete second reading passage while highlighting in second format•The reading was then removed and they were given two minutes to answer questions (conceptual and direct recall)•Then they were given a Computer Literacy Questionnaire to fill out which signaled the end of study

Non-Highlighting Group:•Same procedure as highlighting group except that there was no highlighting tutorial or need for highlighting in the text.

NOTE: Sequence of formats and passages was counterbalanced

Discussion

Due to limited time constraints as to when computer labs were available we were unable to expand on the materials such as direct and conceptual based questions asked. If the study were to be conducted again, one difference would be an increase on the testing questions for each passage. One other thing we would add, would be more questions regarding the usage of highlighting. In the current study there are only two questions relating to the popular study technique and in order to gain a better sense of our participants we would want to add more questions pertaining to this technique.

Possible Concerns/Limitations: •Outside noise possibly creating distractions•Some participants were not aware of what the GRE was.•During pilot studies, technical difficulties with computers were experienced

Participants and Materials

•Participants were 66 undergraduate students from St. Francis College located in Brooklyn, New York.•Participation was voluntary for this study, however, most students were awarded course credit.•Each subject was randomly assigned into one of two conditions (highlighting and non-highlighting)

Materials: •Demographics questionnaire•Computer Literacy Questionnaire•Highlighting Tutorials (For both computer and document formats)•“E-Highlighter” as well as a tangible highlighter both in the color yellow•Two reading passages of equal reading level•Test Questions (two direct recall and two conceptual)•State Trait Anxiety Inventory (STAI), used twice for each participant

Non-Highlighting

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Conceptual Questions

Direct Recall Questions

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Conceptual Questions

Direct Recall Questions

Highlighting

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Conceptual Questions

Direct Recall Questions

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Conceptual Questions

Recall Questions

Results

Over the course of the study we found that our hypothesis supported. There was a significant difference in test performance between the conditions of highlighting and non-highlighting.

Results showed there was a significant difference between paper and computer scores F (1, 64) = 4.705, p < .05, as well as an interaction between testing format and highlighting, F (1, 64) = 7.15, p <.05. There was also a significant correlation between paper STAI and paper test scores, indicating that the higher one’s anxiety is prior to taking an exam on paper the lower the test score, r (66)= -.364, p < .05. Also, a relationship was found between anxiety and computer literacy in that those who are considered more computer literate show less anxiety prior to taking a test in a computer format, r (66)= -.252, p < .05.

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Research Design