Beruflich Dokumente
Kultur Dokumente
SCHOOL STUDENTS
SAMAN GUL
M. Ed
Roll No. 211
SAMAN GUL
M. Ed
Roll No. 211
ii
iii
DEDICATION
iv
APPROVAL SHEET
This thesis entitled “The Analysis of Test Anxiety among Secondary School
Students” conducted and submitted by Saman Gul, Roll No. 211, in partial
fulfillment of the requirement for the award of degree of Master of Education
(M.Ed.), is accepted.
Director: ______________________________
Date:
v
ACKNOWLEDGEMENTS
Thanks to Almighty ALLAH the most gracious, the most merciful for helping me in
accomplishing this task. After that I would like to express my deepest gratitude to my
supervisor Dr. Parveen Ishaq, IER, for his cooperation and for providing his precious
Thanks to all my friends particularly Kiran Javed, Zahira Bano, Amna Burki,
Sakeena, Maria Sultana, and all my class fellows in general who has always helped
me not only in conducting this study but in all phases of life during my short stay in
the University.
And thanks to all those people who were directly and indirectly involved in
And in the last but not the least thanks to my parents who always pray for my success
SG
vi
TABLE OF CONTENTS
DEDICATION........................................................................................................... IV
APPROVAL SHEET .................................................................................................. V
ACKNOWLEDGEMENTS ..................................................................................... VI
TABLE OF CONTENTS ........................................................................................ VII
LIST OF TABLES AND GRAPHS ...................................................................... VIII
ABSTRACT ............................................................................................................... IX
CHAPTER-1: INTRODUCTION .............................................................................. 1
1.1 STATEMENT OF THE PROBLEM ........................................................................ 3
1.2 SIGNIFICANCE OF THE STUDY ......................................................................... 3
1.3 OBJECTIVE OF THE STUDY .............................................................................. 3
CHAPTER-2: REVIEW OF RELATED LITERATURE ....................................... 4
2.1 EXAMINATION ANXIETY AND ACADEMIC PERFORMANCE .............................. 4
2.2 ACADEMIC PROCRASTINATION, EXAMINATION ANXIETY AND ACADEMIC
PERFORMANCE ................................................................................................ 7
2.3 LOCUS OF CONTROL, EXAMINATION ANXIETY AND ACADEMIC
PERFORMANCE ................................................................................................ 9
CHAPTER-3: METHOD AND PROCEDURE ...................................................... 12
3.1 NATURE OF THE STUDY ................................................................................ 12
3.2 POPULATION OF THE STUDY.......................................................................... 12
3.3 SAMPLING PROCEDURE ................................................................................. 12
3.4 DESIGN OF THE QUESTIONNAIRE ................................................................... 12
3.5 DATA COLLECTION ....................................................................................... 12
3.6 TABULATION AND ANALYSIS OF DATA ......................................................... 12
CHAPTER-4: DATA ANALYSIS ............................................................................ 14
CHAPTER-5: FINDINGS, CONCLUSIONS AND RECOMMENDATIONS .... 27
5.1 FINDINGS ...................................................................................................... 27
5.2 CONCLUSIONS ............................................................................................... 28
5.3 RECOMMENDATIONS ..................................................................................... 29
REFERENCES ........................................................................................................... 31
QUESTIONNAIRE.................................................................................................... 37
vii
LIST OF TABLES AND GRAPHS
Table 4.1: Do you think taking few deep breaths minimize test anxiety 14
Table 4.2: Do you think to attempt the easy questions first will help to minimize
test anxiety 15
Table 4.3: Do you think that concentrating on one's own test instead of thinking
about others will minimize test anxiety 16
Table 4.4: Do you think that getting a good night sleep before the test will
minimize test anxiety 17
Table 4.5: Do you agree that after preparing for the test you feel that you do not
have any command on the given topic may increase your test anxiety 18
Table 4.6: Do you think that the test anxiety is human nature 19
Table 4.7: Do you agree that the fair of obtaining good grades and prestige cause
