Test anxiety is a phenomenon that affects students' academic performance. It has cognitive, affective, and behavioral components that can negatively impact recall, understanding, and test-taking. Research has found test anxiety is linked to lower exam scores and varies between individuals based on factors like working memory capacity and expectations of success. This study examines test anxiety among university students and its relationship with academic achievement.
Exploring teaching practices that are helpful in addressing at risk students ...zahirwali
This study is conducted to explore and identify factors
that put students at risk. Secondly, it introduces teaching
practices that are found to be helpful in dealing with those
students who are entitled at-risk. The data for the study has been
collected through a critical review of available literature. The
findings indicate that different factors related to school, personal
life, family and community contribute in putting students at-risk.
The findings also show that caring and committed teaching,
involvement in learning, peer tutoring, tutoring and small groups
are the beneficial teaching practices for students at-risk.
The Responses of Non-English Major Students with Visual Learning Style of Wri...idhasaeful
This research is conducted towards the students of non-English major with visual learning style and writing preference. There are 14 students, which are taken to be the respondents. Questionnaires are the instrument used to gather the data in this research. This research employs descriptive qualitative method in analyzing the data.
The result portrays that 3 major findings: (1) most of the students find it difficult to accomplish the oral English test which is natural and normal due to their preference skill in writing, (2) in spite of the difficulty of the oral English test, the majority of the students consider the test to be challenging, accommodating and satisfying (3) a large number of the students get the benefit from the effectiveness of the feedback that they get in the form of rubrics.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
EFFECTS OF CORRECTIVE FEEDBACK ON LEARNERS OF ENGLISH AS A SECOND LANGUAGE (ESL)ijejournal
This paper attempts to probe the effects of corrective feedback on English as Second Language (ESL) students’ motivation, achievement and performance. After reviewing seven theses and twenty-seven research papers, it has been noticed that corrective feedback has exhibited remarkable effectiveness in
boosting learners’ motivation, achievement and performance when learning second languages. However, other research underscored that corrective feedback impinges learners’ performance and motivation negatively. Hence, further research needs to be conducted to probe the effectiveness of corrective feedback when incorporated in other foreign languages, and various subject matters
Exploring teaching practices that are helpful in addressing at risk students ...zahirwali
This study is conducted to explore and identify factors
that put students at risk. Secondly, it introduces teaching
practices that are found to be helpful in dealing with those
students who are entitled at-risk. The data for the study has been
collected through a critical review of available literature. The
findings indicate that different factors related to school, personal
life, family and community contribute in putting students at-risk.
The findings also show that caring and committed teaching,
involvement in learning, peer tutoring, tutoring and small groups
are the beneficial teaching practices for students at-risk.
The Responses of Non-English Major Students with Visual Learning Style of Wri...idhasaeful
This research is conducted towards the students of non-English major with visual learning style and writing preference. There are 14 students, which are taken to be the respondents. Questionnaires are the instrument used to gather the data in this research. This research employs descriptive qualitative method in analyzing the data.
The result portrays that 3 major findings: (1) most of the students find it difficult to accomplish the oral English test which is natural and normal due to their preference skill in writing, (2) in spite of the difficulty of the oral English test, the majority of the students consider the test to be challenging, accommodating and satisfying (3) a large number of the students get the benefit from the effectiveness of the feedback that they get in the form of rubrics.
Across the country schools face a multitude of challenges related to student discipline and school climate that potentially impact social and academic outcomes for students. Schools are continually changing and the demands that students face daily have increased at a rapid rate. When students are ill-equipped to face such demands, and traditional reactive approaches to discipline are employed, there is an increased likelihood that they will drop out, or will face punitive measures that do not ultimately improve behaviors (Morrissey et al., 2010). Choosing to dropout of high school may cause serious repercussions for students, their communities and families. Although many interventions currently used to decrease the number of dropouts do not have strong evidence to support their effectiveness (Freeman et al., 2015), several studies conducted in the past 20 years indicate that improved outcomes for students graduating high school have occurred through various interventions. School of Life (SOLF) is a intervention offered as an alternative to in school detention and suspensions. Although other dropout prevention programs have been evaluated, SOLF is a time and resource efficient method for targeting dropout and students who have participated in this intervention over the past three years have seen positive results, including higher rates of graduation (Baggaley, 2015). The purpose of the current study was to answer the following three research questions: 1. What is the effect of the SOLF on grade advancement/dropout rates? 2. What is the effect of SOLF on attendance? 3. What is the effect of SOLF on school connectedness and student motivation?
