Do Laboratory Findings on Test Expectancy Generalize to Classroom Outcomes?

Abstract

We conducted a meta-analysis of both classroom and laboratory studies of the effects of expecting a recall, recognition, essay, multiple-choice or true-false test on students’ subsequent achievement. In laboratory studies, studying with a recall set produced strong positive effect sizes for both discrete and prose materials. However, studying with a recognition set produced no effects with discrete materials and small negative effects with prose materials. In contrast, results from classroom studies indicated that students achieved most when preparing for the type of test they received. These results run counter to standard wisdom in the college study skills area and lead us to challenge the assumption that laboratory studies on expecting tests of recall and recognition provide a useful analog to test expectancy effects involving essay and multiple-choice tests in the classroom.