test anxiety among students 20
Table 4.9: Do you think that test anxiety can be caused by the idea that teachers
will embarrass you in front of class 22
Table 4.10:Do you think that test anxiety caused by the idea that you will not be
able to complete it with in a given time 23
Table 4.11:Do you think that your poor grads will prove to be source of alienation
from your family and friends 24
Table 4.12:Do you think that your emotional un-stability will affect your
performance in test 25
Table 4.13:Do you think that before appearing in a test parents support help you
to overcome the test phobia 26
viii
ABSTRACT
The purpose of this study was to analyze the relationship between exams anxiety,
terms of other related factors that might precipitate it. In addition, the study also
investigated sex differences in relation to the above variables. The study was
conducted on form four students in public secondary schools who attempted the 2012
KCSE exams in Khwisero Sub-county, Kakamega County, Kenya. Exams anxiety and
such related correlates are among factors that influence the levels of academic
compared to other Sub-counties in Kakamega County. The study was guided by the
Conservation of Resources (COR) theory, which holds that one needs resources to
cope with and overcome stressful situations, such as exams related anxieties in
students. The interplay of the correlates mentioned above could constitute such
sampling designs were used accordingly to select 359 form four students. These
sampling procedures yielded 203 boys and 156 girls for the study. A questionnaire
academic resilience was used for data collection. This questionnaire was initially
piloted to assert its validity and reliability. The study adopted a correlational research
performance and the selected correlates were tested using Pearson Product Moment
Correlation. On the other hand, the hypothesis on sex differences in these variables
was tested by Independent Samples t-Test. All the tests were carried out at 0.05 level
ix
of significance. The findings indicated that majority of students experienced exams
anxiety; girls were high on academic resilience and were more of internalizers, while
boys were high in academic procrastination and were more of externalizers. Further,
the findings showed that exams anxiety was significant and negatively related to
correlated with exams anxiety, but negatively and insignificantly correlated with
with exams anxiety, but positively and insignificantly correlated with academic
performance. The study concluded that exams anxiety was a real phenomenon that
locus of control and academic resilience are important factors in relation to exams
anxiety and academic performance. The study recommended that the issue of exams
anxiety should be involved in guidance and counseling policy strategies; and that
further research should also consider other exams anxiety correlates such as
x
CHAPTER-1
INTRODUCTION
itself. It may be formulized or ritualized and sporadic. However when ever education
takes place, there are always to recognizable roles those of teacher and student.
(Liften 1970).
the objectives of education. The educational system and its success directly depends
upon the efficiency and effectiveness of its examination systems. Examinations are to
test/assess the ability/performance of a student and to find out whether he has attained
measure the students achievement against a required academic standard and identify
(Shahid,2002)
The examinations are of various types e.g objectives, written, practical, oral,
becomes the most crucial period. It is the terminal stage of the larger number of pupils
who entre life. It assesses them to become useful member of a complex modern
society. It leads to the higher education. It is expected that students completing this
stage should have the requisite maturity to pursue higher education. Psychological
problems may occur before, during and after examinations in students at secondary
1
level. (J.C Aggarwal, 1992:279).
One psychological problem that may occur before, during or after examination
time or another, but it does not have to spiral out of control and ruin your grades. By
using a bit of psychology on yourself, you can change the distress of test. (zimbardo,
1950s (Mandler 1952: Sarason 1953). Since that time the psychological phenomena of
test anxiety has been closely studied and has grown as an area of psychological
anxiety. (Hill 1980, 1984). This translates to approximately 20% of college students
having performance debilitating test anxiety, without regard to gender. (Wilson &
Rotter 1986).
major united survey by the national institute of mental health showed that anxiety
disorders are more common in the general population than are any other disorders,
example, a person may at a particular time be anxious about a job, a spouse, a child or
an examination. One feeling of apprehension and tension are to some extent focused
2
and localized. (Gage and Beliner, 1992).
