THE EFFECT OF DISTRACTIONS ON SIXTH‐GRADE STUDENTS IN A TESTING SITUATION

Abstract

In a testing situation, factors other than the test itself may influence test performance. It is generally assumed that a quiet, distraction-free situation is necessary for testing. Test manuals and texts on the topic of test administration usually indicate that distraction-free situations promote better test performance than do distractive environments. Classroom teachers normally try to establish conditions as ideal as possible for testing. Research does not support the general assumption that distractions in the testing situation influence test scores. Probably the best known study of distractions' effects on test performance was conducted by Super, Braasch, and Shay (1947). The Minnesota Vocational Test for Clerical Workers and the Otis Quick Score Gamma Am were given to graduate students. One group was tested under normal, quiet conditions. Another group was subjected to such distractions as breaking pencils, arguments in the hall, apparent mistiming, and a poorly played trumpet. Analyses of test scores showed no differences in the performances of the two groups. Hovey (1928) and Standt (1948) also experimented with distractions in a college level test situation. Hovey found that with college sophomores, distractions such as noise, lights, music, whistles and stunt man performances did not effect performance on the Army Alpha Test. Standt tested college women with several measures which included verbal analogies, cancellation, addition, multiplication, and with the Otis Self-Administering Intelligence Test. Every 30 seconds a buzzer was sounded and subjects were told which problem to begin on next. While this study may have confounded distractions with instructions, the main interest was in the distraction condition. No significant differences were found in accuracy of performance. In a study using high school students, Ingle and DeAmico (1969) found that conditions in the testing room did not affect standardized achievement test scores. Insofar as poor lighting, poor writing surfaces and such can be considered distractive, distraction had no influence.