EFFECTS OF CORRECTIVE FEEDBACK ON LEARNERS OF ENGLISH AS A SECOND LANGUAGE (ESL)ijejournal
This paper attempts to probe the effects of corrective feedback on English as Second Language (ESL) students’ motivation, achievement and performance. After reviewing seven theses and twenty-seven research papers, it has been noticed that corrective feedback has exhibited remarkable effectiveness in
boosting learners’ motivation, achievement and performance when learning second languages. However, other research underscored that corrective feedback impinges learners’ performance and motivation negatively. Hence, further research needs to be conducted to probe the effectiveness of corrective feedback when incorporated in other foreign languages, and various subject matters
Test Anxiety and Academic Achievement in Thiruvannamalai Districtijtsrd
The present study planned to probe the effects of test anxiety on academic achievement of high school pupils. The respondents encompassed of 300 school pupils 158 boys and 142 girls studied in IX standard were selected by random basis from diverse high schools of Thiruvannamalai District. Prof. V. P. Sharma’s Test Anxiety Scale TAS was used to assess test anxiety and English Achievement Test EAT was used to carry out test and calculated the percentage of total marks attain by the students was measured as the academic achievement score. The outcome revealed that the result revealed that there is significant difference in Private school students have high anxiety when compared to Government School students. Nuclear family students achieve more in the academic of English when compared to Joint family students. Government school students achieve more in English when compared to Private school students. And also reveals that there is no significant difference between nuclear family and joint family in respect to their Test Anxiety. Lastly, the correlation result reveals that there exists a moderate Positive Correlation between Test Anxiety and Academic Achievement. Dr. R. Muthaiyan | J. Lingeswaran "Test Anxiety and Academic Achievement in Thiruvannamalai District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd32980.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/32980/test-anxiety-and-academic-achievement-in-thiruvannamalai-district/dr-r-muthaiyan
Test anxiety gender and academic achievementsDr.Nasir Ahmad
Objectives: To investigate undergraduate students’ test anxiety level; to measure
the correlation between undergraduate students test anxiety with their
academic achievement; and to measure the correlation of undergraduate students’
test anxiety from the perspective of their gender.
Methodology: Students of eight departments at University of Swat constituted
the study sample. Among these, 126 undergraduate level students were selected
through simple random sampling technique. The tool used for the study was
Westwide Test Anxiety Scale. Analysis of data was done using SPSS version 21.
Results: Among the selected respondents, there were 89 (70.63%) male and
37 (29.37%) female students. Our results revealed that 39.7% of undergraduate
university students were suffering from moderately high test anxiety. Male students
had 44.9% while female students had 27% moderately high test anxiety.
The correlation coefficient between CGPA and test anxiety of students was -.317
which shows inverse relationship. The average CGPA of male students was 2.8
while female students had a CGPA of 3.19. The mean test score of male undergraduate
students was 3.25 ±0.60 and female under graduate students was
3.13 ±0.77, p value .366.
Conclusion: Moderately high test anxiety was found in undergraduate university
students which was similar in both male and female students. Female students
showed better performance as compared to male students.
Key Words: Test anxiety, Academic achievement, Undergraduate students
MWERA Parent Perceptions of Trauma-informed Assessment Conference PaperCamilleMora
Parent Perception of Trauma-informed Assessments. Looking at parents of internationally adopted children and how utilization of private neuropsychological assessments impact their students' ability to recieve appropriate interventions and services within their school setting.
