The effect of emotional intelligence on male and female high school students’ performance in production and recognition test item formats of reading comprehension

Hamideh Azimi Tabar, Bahman Gorjian, Abdolreza Pazhakh

Abstract


Abstract-The purpose of this study was to measure up the impact of Emotional Intelligence (EI) on male and female high school students’ performance in production and recognition test item formats. 180 students were randomly assigned into six groups of males and females including 30 participants. They were divided in pair groups of production (C-test items), recognition (MC items) and recognition/production (MC/C items). At the end of each reading passage, the students received exercises on C, MC, and MC/C tests. In both schools, the MC/C groups received multiple-choice (MC) and C-test items, the MC groups were taught taking the tests of MC items and the C groups received instructions on C-test items. The results of two-way ANOVA indicated that there was a significant difference between males and females in taking C, MC, and MC/C test formats. In other words, males outperformed their female counterparts. Two-way ANOVA also revealed that there was a significant interaction between gender and EI. Both males and females performed better in taking tests of reading comprehension with MC test items rather than C and MC/C test items. Results of Two-way ANOVA indicated that there was a significant difference between males and females in utilizing their EI faculties on test taking processes.


Keywords


Emotional Intelligence; test item format; gender; reading comprehension

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