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Test administrator's gender affects female and male students' self-estimated verbal general knowledge
ARTICLE

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Learning and Instruction Volume 21, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Effects of test administrator's gender on test takers' self-estimated verbal general knowledge and de facto verbal general knowledge were investigated. Based on three theories previously applied in research dealing with the effects of test administrator's ethnicity, it was expected male and female test takers to show higher scores under female test administration. In a double-blind face-to-face-testing design, 93 university students of both genders in four groups were tested by 20 test administrators of both genders. A MANOVA confirmed the expected significant main effect. Female and male students reached higher scores in self-estimated knowledge when tested by a female test administrator in comparison to female students and male students tested by a male test administrator (Cohen's d=0.46). No significant effects resulted for de facto knowledge.

Citation

Ortner, T.M. & Vormittag, I. (2011). Test administrator's gender affects female and male students' self-estimated verbal general knowledge. Learning and Instruction, 21(1), 14-21. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Learning and Instruction on February 1, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2009.09.003

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