don’t know the negative effects of anxiety on their results, even hardworking students
who want to take position and trying to exceed other students remain more anxious
than other students. It causes low level of confidence and poor performance in
examination or test. So mostly students do not obtained as good marks as they should
Help the parents and community to be aware of the factors which create
3
CHAPTER-2
REVIEW OF RELATED LITERATURE
(2010) on the relationship between test anxiety and academic achievement of students
at the post graduate level, a sample of 414 students was randomly selected from seven
used. Data was collected using the Test Anxiety Inventory (TAI). Pearson correlation,
multivariate statistics and regression analyses were run for data analysis. It was found
that a significant negative relationship existed between test anxiety scores and
students’ achievement scores. The results further showed that a cognitive factor
In another study by Yousefi, Talib, Mansor, Juhari and Redzuan (2010) the purpose
among 15-19 years old high school adolescents in Sanandaj, Iran. The respondents
comprised of 400 students (200 boys and 200 girls). A self administered questionnaire
was used for data collection which included a Test-Anxiety Inventory (TAI), Grade
Point Average (GPA) score and personal information. The result showed a significant
Eastern Nigeria. General Self-efficacy Scale and Westside Test Anxiety Scale were
used to assess self-efficacy and test anxiety, respectively. Average scores of students
4
in two psychology degree courses were used to assess their academic performance.
The results on test anxiety showed a significant negative correlation between test
Still in Nigeria, Faleye (2010) conducted a study to investigate cognitive test anxiety
24.07 years. They responded to 27 items on the Cognitive Test Anxiety Scale (CTAS)
developed by Cassady and Johnson (2002). The findings showed that there was a
performance.
significant negative correlation was observed between test anxiety and academic
achievement are related to each other. Khalid and Hasan (2009) conducted a study on
relationship between test anxiety and academic achievement and found that students
with academic achievement had low test anxiety scores and vice versa. Chapell,
research study to explore the relationship between test anxiety and academic
performance. They collected data from a large sample of graduate and undergraduate
students and found a significant and negative relationship between test anxiety and
academic achievement.
5
Hancock (2001) investigated the effects of students’ test anxiety and teacher’s
level. He found statistically significant results which revealed that all students,
especially students with high anxiety level, performed poorly and were less motivated
to learn. Thus he concluded that that when students who are particularly test-anxious
institution, they perform poorly and are less motivated to perform (Hancock, 2001). A
research study conducted by Cassady and Johnson (2002) to investigate the effect of
cognitive test anxiety on students’ academic performance and found that cognitive
test anxiety exerts a significant stable and negative impact on academic performance
measures.
Albero, Brown, Eliason and Wind (1997), on the basis of their research study,
concluded that students having high test anxiety had significantly lower scores.
Oludipe (2009) conducted a study to explore how test anxiety affects students’
performance levels in the sciences, especially in Physics, and concluded that low test-
anxious students performed better than high test-anxious students on both numerical
between test anxiety and academic performance include Cassady (2004) and Stober
(2004).
However, other studies have shown lack of relationship between test anxiety and
academic performance. In Vogel and Collins (2008) study, one group of students was
given pop quizzes and another one planned quizzes. The results showed no difference
in anxiety and quiz grades between the two groups. Therefore, academic performance
was not found to be related to test anxiety. Furthermore, in a local study by Ndirangu,
et al (2009), the results showed no significant relationship between test anxiety and
difference (P < 0.01, t = -3.736) between test anxiety levels before and after
6
examinations.
The above reviewed studies concentrated more on the direct relationship between
psychological construct that need to be widely studied in terms of the factors that may
precipitate it. Thus, the current study, apart from investigating the relationship
academic sense, it may involve doing homework, preparing for exam or doing the
term papers assigned at the end of the term at the last minute.
Studies have shown that the habits of studying lessons in the late hours and at the last
minute are related to procrastination behavior (Hess, Sherman & Goodman, 2000;
Ferrari, Harriott, Evans, Lecik-Michna, & Wenger, 1997). Reasons for procrastination
behaviors are detailed in the research literature, and they include individual’s
improper cognitive ascription and the tendency to become faultless (Ferrari, 1992;
7
Procrastination in the academic realm holds many negative consequences including
lost time, increased stress, lower grades, poor health, decreased long-term learning
and lower self-esteem (Hoover, 2005). Procrastination is also associated with low
students who experience test anxiety also have a problem with procrastination. This
cramming, which leads to self doubts, then excessive anxiety during testing situations
and eventually poor academic performance. Hence, according to the COR Theory, it
could be hypothesized that test anxiety results from avoidance and procrastination
(Buchwald & Hobfoll, 2004), that is, less time for exam preparation.
