LE 4000 Final Final Sem Sample Paper –test anxiety anxiety answer key
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. Title of the Study IIUM Engineering students’ perception on the relationship between test anxiety and acadeic per!orance Literature Review (Excerpts) Author Year Pae Author# Mi"e #eidner Year# $%%& Pae# $'
Excerpts!a"stract
(he three coponents o! test anxiety ar e cognitive: the negative thoughts and depreciating sel!)stateents that occur during assessents *e.g. +I! I !ail this exa y whole li!e is a !ailure’ and the per!orance)inhibiting di!!iculties di!!iculties that ay arise !ro anxiety *e.g. recalling !acts and di!!iculty in reading and understanding questions- a!!ective: the person’s appraisal o! their physiological state *such as tension, tight uscles uscles and trebling- and behavioural: poor study s"ills, avoidance and procrastination o! wor" .
$eidner Author#
9ognitive inter!erence theories *e.g. attentional control theory, processing e!!iciency theory suggest that high levels o! trait anxiety predict adverse e!!ects on the per!orance o! cognitive tas"s, particularly those that a"e Matthew high deands on cognitive resources. e tested tested an interaction hypothesis h ypothesis to wens, /i 0tevenson, /ulie deterine whether a cobination o! high anxiety and low wor"ing eory capacity *M9 would predict variance in deanding test scores. 4inety six 1. 2adwin and edical students participated in the study, which easured sel!)report levels 3oger 4orgate o! trait anxiety, wor"ing eory, and cognitive test per!orance. 1s hypothesi;ed, we !ound that the anxiety)M9 interaction explained a Year# signi!icant relationship in test per!orance. (rait anxiety positively related to '5$6 test per!orance in those with high M9. (he results o! this study suggest that M9 oderates the relationship between anxiety and cognitive test Pae# 78 per!orance. %wens& Stevenson& 'adwin and orate orate Most recent conceptual !orulations o! test anxiety suggest two a=or Author#
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LE 4000 Final Sem Sample Paper –test anxiety answer key
(his research !ocuses on the interaction between students’ expectancies in language classes as a predictor o! test anxiety. 1 saple 9ounication Pae# >)& undergraduates !ro 9hiangai University is used in the current study. verall, those students who highly value success in English yet expect to do Selir& *ouchey and poorly in it reported the highest levels o! test anxiety. n the other hand, analysis revealed that who devalue English are ore li"ely to aintain Eccles oderate levels o! test anxiety. ?indings contribute novel in!oration to the literature on test anxiety in young adolescents. 0tudy has !ound that cognitive test anxiety exerts a signi!icant stable and Author # 2oward negative ipact on students’ acadeic per!orance. (he current research 9assady and /oe investigates test anxiety level and acadeic per!orance o! edical students. /ohnson 1 saple o! $85 edical students *>8 ales and >8 !eales was drawn !ro the 0ervices Institute o! Medical 0ciences *0IM0 within the age range o! $>) '6 years. Aurposive sapling technique was used. (est 1nxiety Inventory Year# '55' *(1I by Aro!essor Eeritus r. 9harles . 0pielberger *$%% > was individually adinistered to the participants. verall, the results indicated that Pae # $@)$> >8C o! the respondents experienced test anxiety. 2owever, !eale edical students reported to have higher level o! test anxiety copared to the ale +assady and edical students. Moreover, the results suggested that the ale edical ,ohnson students achieved statistically signi!icant higher DA10 as copared to the !eale edical students. ?urtherore, signi!icant negative relationship was !ound between test anxiety and acadeic per!orance o! edical students. (he !indings o! this research have iplications !or helping pro!essionals and acadeia in addressing the test anxiety o! the students in higher education. Author # (est anxiety is an overwheling !eeling o! disturbance an d distress aong the asin 4ilo!er students around the world. (his per!orance proble can be a devastating ?arooqi , 3abia proble !or any college and university students- because it ay ipair their Dhani and per!orance and well being in the long run 9harles . 0pielberger Year# '5$' Pae # na Yas-in ilofer .arooqi& Ra"ia /hani and Spiel"erer Author # (untu!ye Mwawenda Year# $%%6
