THE PERFORMANCE EFFECTS OF HEADINGS WITHIN MULTIPLE-CHOICE TESTS

Background. It has been suggested that headings within multiple-choice tests positively affect test performance; however, there is little re search to date to either support or reject this hypothesis. Aims. Do h eadings within multiple-choice tests facilitate test performance? Samp le. The available sample for this study included employees of a large manufacturing plant in the western part of the United States (N=143). Participants ranged in age from 26 to 64 years old; the median age was 44 years old. Method. The experimental group received a multiple-choi ce recertification test with headings included; the control group rece ived the same test without headings. The data were analysed by analysi s of covariance. Results, A significant difference was obtained for th e treatment main effect, F(1,140)=4.33 (p<.04), with a calculated effe ct size for headings over no headings of es=0.33. Post hoc analysis of item difficulty data suggests that headings may have the greatest eff ect on less difficult test items and have little effect on difficult t est items. Conclusions, The findings of the present study indicate tha t headings within multiple-choice tests positively affect test perform ance. Perhaps more importantly, the findings indicate that headings ma y differentially impact test items of differing difficulty. Further re search is recommended.