Project 3: Test Anxiety Survey Report
Introduction
Anxiety is an emotion that is brought by tension and worry feelings and may often result in an increased rate of blood pressure. Everyone occasionally experiences normal levels of anxiety when they get excited, worried or tensed but it can turn out to be a disorder if the experience is at disproportionate levels. When it becomes a disorder, it can cause excessive fear, nervousness, and worry and can change the normal behavior of a person.
Anxiety has been claimed to cause poor academic performance across the world. According to Dawood, Ghadeer, Mitsu, Almutary, & Alenezi (2016), excessive levels of anxiety negatively affects a person’s physical and mental wellbeing in addition to their social, occupational and academic performance. Test anxiety is very undesirable problems that students face right before examinations. Duraku (2016) noted that students not having adequate time to study and prepare for the exams, pressure from their families to perform well, and their perception that exam is difficult are some of the factors that influence test anxiety in student.
This report will discuss a survey that was conducted by students in section AG and AH. The survey was designed to measure thoughts, feelings, and experiences that are related to test anxiety. The questionnaire sought demographic characteristics together with section-specific questions. The main objective of the survey was to find the relationship between test anxiety and the anticipated grade in examinations. Therefore, the research question that will be answered at the end of this report is; what grade do you typically anticipate getting in an exam? To predict the anticipated grade, regression analysis will be necessary.
Method
The dependent variable used was test anxiety and the independent variable is the expected score and the extent of satisfaction with the time spent studying for a test. These variables will be compared to determine the nature of the relationship that may exist between them. In this section, we discussed the research design used, the participants, the measurements, and the procedures used.
Design. A quantitative research design was employed so as to effectively answer the research question. This approach is suitable because it allows the investigator to collect data on a predetermined instrument like a questionnaire. The study is non-experimental and correlational because associations were sought between test anxiety and expected score. The dependent variable was to test anxiety. Test anxiety was measured on a five-point Likert scale. Two independent variables were considered as conceptual constructs; expected score and the extent of satisfaction with the time spent studying for a test.
Participants. The participants of the study comprised of all students who did not belong to sections AG or AL. Sampling was carried out using a simple random sampling technique. Each eligible participant was assigned a number. Random number generation was conducted using a scientific calculator and 149 random numbers were picked. A participant whose assigned number appeared on the generated random number list was included in a sample. A sample of 149 students was identified and was required to fill questionnaires. The questionnaires contained questions that would help the investigator to answer the research question.
Measures. Test anxiety was measured on the ordinal level of measurement. The measurement was described using low, optimal and high. A 5-point scale was used to seek a response on test anxiety. The question, “How apprehensive or worried do you typically feel in the testing situation?” had responses, not at all, a little, a moderate amount, a lot and a great deal. Not at all and a little represented low levels, a moderate amount represented optimal levels, a lot and a great deal represented high levels of test anxiety. Low levels of test anxiety were characterized by the decreased emphasis on preparing for the test, optimal levels were characterized by appropriate efforts in preparing for the test while high levels were characterized by the intense preparation efforts. The expected score was measured as a percentage which is an interval level of measurement. This score described the expected grade of the student in the event that they sat for an exam. The participant was required to answer the question, “ what grade do you typically anticipate getting on an exam?”. A range was provided with an interval of 10. The extent of satisfaction with the time spent studying for a test was measured on a 7-point Likert scale ranging from strongly disagree to strongly agree. The question asked was, “To what extent do you agree with this statement? I feel satisfied with the amount of time I spend studying for a test.”
Procedure. Consent statement was read to the participants and consent forms signed before they were handed over the questionnaires. The participant was assured that their responses would be kept confidential and would not be used for any other purposes other than the one stated in the consent form. Participants who agreed to take part in the survey were briefly taken through the purpose of the survey. The research assistants distributed questionnaires to 149 participants and each of them was given 15-20 minutes to complete it. Data collection process took 1 hour to obtain all the duly filled questionnaires. The questionnaire responses were entered into Microsoft’s Excel program and the analysis was conducted.
Results
This study was conducted with the aim of finding the relationship between test anxiety and the expected grade score. The descriptives of the demographic variables, age, and gender were reported. The mean age of the students was 19.89 years with a standard deviation of 2.18, the median was 20 years and the most frequent age was 20 years. 71% of the participants indicated that they were female, 26% male and the rest preferred not to answer.
There was a significant weak negative correlation between expected score and test anxiety, r = -.39, p < .001. In general, scores that were higher on the low level of test anxiety tended to be lower on high levels of test anxiety. A multiple regression analysis was conducted with all the independent variables included. The following table shows the output of the results of the regression analysis.
Table 1
Multiple Regression Table
| DV: Q1 | beta | p-value |
| IV1: Q2 | .07 | .12 |
| IV2: Q3 | -.03 | .45 |
| IV2: Q4 | -.05 | .16 |
| IV3: Q5 | -.06 | .22 |
| IV4: Q6 | -.24 | .002** |
| IV5: Q7 | .14 | < .001*** |
| IV6: Q8 | .46 | < .001*** |
| IV7: Q9 | .05 | .48 |
| IV7: Q10 | .04 | .49 |
| IV7: Q11 | -.02 | .76 |
When controlling for all other factors in the survey, an increase in the expected score by 10% would lower the test anxiety level by .24 points. The effect of the expected score was significant at α= .05. When controlling for all other factors, an increase in the level of the extent of satisfaction with the time spent studying for a test by 1 will lead to a corresponding increase in the test anxiety by .04 points.
Discussion
The expected score was found to be significantly associated with the test anxiety and therefore could be used to predict the test anxiety. The second considered independent variable, the extent of satisfaction with the time spent studying for a test, did not significantly predict the test anxiety. All the other variables were not significant except for IV5 and IV6.
We were interested in this variable because the previous study by Duraku (2016) had indicated that it was one of the factors that influenced test anxiety. However, this study indicated that time spent studying was not associated with test anxiety. Mohamadi, Alishahi, & Soleimani (2014) noted that the main reason for test anxiety as cited by students was the uncertainty of the areas that would be covered in the examinations.
This study has its limitations. Firstly, the survey did not use the actual scores of the students but instead what they anticipated to score. Some students might have exaggerated their anticipated scores. Future studies should obtain the actual scores for better predictions. Secondly, this was a non-experimental study. Future similar studies should take an experimental approach so as to control for exogenous factors that may have been unforeseen here.
References
Dawood, E., Ghadeer, H. A., Mitsu, R., Almutary, N., & Alenezi, B. (2016). Relationship between test anxiety and academic achievement among undergraduate nursing students. Journal of Education and Practice, 57-65.
Duraku, Z. H. (2016). Factors influencing test anxiety among university students. The European Journal of Social and Behavioural Sciences, 2325-2334.
Mohamadi, M., Alishahi, Z., & Soleimani, N. (2014). A Study on test anxiety and Its relationship to test score and self-actualization of academic EFL students in Iran. Procedia – Social and Behavioral Sciences, 1156 – 1164.
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