DUAL TASK TRAINING AND EXAM PERFORMANCE AMONG UNDERGRADUATE STUDENTS – AN EXPERIMENTAL STUDY

Abstract

Background: Exam performance in undergraduates is constrained by factors like slow handwriting speed and limited working memory capacity. Dual-task training (DTT), which involves performing cognitive and motor tasks simultaneously, may enhance these skills.

Aim: This study investigated the effect of a 6-week DTT program on exam-related skills, specifically handwriting speed and working memory, in undergraduate students.

Methods: A randomized experimental design was employed. Thirty-six undergraduates were allocated to an experimental group (n=19) receiving DTT or a control group (n=17) continuing regular studies. The York Adult Assessment Battery-Revised (YAAB-R) was used to assess reading comprehension, written précis, spoonerism (phonological awareness), rapid automatized naming (RAN) rate, and handwriting speed at pre-test and post-test.

Results: The DTT group demonstrated statistically significant improvements (p<0.05) in reading comprehension, spoonerism accuracy and rate, and handwriting speed. The most substantial improvement was in handwriting speed (mean difference: 11.42 words per minute, p<0.001). While both groups improved in some areas, the experimental group showed significantly greater gains in key exam-performance metrics compared to the control group.

Conclusion: A structured 6-week DTT program is an effective intervention for improving critical exam-writing skills in undergraduate students, particularly handwriting speed and phonological processing. These findings support the integration of DTT into educational support programs to enhance academic performance.