1
JOURNAL SUMMARY 2
Journal Summary
[Insert Name]
Lamar University
Journal Summary
Van der Donk, Hiernstra-Beernink, Tjeenk-Kalff, van der Leij and Lindaur (2013) conducted a study to determine the effects of executive functioning and working memory interventions on academic achievement and classroom behavior in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study consisted of two randomly selected groups of 175 students each between the ages of 8 and 12 that had a single, prior diagnosis of ADHD. The students were either assigned to a computer-based or a teacher instructed intervention. Students were selected from various elementary schools from two Dutch regions. The interventions were implemented by developmental psychologists that underwent a three-hour training course for their respective intervention. Group monitoring by a licensed clinical staff, recording observations of implementation, and reviewing student work samples were methods used to authenticate intervention fidelity. The computer-based intervention consisted of working memory tasks that adapted to the students’ skill level in a game format. The teacher instructed intervention consisted of several visual and verbal tasks that addressed five executive functions that are critical for success within a classroom setting. Both interventions were implemented 5 times a week for 45 minutes for a duration of 5 weeks. Various assessment methods including standardized tests and checklists were administered at baseline, at the conclusion of the intervention period, and six months after the intervention period to measure academic performance and classroom behavior. Results of the study showed a notable increase in academic performance and a statistically significant improvement in student behavior in the classroom.
Strengths and Weaknesses
This study had several strengths and limitations. One strength of the study was the randomization of the test groups. Randomly assigning subjects is the best practice to ensure efficacy. Each group was comprised of 175 students which is an adequate sample size to determine valid results. Measures were taken to verify the fidelity of intervention implementation. One limitation of this study was the content and applicability of the test groups differed greatly making it difficult to compare the efficacy of the interventions. Single tasks were used to assess the effects of working memory training which made results ambiguous as to whether academic and behavior improvement was due to the changes in ability or due to assessed tasks resembling practiced tasks.
Instructional Implications
The Centers for Disease Control and Prevention (CDC) reported that in 2016, 9.4% of children ages 4-17 were diagnosed with ADHD in the United States. 62% of children diagnosed with ADHD are taking some sort of medication. These medications help alleviate behavior sympt.
A Study to Evaluate the Effectiveness of Self Instructional Module SIM in Ter...YogeshIJTSRD
BACKGROUND OF THE STUDYBanicoo PK et al. , 2016 , some factors are known to influence the academic performance of children with Sickle Cell Anaemia SCA . Information on their effects in these children is limited in Nigeria. The factors which influence academic performance of children with SCA in Enugu, Nigeria are determined in this study.Consecutive children with SCA aged 5 11 years were recruited at the weekly sickle cell clinic of the University of Nigeria Teaching Hospital UNTH Enugu, Nigeria. Their age and sex matched normal classmates were recruited as controls. The total number of days of school absence for 2009 2010 academic session was obtained for each pair of pupils from the class attendance register Sony Verma | Pro. Dr. N. V. Muninarayanappa | Mrs. Ramya Vasanth "A Study to Evaluate the Effectiveness of Self Instructional Module (SIM) in Terms of Knowledge Regarding Causes and Remedies for Poor Academic Performance of School Children among the Teachers of Selected Schools at Moradabad" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd45076.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/45076/a-study-to-evaluate-the-effectiveness-of-self-instructional-module-sim-in-terms-of-knowledge-regarding-causes-and-remedies-for-poor-academic-performance-of-school-children-among-the-teachers-of-selected-schools-at-moradabad/sony-verma
A Study to Assess the Effectiveness of Mindfulness Techniques on Level of Tes...ijtsrd
Anxiety is the emotional response to that events. Anxiety also serves an important protective function. It signals that something is wrong so that we can move out of a potentially dangerous situation. We can retrain our thinking to better cope with significantly reduce test anxiety. A study was conducted to assess the effectiveness of mindfulness techniques on test anxiety among B.Sc N students in selected college at Chennai. The objective of the study is to determine the effectiveness of mindfulness techniques among the B.Sc N students. The hypothesis formulated was there is significant association between the mindfulness techniques on the level of test anxiety among B.Sc N students. The review of literature included the related studies which provide a strong foundation for the study including the basis for conceptual framework and formation of tool. The research design used for this study was pre experimental one group pre test post test design. It was carried out with 30 samples who fulfilled the inclusion criteria. Purposive sampling techniques was used to select the samples. An interview schedule was used to assess the pre test and post test level of test anxiety. A integrated mindfulness techniques was given for students for the duration of 30 40 minutes, a standardized tool was given to the students for duration of 10 to 15 minutes. The post test was conducted at the end of the 7th day by using same tool. The analysis revealed that the pre test level of test anxiety mean score was 34.0 with standard deviation 4.40 and post test level of test anxiety mean score was 22.3 with standard deviation 2.85. The paired ‘t’ value was 12.96 which showed highly significant at p 0.001 level. Thus it indicates the effectiveness of mindfulness on level of test anxiety among B.Sc N students. So the null hypothesis was rejected and researcher hypothesis was accepted for this study. Mrs. Bharathi. P | Dr. Tamilarasi. B "A Study to Assess the Effectiveness of Mindfulness Techniques on Level of Test Anxiety among the B.Sc (Nursing) Students in Selected College at Chennai" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-1 , February 2023, URL: https://www.ijtsrd.com/papers/ijtsrd52790.pdf Paper URL: https://www.ijtsrd.com/medicine/nursing/52790/a-study-to-assess-the-effectiveness-of-mindfulness-techniques-on-level-of-test-anxiety-among-the-bsc-nursing-students-in-selected-college-at-chennai/mrs-bharathi-p
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
Instruction: Based on the excerpts given, write the answers to the questions below.
