Focusing on time as an issue, research was done to examine the concept of timed examinations as a possible reason for low scores in mathematics classes. This paper details the research and its results. In this study, the time allotted for a statistics examination was increased in order to determine if test scores improved. Mean scores from ten 90-minute introductory statistics exams were compared to mean scores from 50-minute exams given in prior introductory statistics classes to test for improvement. An Analysis of Variance (ANOVA) using an alpha (α) of 0.05 was used to make the determination. The results indicate that there was a significant difference (with a p-value of 0.009) between the classes’ mathematical test scores—50 minutes versus 90 minutes. Expanding the time allotted for an examination while keeping the content of the examination constant did improve the students’ overall grades.
Preston, K. & D. Radin. (2007) "Dealing with dual anxieties. Journal of the Scholarship of Teaching and Learning for Christians in Higher Education, 2(1), 15-23. https://doi.org/10.31380/sotlched.2.1.15