Reading Instructions and Prioritizing Questions in Taking Math Test: Towards Test-Taking Tips

Abstract

This study examined the test-taking practices of elementary learners, specifically reading instructions carefully and prioritizing easy questions during mathematics examinations. The research was conducted at Arumahan Elementary School, Lemery, Batangas, with 36 Grade 6 learners as respondents. A descriptive-correlational research design was employed to assess the level of practice of the two strategies and to determine differences across profile variables and their interrelationship. Data were gathered through a validated researcher-made questionnaire using a 4-point Likert scale and analyzed using frequency, percentage, weighted mean, standard deviation, independent t-test, and Pearson product-moment correlation coefficient. Results revealed that most respondents were 12 years old (72%), female (64%), and evenly distributed across sections. For reading test instructions, the composite mean was 2.95 (SD=0.94), interpreted as Somewhat Practiced, with understanding how instructions relate to questions ranking highest (M=3.22). For prioritizing questions, the composite mean was 3.04 (SD=0.91), also Somewhat Practiced, with starting with confidently answered questions ranking highest (M=3.58). Inferential analysis showed statistically significant differences in both strategies when grouped by age, sex, and section (p<0.001), leading to rejection of the null hypotheses. However, Pearson correlation revealed no significant relationship between reading instructions and prioritizing questions (r=0.031, p=0.288), indicating that the two skills function as independent cognitive constructs. The findings suggest that while learners have basic awareness of test-taking strategies, systematic training is needed to elevate practice from somewhat practiced to highly practiced. The study proposes an evidence-based intervention program comprising the Rule of Three Selective Highlighting and the Two-Pass Pacing Protocol to improve time management, reduce anxiety, and minimize careless errors in mathematics tests.