To support this, a study by Sirois and Pychyl (2002) on 374 undergraduate students at
Carleton University in Ottawa, found that procrastination is related to not only higher
stress and poor coping strategies, but also avoidance behaviors. It was revealed from
the study that students who suffered from these avoidance coping styles resisted
completing assignments and addressing other deadlines that evoked tension and
and positively associated with both depression and anxiety. In other words,
depression and anxiety. Milgram and Toubiana (1999) study also support this finding.
8
In addition, vast research evidence shows that procrastination is also associated with
such variables as poor academic performance (Balkıs & Duru, 2009; Cassady, 2004;
Çakıcı, 2003; Fritzsche, Young, and Hickson, 2003; Tuckman, 2002; Beck, Koons,
and Milgram, 2000), low effort for success (Saddler & Buley, 1999), inadequate
motivation (Sene´cal, Koestner & Vallerand, 1995) and neuroticism (Lee, Kelly &
achievement.
From the research literature reviewed in this section, it comes out clearly that majority
students. Owing to the scarcity of research literature both locally and internationally
important for the present study to investigate on this phenomenon to this group of
negatively related to age difference, that is, the level of the procrastination behavior
decreases as one gets older (Gülebaglan, 2003; O’Donoghue & Rabin, 1999). Thus,
with this assertion, it would be more likely that procrastination behavior in secondary
school students who are comparatively young could be higher than for the slightly
more elderly university or college students. Thus the findings of this study shall shed
known as Locus of control (Rotter, 1966). This is besides Albert Bandura’s concept of
9
reciprocal of determinism, particularly, self-efficacy (Bandura, 1977). Locus of
beliefs about what determines whether or not they get reinforced in life (Rotter,
cognitive expectancy which defines the individual’s view of causal factors related to
People with a strong internal locus of control believe that the responsibility for
whether or not they get reinforced ultimately lies within themselves. Hence, internals
believe that success or failure is due to their own efforts. In contrast, externals believe
that the reinforcers in life are controlled by luck, chance, or powerful others (Nunn,
1995). Therefore, they see little impact of their own efforts on the amount of
reinforcement they receive. Rotter (1966) also noted that whether or not the outcome
outcome to the individual (for example, a student who does not value a high grade
may not study for a test, even though he/she knows that a good grade depends on
This attribution, called Locus of control, has been extensively investigated using
to be the result of an unfair test (for example, teacher’s fault). By itself, Locus of
Brice and Mianzo (2006) found that college freshmen who were identified as internals
addition, they assert that externals also tend to believe that only fate or the luck of a
10
sympathetic teacher will earn them a good grade, and so they rarely study as much as
internals.
In the context of exam anxiety, Carden, Courtney and Rebekah (2004) found that
(2006) found out that test anxiety was positively related to locus of control
orientation; whereby increased test anxiety levels were prominent in participants with
an external locus of control, than those with internal locus of control. Indeed, other
studies have also found out that low perceptions of control over external threats and,
externals (Weems, Silverman & Rapee, 2003; Zeidner & Schleyer, 1999).
11
CHAPTER-3
METHOD AND PROCEDURE
included city, Peshawar i.e Islamia girls collegiate school and government higher
for research study. Therefore a sample of forty (40) students is randomly selected
evaluative study of test anxiety among secondary school students. The questionnaire
went through several stages of selection and rejection before it took final shape.
12
in the next chapter. The analysis has been expressed inform of percentages.
Conclusions were drawn on the basis of received data. The study enables the
secondary level.
