An investigation of the effect of presentations by effective and ineffective speakers on listening test scores

Abstract

Research investigating effects of differences in the administration of listening tests on test scores gives conflicting results. This study was designed to measure relative effects of “effective” and “ineffective” speakers presenting the Brown‐Carlsen and STEP tests on listening test scores. Analyses of the test scores found statistically significant differences between subjects hearing “effective” and “ineffective” speaker presentations for both the Brown‐Carlsen and STEP tests. Since subjects hearing “effective” speakers scored higher on both tests, results suggest variables such as “effective” speaker presentations positively influence listening test score results. Future research validating dimensions of administering listening tests seems necessary.