The effectiveness of computerized coaching for the Preliminary Scholastic Aptitude Test (PSAT/NMSQT) and the Scholastic Aptitude Test (SAT)

After a pilot study with 40 volunteers indicating an advantage of 97 SAT points for coached volunteer juniors versus peers who were not coached, a larger study was conducted. PSAT scores were collected on 451 parochial high school juniors from four New England schools. The sample included 204 coached junior volunteers and 247 non-volunteers not coached for the 1987 PSAT. Participants took a pretest 1982 PSAT and three anxiety scales. Regular administration of the October, 1987 PSAT was used as the posttest measure. Back-ground variables were also considered in data analysis. Juniors in the 1987 PSAT sample were randomly assigned to one of five treatments at each of the four schools; (1) using a computer-based software package individually; (2) using the same software package while working in pairs; (3) using a book and computer software package individually; (4) using the book from this package without the computer; and (5) a control group which reviewed answers to the 1982 PAST.;Coached students demonstrated statistically significant gains at three out of four of the high schools when compared with their "uncoached" classmates as well as their own previous PSAT test score performance; coached students declined slightly on average PSAT verbal and improved significantly on PSAT mathematics compared to pretest and sophomore year PSAT scores after an average of 5 to 7 hours of coaching. PSAT scores were highly correlated to DAT, NEDT, and STS test records.;Final PSAT scores appeared unrelated to anxiety ratings or specific treatments. However, scores on the three anxiety scales tended to decline at boy's schools and increase at girl's schools during the coaching period.;These results are consistent with previous reports although this coaching time was shorter on computerized coaching for the College Board. At three out of four schools 93 to 97 percent of the variance in differential gains in verbal and mathematics PSAT scores for coached students could be accounted for by extra time spent on coaching, regardless of the particular coaching materials used in the program.