(he study investigated whether there are di!!erences in test anxiety on students’ acadeic per!orance aong %' part)tie Business 1dinistration graduate students *@7 woen, '% en- aged '6F8' yrs. 3esults showed that there was a statistically signi!icant di!!erence in acadeic achieveent as re!lected in per!orance on a class test in Mana geent, between those who had a high level o! test anxiety and those with a low level o! test anxiety. 2owever, !urther analysis showed an inconsistent pattern o! results regarding
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LE 4000 Final Sem Sample Paper –test anxiety answer key
the e!!ect o! test anxiety on acadeic achieveent. Pae # $ 0wa-wenda Author #
/ong ae, Gi Year# '5$7 Pae # '5
1i-
Author # /olyn . hita"er 0ena, Aatricia 1. Pae # 8 Sena& Lowe and Lee
Author # 3alph E. 9uller and 9harles /. 2olahan Year# $%&5
Draduates who stress about doing well in their !inal exas are li"ely to get lower results than peers who reain caler, research has !ound. ?indings showed pupils who worried about grades scored up to one and a hal! grades lower than their peers. (he study is based on a survey o! 7'8 1rt H esign students at 2ongi" ?eale Univeristy, conducted three to !our onths be!ore they too" their !inal exaination in '5$'. (he students were as"ed whether they agreed or disagreed with 66 stateents covering three areas ) exa worries, how con!ident they !elt about dealing with their concerns and strategies they used to cope with anxiety. 0oe o! the stateents as"ed were I a anxious while ta"ing exas, I! I !ail an exa I a a!raid I will be rated stupid by y !riends and uring exas I !ind ysel! thin"ing about the consequences o! !ailing. (he !indings showed there was a lin" between worry and per!oring badly in exas ) even a!ter the studentsJ previous achieveents were ta"en into account.. (he di!!erence between those who never worried and those that always did could be the di!!erence between an 1 and a B grade. verall, there is no doubt that test anxiety, or to be ore precise a high degree o! worry over oneJs per!orance or the consequences o! oneJs per!orance, has a detriental e!!ect on their !inal exaination per!orance. In the present study, the relationship between students with and without learning disabilities *< and di!!erent aspects o! test anxiety was exained on a ultidiensional easure o! test anxiety. 1 saple o! >>6 2uan 0ciences copleted the (est 1nxiety Inventory *(1I. Exaination o! the !actor structure o! the (1I scores across < status to deterine whether accurate test score interpretation was possible revealed that the a=ority o! the coe!!icient o! congruence values between each pair o! six corresponding !actors o! the (1I *9ognitive bstructionKInattention, Aer!orance EnhanceentK?acilitation 1nxiety, Ahysiological 2yper arousal, 0ocial 2uiliation, orry, and
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LE 4000 Final Sem Sample Paper –test anxiety answer key
Pae # $% +uller and 'olahan
Author #
3ay 2ebree Year# $%&& Pae # 6>)>> 'e-"ree
explain in ters o! an inter!erence odel such as the attentional explanation o! ine *$%>$. (he anxiety *which produces the inter!ering or attention)diverting worry responses is ostensibly still present in the testing situation. ne explanation is that the worry responses generated in the testing situation are a product o! both the increased anxiety and the "nowledge that there has not been adequate preparation !or the test. (his would ean that the student with good study s"ills *and thus well prepared ight experience less worry *and thus have ore attention !or the test)ta"ing tas" in the testing situation. (he results o! 8@' studies were integrated by eta)analysis to show the nature, e!!ects, and treatent o! acadeic test anxiety. (he e!!ect si;es were coputed through the ethod invented by Dlass *Dlass, McDaw, H 0ith, $%&$. (he !indings clearly indicated that (est anxiety *(1 causes poor per!orance. It relates inversely to students’ sel!)estee and directly to their !ears o! negative evaluation, de!ensiveness, and o ther !ors o! anxiety. 9onditions *causes giving rise to di!!erential (1 levels include ability, gender, and school grade level. 1 variety o! treatents are e!!ective in reducing test anxiety. 9ontrary to prior perceptions, iproved test per!orance and grade point average *DA1 consistently accopany (1 reduction.
