"Effects of Patterns in Answers of Multiple Choice Tests."

Abstract of a paper by Max Krasnow

This project was created to test the nature of the effects of patterns on the test-taking behavior of high school students. A short multiple-choice test was constructed that contained a very obvious pattern (A-B-C-D) in the answers with the exception of the second to last question, number eleven. Students were asked to take the test with the promise of candy as a reward for a perfect score. Four follow up questions were then asked to qualify the students' personal viewpoint regarding the pattern.

Combining exact answers into categories using both tests, these categories were then simplified to five main categories of possible situations. The null category was "No Pattern Formed." Samples fell into this category when students answers on a given test failed to repeat the pattern twice (the identity theorem for patterns is that the same sequence is repeated at least twice). Once the pattern was established, four other categories were possible based on the two binary aspects of the pattern: being not/noticed and not/effective.

The pattern was found to be very effective in manipulating high school students' test taking behavior. This was determined by utilizing the data of those who conformed/didn't conform in relation to whether or not they notices a pattern and whether they consciously conformed to it. These results were found also to be statistically significant, almost very statistically significant. The results of this experiment have definite applications in the field of educational and social psychology and the potential for extended research to expand the conclusions is high.

Individuals who provided help: Janet Cheney.