Enhancing Academic Performance in Geography Among Class VIII Students Through Facilitating Test-Taking Skills
Karma Nidup1, Namgay Tshering2 Ngawang Choden3, Chhime Dorji4, Dorji Wangchuk5, Yangzom6, Sangay Tshewang7, Tshering Dorji8
1Lamgong Higher Secondary School, Ministry of Education and Skills Development
Email: karmanidup@education.gov.bt
2Lamgong Higher Secondary School, Ministry of Education and Skills Development
Email: ntshering7@education.gov.bt
3Lamgong Higher Secondary School, Ministry of Education and Skills Development
Email: nnawangp@education.gov.bt
4Lamgong Higher Secondary School, Ministry of Education and Skills Development
Email: chhime.dorji@education.gov.bt
5Lamgong Higher Secondary School, Ministry of Education and Skills Development
Email: dorjiwangchukzordungps@education.gov.bt
6Lamgong Higher Secondary School, Ministry of Education and Skills Development
Email: yangzom89@education.gov.bt
7Lamgong Higher Secondary School, Ministry of Education and Skills Development
Email: t.sangaytshewang@education.gov.bt
8Lamgong Higher Secondary School, Ministry of Education and Skills Development
Email: tshering2016@education.gov.bt
Abstract
This action research explored the impact of facilitating test-taking Skills on the academic performance of Class VIII A students in Geography at Lamgong Higher Secondary School. While students demonstrated foundational content knowledge, many struggled to perform effectively in tests due to limited competence in test-taking strategies, such as time management, question analysis, and systematic answering techniques. The study employed a mixed-methods design, facilitating quantitative surveys, pre- and post-tests, and qualitative semi-structured interviews to assess the effectiveness of targeted interventions over three months.
The intervention included structured activities focusing on study planning, time management, question interpretation, test-answering techniques, and anxiety management. Pre-test and post-test analyses showed a significant improvement in student performance, with the mean score increasing from 20.75 to 25.87 (t = 10.46, p < .001), while Autumn Test results further confirmed enhanced learning outcomes. Survey data revealed that students held highly positive perceptions of Test-taking skills (M = 5.44), particularly valuing strategies such as underlining key words, eliminating wrong answers, and answering easier questions first.
The study confirms that test-taking skills are essential cognitive and psychological tools that enable students to bridge the gap between knowledge acquisition and performance. Facilitating these skills not only improves academic achievement in Geography but also fosters transferable competencies applicable across subjects and testing contexts. The findings support the integration of test-taking skills instruction into classroom practice as an effective strategy for enhancing student preparedness, motivation, and overall academic success.
