Test preparation and test-taking strategies of BİLSEM students

This study aims to examine the test preparation and test-taking strategies of middle school students attending Science and Art Centers (BİLSEM) in Türkiye. Today, academic success is influenced not only by cognitive competence but also by students' strategic behaviors during test preparation and examination processes. BİLSEM institutions, which play a vital role in the education of gifted students, are designed to help these students realize their full potential through individualized and enriched learning environments. In this context, identifying the strategies used by students during test preparation and while answering test questions is crucial for supporting their learning processes and enhancing instructional practices. The study was conducted using a descriptive survey model with a sample of middle school students from BİLSEM centers in the central districts of Antalya. Data were collected through the Test Preparation Strategies Scale (THSÖ) and the Test-Taking Strategies Scale (TYSÖ). The data were analyzed in relation to demographic variables such as gender, age, grade level, parental education level, and the BİLSEM center and program attended. The findings revealed significant differences in students' strategy use based on various demographic factors. Female students scored higher in cognitive and social strategy subscales compared to males; an increase in strategy use was observed with age and grade level; and parental education level significantly affected metacognitive strategies. Additionally, differences in strategy use were also found across different BİLSEM centers and programs. This study contributes to the understanding of the strategies employed by gifted students during test preparation and test-taking processes. It offers valuable insights for educators, guidance counselors, and policymakers, emphasizing the importance of individualized educational practices and the strategic use of student potential. The findings provide significant contributions to the literature on educational psychology and gifted education.