How does peer test score disclosure relate to motivation and academic performance among high school and college students?

Student motivation has been a research focus over the past 20 years because it is linked to student engagement, classroom behavior, and academic performance. Student motivation is regarded as one of the most important factors in overall student well-being, as reported in previous studies. Peer test score disclosure, the practice of students' test scores being shared with classmates by the teacher or among students, may impact student motivation. While prior research has examined social comparisons in younger students, there has been very little research on how this practice affects high school and college students. This study employs a correlation design combined with a mixed-methods survey to investigate the relationship between peer test score disclosure and student motivation and academic performance. The 24 participants completed a survey that asked questions based on their experience with peer test score disclosure. Although the focus was on students who experienced peer test score disclosure, students who did not experience it in their classes could still complete the survey, allowing me to compare the changes between students who had disclosure and those who did not. The survey included a variety of questions, including Likert-scale questions, self-reported test scores, and open-ended questions that asked them to describe how the disclosure affected their motivation and academic performance levels. The results suggested that students who experience test score disclosure score more consistently than those who do not, in both motivation levels and academic performance. I also found a differential relationship between disclosure and academic performance and motivation, where some students reported benefits, while others reported adverse effects.My research suggests that test score disclosure impacts each student differently. However, those who did experience disclosure scored more consistently between the first and second tests. Schools should consider the possible benefits of test score disclosure, such as students scoring more consistently. They should also evaluate the potential harms, such as decreased motivation. Future research should use experimental designs to establish a cause-and-effect relationship and understand the effects of peer test score disclosure.