Comparing elementary students’ written based mathematics test performance with listening based test performance

The present study aimed to compare elementary students’ written based mathematics test performance with listening based test performance. The participants of the study were 19 sixth grade students. Data were collected through a ten-item test, which was designed in two different forms: Written Based Test and Listening Based Test. Students’ written responses to both tests were analyzed by a scoring guide. Results revealed that students had relatively high scores in written based test compared to listening based test. To analyze this difference in depth, three students’ responses to some sample items in both tests were compared. This comparison showed that students who gave correct response to a question in written based test could not answer the same question in listening based test. Listening requires students to understand and evaluate every spoken message and to follow this with the appropriate action. However, the present study showed that students’ listening skills should be improved through various listening activities.