This study examined the effects of training Hispanic college students in test-taking skills on the internal consistency and predictive validity of a test to predict mathematics achievement. Five hundred and thirty-five students were randomly assigned to two groups. Students in the experimental group were instructed in test-taking skills. Students in the control group received information on the college's educational programs. On the basis of the results of a computation test, the students were placed in either a basic skills or an algebra course. The test had slightly lower internal consistency and higher predictive validity for the experimental group.
Maria M. Maspons, Assistant Professor of Mathematics, Division of Bilingual Studies, Miami-Dade Community College, Mitchell Wolfson New World Center Campus, 300 N.E. econd Avenue, Miami, FL 33132
Maria M. Llabre, Associate Professor of Educational Psychology, School of Education and Allied Professions, 101-A Merrick Building, University of Miami, Coral Gables, FL 33124