What are the effects of using strategic approaches to multiple-choice questions on the confidence level and motivation of gifted students in advanced placement chemistry?

Abstract

In this investigation various strategies were implemented with the purpose of improving students' confidence and motivation with multiple-choice tests in Advanced Placement chemistry. The effects of various interventions were examined for any impact on the confidence students had on multiple-choice evaluation and on their motivation to improve. The observed changes point to time allocation for tests as well as students' concurrent mastery of content and strategy as unforeseen variables that affected how their perception and belief impacted their actions.