Clariana, R. B. (1997). Text Design: The Influence of Headings on Multiple-Choice Tests. In Proceedings of the 19th National Convention of the Association for Educational Communications and Technology (pp. 205-207).
Clariana, R.
1997
Clariana, R. B. (1997). Text Design: The Influence of Headings on Multiple-Choice Tests. In Proceedings of the 19th National Convention of the Association for Educational Communications and Technology (pp. 205-207).
There is a substantial research base considering the effects of headings within text, however there are almost no studies involving the use of headings during testing. Headings in text research results have been mixed. Headings in text appear to affect the encoding of certain kinds of information including declarative information and recall of concepts, but has been shown to be nominally effective for recall of logical relations. Also, lessons including headings seem to benefit less able readers, older readers, and field dependent readers. Learner-generated headings positively impact delayed recall of inference especially for higher-ability learners. The effects of headings during testing were investigated by Townsend, Moore, Tuck, and Wilton (1990). A sample of undergraduate students (n = 287) enrolled in an introductory educational psychology course received a 41 item multiple-choice examination during the first quarter of the course that was 20% of their final course grade. The students were randomly assigned to receive either the version with headings or the version without headings. The headings were based on the title of the chapters covered during each part of the course. Field dependence-independence and student attitude towards the use of headings during testing were also considered. Headings did not facilitate (or hinder) test performance and no association was observed between field dependence-independence and headings. Interestingly, the students overwhelmingly reported that they felt that headings during testing would positively influence their performance.
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