State-ent of the Pro"le-#
espite nuerous studies o! test anxiety on various types o! students !ro a variety o! courses, none !ocused on whether exa anxiety a!!ects engineering students’ per!orance as they have diverse !ors o! assessents throughout their study period.
Research 2uestions#
$. o engineering students o! IIUM perceive that eotion negatively in!luences their test scoresL '. o engineering students o! di!!erent departents have di!!erent levels o! perception on how eotion negatively in!luences their test scoresL
Study the raphs "elow (.iure 3 and 4)5 6rite the findins in a"out 377 words& "ased on the raphs iven5 Your response should "e in line with the Research 2uestions5 TJL/NA SAMPLE FINAL TEM SEM ! !0"#/!0"4
LE 4000 Final Sem Sample Paper –test anxiety answer key
Section 3 2uestion A (8 -ars)
Figure 1. 3esults o! engineering students’ perception on eotion negatively in!luencing test scores in nuber.
(he bar graph shows the !inding based on the !irst research question which sought to answer on whether IIUM engineering students perceive that eotion negatively in!luences their test scores. (he 75 respondents had !ive answer options ranging !ro +never’ to +always’. (he !inding shows that a a=ority o! the respondents which were $' or 75C o! the total respondents answered +usually’ which indicates that eotion can negatively in!luences their test scores as they are sitting !or any !or o! exaination. (his is !ollowed by +soeties’, +always’ and +seldo’. (he answer option that received the lowest nuber o! respondents was +never’ with only $ or 7.77C. In conclusion, it can be clearly seen !ro the pattern o! the graph that ost o! the respondents indicated that their test scores will be a!!ected by their eotions to soe degree. (hus, IIUM students do perceive that eotion negatively in!luences their test scores. *$88 words
Section 3 2uestion * (8 -ars)
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LE 4000 Final Sem Sample Paper –test anxiety answer key
Figure 2. 3esults o! students o! di!!erent engineering a=ors’ perception on how eotion negatively in!luencing test scores.
(he second bar graph displays the !inding based on the second research question on whether engineering students o! di!!erent departents have di!!erent levels o! perception on how eotion negatively in!luences their test scores. (here were 7 engineering departents involved which were Mechanical, Electrical and 9ivil engineering. verall it can be seen that Mechanical engineering students showed the highest response to the option +1lways’, whereas, 9ivil engineering students indicated the highest !or 7 out o! 8 answer options which were + Usually’, +0oeties’ and +0eldo’. Meanwhile, Electrical engineering students did not show any signi!icant responds. 1dditionally, none o! the respondents representing any o! the engineering departents answered +4ever’. (o conclude, Mechanical and 9ivil engineering students showed the highest tendency to be a!!ected negatively by eotion on their test scores. *$'& words
Section 4 (39 -ars)
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LE 4000 Final Sem Sample Paper –test anxiety answer key
Using the results in 0ection $ *uestions 1 and B, write the discussion to the study in 477:4;7 words. Use the
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LE 4000 Final Sem Sample Paper –test anxiety answer key
that soe exainations create a highly stress!ul environent whereas other exa types ight ore accurately re!lect students’ real ability as their eotions are not so highly charged. Section < (34 -ars) 0tate ' a=or !indings and provide $ possible iplication !or each o! the !inding in 377:3;7 words
Based on the !inding o! research question one on whether IIUM engineering students perceive that eotion negatively in!luences their test scores, it was discovered that there is a clear relationship between negative eotion and test scores. 2ence, it is necessary !or students to be aware o! the e!!ects that eotion can play on the outcoe o! their exaination. (his is especially iportant so that students can loo" !or and use soe !or o! coping echanis or technique to help inii;e their negative eotions which is detriental to their studies. In addition, the result !ro research question two which was to see" on whether engineering students o! di!!erent departents have di!!erent levels o! perception on how eotion negatively in!luences their test scores. It shows that Mechanical and 9ivil engineering students displayed higher probability o! being a!!ected by negative eotions in their exaination. ith this awareness, these two engineering departents can consider to ta"e counteractive easures to deal with this issue. 0oe possible steps that could be ta"en includes equipping lecturers with s"ills to inii;e negative eotions through ethodological approach d uring class contact hours as well as utili;ing the role o! 1cadeic counselors. *$&> words
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