Answer ALL questions in the spaces provided and answers should be related.
Author Year Page Excerpts/abstract
Jerome B.
Dusek
1980 3 test anxiety is an unpleasant feeling or emotional state that
has both physiological and behavioral components and that
is experienced in formal testing or other evaluative
situations
Sofia Blair 2014 1 Academic achievement is the educational goal that is
achieved by a student, teacher or institution achieves over a
certain period. This is measured either by examinations or
continuous assessments and the goal may differ from an
individual or institution to another.
Jonathon
Tymms and
Susan Merrell
2007 75 Recently, there has been an upsurge of interest in the
phenomenon of exam stress and test anxiety in UK. This
has coincided with two policy changes affecting a renewed
critical focus on the nature, function and effects of school
assessments. Firstly, the policy of using students’
performance on high-stakes as measures of school and
teacher accountability has resulted in the development of
an ‘audit culture’ in schools and higher learning institutes.
These tests are blamed by the Cambridge University
Primary review for an increase in test-related anxiety and
discouraging learners from learning
Mike Zeidner 1998 12 The three components of test anxiety are cognitive: the
negative thoughts and depreciating self-statements that
occur during assessments (e.g. ‘If I fail this exam my
whole life is a failure’) and the performance-inhibiting
difficulties that may arise from anxiety (e.g. recalling facts
and difficulty in reading and understanding questions);
affective: the person’s appraisal of their physiological state
(such as tension, tight muscles and trembling); and
behavioural: poor study skills, avoidance and
procrastination of work.
Matthew
Owens, Jim
Stevenson, Julie
A. Hadwin and
Roger Norgate
2014 35 Cognitive interference theories (e.g. attentional control
theory, processing efficiency theory) suggest that high
levels of trait anxiety predict adverse effects on the
performance of cognitive tasks, particularly those that
make high demands on cognitive resources. We tested an
interaction hypothesis to determine whether a combination
of high anxiety and low working memory capacity (WMC)
would predict variance in demanding test scores. Ninety six
medical students participated in the study, which measured
self-report levels of trait anxiety, working memory, and
cognitive test performance. As hypothesized, we found that
2. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
the anxiety-WMC interaction explained a significant
relationship in test performance. Trait anxiety positively
related to test performance in those with high WMC. The
results of this study suggest that WMC moderates the
relationship between anxiety and cognitive test
performance.
Laura C.
Selkirk, Heather
A. Boucheyk
and Jacquelynne
S. Eccles
1990 7 Most recent conceptual formulations of test anxiety suggest
two major components: worry and emotionality. Worry
refers to the cognitive aspects of anxiety, including
intrusive off-task thoughts of failure that high-anxiety
students typically have before and during an examination
or testing session. The emotionality component of test
anxiety refers to the negative effect and somatic symptoms
that result from heightened arousal due to the testing
situation.
Howard
Cassady and Joe
Johnson
2002 16-17 Study has found that cognitive test anxiety exerts a
significant stable and negative impact on students’
academic performance. The current research investigates
test anxiety level and academic performance of medical
students. A sample of 150 medical students (75 males and
75 females) was drawn from the Services Institute of
Medical Sciences (SIMS) within the age range of 17-24
years. Purposive sampling technique was used. Test
Anxiety Inventory (TAI) by Professor Emeritus Dr.
Charles D. Spielberger (1997) was individually
administered to the participants. Overall, the results
indicated that 75% of the respondents experienced test
anxiety. However, female medical students reported to
have higher level of test anxiety compared to the male
medical students. Moreover, the results suggested that the
male medical students achieved statistically significant
higher GPAS as compared to the female medical students.
