RESEARCH

DEFENSE TITLE
SAINT PAUL COLLEGE OF TECHNOLOGY
PRESENTATION
PRESENTED BY
GROUP 4
 Our Tell the story of our team
here! We gonna explain
how our title was created

Group
and how it will benefits the
students at SPCT.

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 Our
Group
Members EJ
LEADER
NICOLE
MEMBERS

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 ANABEL CATHERINE CLAREN
MEMBERS MEMBERS MEMBERS

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 HANNAH JUSTIN AROECENA
MEMBERS MEMBERS

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 ADRIAN CELDRIC JUSTIN DE LUNA
MEMBERS MEMBERS MEMBERS

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 THE EFFECTS OF STANDARDIZED
TESTING ON SENIOR HIGH SCHOOL
STUDENT LEARNING AT SAINT PAUL
COLLEGE OF TECHNOLOGY

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INTRODUCTION

In an increasingly competitive educational landscape,

standardized testing has become a ubiquitous part of the
academic journey, particularly for senior high school
students. This research aims to delve into the effects of
standardized testing on these students, exploring its
implications on their academic performance, mental health,
and future prospects.
INTRODUCTION

STANDARDIZED TESTS, SUCH AS THE SAT AND

ACT IN THE UNITED STATES OR THE A-LEVELS IN
THE UNITED KINGDOM, ARE OFTEN SEEN AS
CRITICAL GATEWAYS TO HIGHER EDUCATION.
THEY ARE DESIGNED TO PROVIDE A UNIFORM
MEASURE OF COMPARISON AMONG STUDENTS
FROM DIVERSE EDUCATIONAL BACKGROUNDS.
HOWEVER, THE IMPACT OF THESE TESTS
EXTENDS FAR BEYOND THEIR SCORES,
INFLUENCING STUDENTS' LEARNING HABITS,
INTRODUCTION

This study will critically examine the various dimensions

of standardized testing, from its perceived benefits to its
potential drawbacks. We will explore whether these tests
truly serve as an effective barometer of a student's aptitude
and potential or if they inadvertently contribute to
educational inequality by favoring certain groups over
others.
INTRODUCTION

Moreover, we will also investigate the psychological

impact of these tests, considering the immense pressure
students face to perform well. The study will explore how
this pressure might affect their mental health and overall
well-being.

Through a comprehensive analysis of existing literature

and primary research, including surveys and interviews
with students, educators, and psychologists, this study
seeks to provide a holistic understanding of the effects of
standardized testing on senior high school students.
INTRODUCTION

THE FINDINGS OF THIS RESEARCH COULD HAVE

SIGNIFICANT IMPLICATIONS FOR EDUCATIONAL
POLICY, POTENTIALLY INFLUENCING HOW
STANDARDIZED TESTING IS CONDUCTED AND
UTILIZED IN THE FUTURE. ULTIMATELY, THE
GOAL IS TO ENSURE THAT THESE TESTS SERVE AS
EFFECTIVE TOOLS FOR ASSESSING STUDENT
POTENTIAL AND READINESS FOR HIGHER
EDUCATION, WITHOUT UNDULY IMPACTING
THEIR MENTAL HEALTH OR CONTRIBUTING TO
EDUCATIONAL DISPARITIES.
STATEMENT OF THE PROBLEM
The main aim and objective of the study is to examine the effect of
standardized testing on the academics of students in Saint Paul College of
Technology. Moreover this sought to answer the following questions:

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STATEMENT OF THE PROBLEM
1. How are the respondents described in terms of?
1.1 Age
1.2 Sex
1.3 Year level

2. Does standardized testing affect your academic performance?

3. Does standardized testing influence your self-esteem and confidence?

4. Does the pressure and anxiety of standardized testing affect your learning experience?

5. Do you believe standardized tests accurately measure your understanding of the subject matter?

6. Do standardized tests help in identifying areas where students need improvement?

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LITERATURE REVIEW Back to Agenda

In some cases the decisions based on test performance may have seemed very important to people: whether or not they would go to
a certain college, whether or not they would be hired for a job, or whether or not they would be promoted at work. Furthermore, some
will have failed in a test, or have a child who has failed, so that they are likely to exhibit an emotional involvement that may cloud or
distort their views when they come to consider tests at a later date. As one would expect, the importance of the decision made on the
basis of test results is related to the strength of people's sentiments about testing (Neulinger, 1966). Much of the current controversy
about testing in schools focuses on the use of norm-referenced standardized tests that is, tests in which the procedure, materials, and
scoring have been fixed, and an individual's performance is interpreted in terms of the "normal" or average performance of a reference
group (see Anastasi, 1954; Cronbach, 1949). Those who see such tests as beneficial argue that, when used properly, they have many
advantages since they are more "objective" and reliable than other, more impressionistic measures of student attainment. Thus, for
teachers and counselors they are a source of information about students, individually and in groups, that can be helpful in teaching and
in student guidance. Tests can also be of assistance to adminis- trators as well as teachers in monitoring the educational programs of
schools and in evaluating the effectiveness of new curricula, instructional materials, and teaching methods. Finally, when test
information is given to students and parents, it can act as a source of motivation and contribute to the improvement of students'
learning and the enhancement of their self-concepts (see Adams,1964; Bloom, 1969; Ebel, 1977; Findley, 1963; Tyler, 1968, 1969).
 HYPOTHESIS
H.O standardized testing has no significant effect on the academic
performance of students in saint Paul college of technology
camiling tarlac. 2. H.O The standardized testing has significant
effect on the academic performance of students in Saint Paul
College Of Technology Camiling, Tarlac.

