Effect of extended time testing accommodations on grade point averages of college students with learning disabilities.

摘要

This study investigated the relationship between the use of extended time testing accommodations and academic achievement in college students with learning disabilities. Students (N = 127) at a four-year liberal arts college who had documentation of a learning disability were divided into two groups based upon whether or not they had routinely used extended time accommodations in class tests. The groups were compared on ability using SAT verbal, mathematics, and combined scores. No statistically significant differences were found. The groups were then compared on first year and overall grade point averages (GPA). The group that used the extended time accommodations had an average first year GPA that was 0.39 points higher than the group that did not use accommodations. This difference was statistically significant. Similar results were found for overall grade point averages. The use of extended time accounted for approximately 11% of variance in first year GPA and 7% of overall GPA. The results indicate that the use of extended time for testing in college is an effective accommodation for improving performance of students with learning disabilities. However, further research in other types of postsecondary institutions is recommended.