Furthermore, significant negative relationship was found
between test anxiety and academic performance of medical
students. The findings of this research have implications
for helping professionals and academia in addressing the
test anxiety of the students in higher education.
Yasmin Nilofer
Farooqi , Rabia
Ghani and
Charles D.
Spielberger
2012 Test anxiety is an overwhelming feeling of disturbance and
distress among the students around the world. This
performance problem can be a devastating problem for
many college and university students; because it may
impair their performance and well being in the long run
Tuntufye
Mwamwenda
1994 1 The study investigated whether there are differences in test
anxiety on students’ academic performance among 92 part-
time Business Administration graduate students (63
women, 29 men; aged 24–52 yrs). Results showed that
3. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
there was a statistically significant difference in academic
achievement as reflected in performance on a class test in
Management, between those who had a high level of test
anxiety and those with a low level of test anxiety.
However, further analysis showed an inconsistent pattern
of results regarding the effect of test anxiety on academic
achievement.
Jong Dae, Kim 2013 20 Graduates who stress about doing well in their final exams
are likely to get lower results than peers who remain
calmer, research has found. Findings showed pupils who
worried about grades scored up to one and a half grades
lower than their peers. The study is based on a survey of
325 Art & Design students at Hongik Female Univeristy,
conducted three to four months before they took their final
examination in 2012. The students were asked whether
they agreed or disagreed with 44 statements covering three
areas - exam worries, how confident they felt about dealing
with their concerns and strategies they used to cope with
anxiety. Some of the statements asked were "I am anxious
while taking exams", "If I fail an exam I am afraid I will be
rated stupid by my friends" and "During exams I find
myself thinking about the consequences of failing". The
findings showed there was a link between worry and
performing badly in exams - even after the students'
previous achievements were taken into account.. The
difference between those who never worried and those that
always did could be the difference between an A and a B
grade. Overall, there is no doubt that test anxiety, or to be
more precise a high degree of worry over one's
performance or the consequences of one's performance, has
a detrimental effect on their final examination
performance.
Jolyn D.
Whitaker Sena,
Patricia A.
Lowe and
Steven W. Lee
2007 5 In the present study, the relationship between students with
and without learning disabilities (LD) and different aspects
of test anxiety was examined on a multidimensional
measure of test anxiety. A sample of 774 Human Sciences
completed the Test Anxiety Inventory (TAI). Examination
of the factor structure of the TAI scores across LD status to
determine whether accurate test score interpretation was
possible revealed that the majority of the coefficient of
congruence values between each pair of six corresponding
factors of the TAI (Cognitive Obstruction/Inattention,
Performance Enhancement/Facilitation Anxiety,
Physiological Hyper arousal, Social Humiliation, Worry,
and Lie) and the Total Test Anxiety factor were above .90,
and the salient variable similarity index values were
4. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
statistically significant, suggesting that the factor structure
of the TAI was similar across groups. The results of seven
multiple regression analyses revealed that LD predicted
higher Cognitive Obstruction/Inattention and Worry scores
and lower Performance Enhancement/Facilitation Anxiety
and Lie scores.
Laura C.
Selkirk, Heather
A. Bouchey, and
Jacquelynne S.
Eccles
2011 7 This research focuses on the interaction between students’
expectancies in language classes as a predictor of test
anxiety. A sample Communication undergraduates from
Chiangmai University is used in the current study. Overall,
those students who highly value success in English yet
expect to do poorly in it reported the highest levels of test
anxiety. On the other hand, analysis revealed that who
devalue English are more likely to maintain moderate
levels of test anxiety. Findings contribute novel
information to the literature on test anxiety in young
adolescents.
Question 1 (1 mark)
Identify two main variables that have been presented in the literature.
a._____________________________________________________
b._____________________________________________________
Question 2 (17 marks)
Based on the readings above, write an introduction to this study with correct APA in-text citation
style (at least 2 different techniques of citations are needed). The introduction should include
background of the study, general issue, statement of the problem, the general purpose of
the study and two research questions or objectives. The word limit is about 300 – 350 words.
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5. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
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6. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
Question 3 (2 Marks)
Write a possible title for the above study.
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