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METHODS AND DATA COLLECTION

To conduct the study, the student researchers will seek consent from the
respondents, once the respondents approve, the instruments will then be
distributed to the senior high students who are the respondents in this study.
Respondents are given enough time to answer the given questioners. Once
students are done, they gather the tools and can begin analyzing the data.

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DATA ANALYSIS
A survey questionnaire was used to seek information to assess the effects of
standardized testing on senior high school students. After collecting all the data
and information related to the research subject, the researchers further make
observations in the form of comments based on their experiences, as this is one of
the first methods of acquiring knowledge.

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DATA PRESENTATION/FINDINGS
1. "The Double Effects of Standardized Testing on Students and Environment" - This research
discusses both the negative and positive effects of standardized testing, including test anxiety, teaching
to the test, and the achievement gap. Read more
2. "The Impact of Standardized Testing on Student Motivation and Engagement" - This article
explores the negative impact of standardized testing on student motivation and engagement, including
increased anxiety and decreased motivation. Read more
3. "A Phenomenological Study about the effectiveness of using Standardized Tests on improving the
students' learning capability" - This study investigates the effect of standardized testing on students
and teachers, specifically in the context of a private nursing school. Read more
4. "Effects of Standardized Testing on Students & Teachers" - This article highlights some challenging
potential effects of standardized testing on students, such as increased stress and its impact on
performance.

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CONCLUSION
Standardized tests are somehow an issue for some right now,
the researchers want to give awareness to people
particularly, to the students, since the purpose of this research
paper is to inform. The researchers gathered all the data that
they can getthrough searching on different websites online,
and, as the researchers stated that this paper is a
phenomenological study, the
researchers also did an interview but not on the students, but
to the teachers, majoring in math
and sciences to get their different perspective with the said
issue.

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CONCLUSION
While conducting the interview, the researchers
encountered some problems and that is whether
the standardized tests is the most effective method
that education can use in this
modernized era. Somehow the answers of the
respondents are quite the same, and the
researchers have observed that, one major point
that all the informants point out is that
standardized tests can be effective, but not all the
time. According to them, it helps but it doesn’t.

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CONCLUSION

reach one’s student maximum learning capacity.

Especially nowadays, most of the students do
not take their assessment exam seriously. The
researchers concluded that the teachers also find
standardized tests challenging because they are
pressured to “teach for the test” rather than
provide broad lessons for the student which can
result in the student not learning at all.

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 CONCLUSION
Some of the informants said that using standardized tests as the foundation on knowing what
the students have learned from their subject was not really that effective because a lot of
students right now, they don't actually care what will be the results of their tests, mostly the
students cheat, or others might be good in terms of other academic performance but when they
are taking the exam, they are not that good. And since there are some teachers who are using
the students' standardized test results to compare their students to other students, that is not
right. Therefore, the researchers are still recommending using the old learning strategies
wherein the teacher and students focus more on the lesson rather than the given exam, and that
the student should also give more effort on the learning process not always the teachers to help
them grow and teach them to have a better future ahead of them.

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REFERENCES
Himelfarb I. A primer on standardized testing: History, measurement, classical test theory, item response theory, and equating.
The Journal of Chiropractic Education, 2019, 33(2): 151-163.

Knoester M, Au W. Standardized testing and school segregation: like tinder for fire? Race Ethnicity and Education, 2015,
20(1): 1-14.

Popham W J. Why standardized tests don’t measure educational equality. Educational Leadership, 1999, 56.

JIN Zheng. The Imperial Examination and Chinese Culture [M]. Shanghai People’s Publishing House, 1990.

Carpenter S K, Pashler H, Wixted J T, et al. The effects of tests on learning and forgetting. Memory and Cognition, 2008, 36:
438-448.

Boud D, Falchikov N. Quantitative studies of student self-assessment in higher education: a critical analysis of findings.
Higher Education, 1989, 18: 529-549.

Dochy F, Segers M, Sluijsmans D. The use of self-, peer and co-assessment in higher education: A review. Studies in Higher
Education, 1999, 24: 331-350.

Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 1977, 84(2): 191-215.

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ACKNOWLEDGEMENT
The group of this work would like to expresses their thanks and love to those people who help, provided their kind to
it’s work, acknowledge to those people doing the title study will be conduct.

For being a part of student at Saint Paul College of Technology, we enjoyed the beauty of being a good student and
the good manners of being an educated researcher, standard of student and the commitment that someday we will
make our life meaningful and worth living.

To the Saint Paul College of Technology, Camiling which nurtured our in the pursuit of knowledge;

To Ma’am Marielle De Jesus Quiray adviser of senior high school grade twelve AST to the subject of III. Thank you
for understanding, patience, help, encouragement, and for being a inspiration to the researcher during the study;

To Ma’am Phauline Lagrimas adviser of senior high school grade twelve H.E for being the panelist. Thank you for
being kind and for all her support to the researcher;

To Ma’am Nissi Rose Domingo adviser of senior high school grade twelve ICT for being the panelist .Thank you for
being kind and for all her support to the researcher;

To those who were not mentioned, but have contributed to the study; To all of them, this piece of work is
wholeheartedly dedicated.

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 RECOMMENDATION
1. Instead of solely using test scores for accountability purposes, use the data to
identify areas of improvement in the curriculum and teaching methods. This can
help enhance the overall learning experience for students.

2.Help students develop effective test-taking strategies and provide them with
ample opportunities to practice and familiarize themselves with the format and
content of standardized tests. This can help reduce test anxiety and improve
performance.

3.Take steps to ensure fairness and equity in testing, such as providing

accommodations for students with disabilities, addressing language barriers, and
considering cultural differences in test design.

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