Effects of Emphasizing Competition in Classroom-Testing Procedures

Abstract

This study examined the effects of emphasizing the competitive environment in a testing situation through the use of rewards and game techniques. Mathematics sub tests from the School and College Ability Tests Series (SCAT) were administered to thirty-six fifth and sixth grade classes under one of three conditions: control, competition with reward, competition with game. Mean class performance and mean class interest were the dependent measures used in the analysis. Results indicated that neither the use of rewards nor the use of game techniques have an important effect on test performance; Ss perform equally well under regular classroom-testing procedures. However, Ss definitely preferred a testing situation in which competition is accentuated with the promise of rewards or the use of a game device; the test on S interest was significant at the .01 level. In light of these results and related studies which showed increased performance on speed tasks administered under competitive conditions, two related speculations were made and discussed: 1. the effect of competition on performance is positively related to the degree to which the task is speed vs power-oriented; 2. the effect of competition on interest is inversely related to the degree to which the task is speed vs power-oriented.