13
CHAPTER-4
DATA ANALYSIS
Table 4.1: Do you think taking few deep breaths minimize test anxiety
N=40
36 (90%) 04 (10%)
100%
90%
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10%
10%
0%
Figure-1
Analysis
Table 4.1 showed that 36 (90) agreed to the given statement while 4 (10%)
disagreed
14
Table 4.2: Do you think to attempt the easy questions first will help to
minimize test anxiety
27 (67.5%) 13 (32.5%)
80.0%
70.0% 67.5%
60.0%
50.0%
Yes
40.0%
32.5% No
30.0%
20.0%
10.0%
0.0%
Figure-2
Analysis
Table & Figure 4.2 shows that (90%) taking few deep breaths minimize test
15
Table 4.3: Do you think that concentrating on one's own test instead of
thinking about others will minimize test anxiety
34 (85%) 6 (15%)
90.0% 85.0%
80.0%
70.0%
60.0%
50.0% Yes
40.0% No
30.0%
20.0% 15.0%
10.0%
0.0%
Figure-3
Analysis
Table & Figure 4.3 shows that (85%) concentrating on one's own test instead
of thinking about others will minimize test anxiety, while (15%) students did not.
16
Table 4.4: Do you think that getting a good night sleep before the test will
minimize test anxiety
27 (67.5%) 13 (32.5%)
80.0%
70.0% 67.5%
60.0%
50.0%
Yes
40.0%
32.5% No
30.0%
20.0%
10.0%
0.0%
Figure-4
Analysis
Table & Figure 4.4 shows that total 27 students out 40 which becomes
(67.5%), were getting a good night sleep before the test will minimize test anxiety,
17
Table 4.5: Do you agree that after preparing for the test you feel that you do
not have any command on the given topic may increase your test
anxiety
29 (72.5%) 11 (27.5%)
80.0%
72.5%
70.0%
60.0%
50.0%
Yes
40.0%
No
30.0% 27.5%
20.0%
10.0%
0.0%
Figure-5
Analysis
Table & Figure 4.5 shows that total 29 students out 40 which becomes
(72.5%), were preparing for the test you feel that you do not have any command on
the given topic may increase your test anxiety, while (27.5%) students did not.
18
Table 4.6: Do you think that the test anxiety is human nature
27 (67.5%) 13 (32.5%)
80.0%
70.0% 67.5%
60.0%
50.0%
Yes
40.0%
32.5% No
30.0%
20.0%
10.0%
0.0%
Figure-6
Analysis
Table & Figure 4.6 shows that total 27 students out 40, which become
(67.5%), were the test anxiety is human nature, while (32.5%) students did not.
19
Table 4.7: Do you agree that the fair of obtaining good grades and prestige
cause test anxiety among students
27 (67.5%) 13 (32.5%)
80.0%
70.0% 67.5%
60.0%
50.0%
Yes
40.0%
32.5% No
30.0%
20.0%
10.0%
0.0%
Figure-7
Analysis
Table & Figure 4.7 shows that total 27 students out 40 (67.5%), which became
fair of obtaining good grades and prestige cause test anxiety among students, while
20
Table 4.8: Does test anxiety comes from lack of confidence
36 (90%) 4 (10%)
100%
90%
90%
80%
70%
60%
Yes
50%
No
40%
30%
20%
10%
10%
0%
Figure-8
Analysis
Table & Figure 4.8 shows that total 36 students out 40 (90%), which became
anxiety comes from lack of confidence, while (32.5%) students did not.
21
Table 4.9: Do you think that test anxiety can be caused by the idea that
teachers will embarrass you in front of class
34 (85%) 6 (15%)
90% 85%
80%
70%
60%
50% Yes
40% No
30%
20% 15%
10%
0%
Figure-9
Analysis
Table & Figure 4.9 shows that total 29 students out 40 that become (85%),
were test anxiety can be caused by the idea that teachers will embarrass you in front
22
Table 4.10: Do you think that test anxiety caused by the idea that you will not
be able to complete it with in a given time
34 (85%) 6 (15%)
90% 85%
80%
70%
60%
50% Yes
40% No
30%
20% 15%
10%
0%
Figure-10
Analysis
Table & Figure 4.10 shows that total 34 students out 40 that become (85%),
were test anxiety caused by the idea that you will not be able to complete it with in a
23
Table 4.11: Do you think that your poor grads will prove to be source of
alienation from your family and friends
34 (85%) 6 (15%)
90% 85%
80%
70%
60%
50% Yes
40% No
30%
20% 15%
10%
0%
Figure-11
Analysis
Table & Figure 4.11 shows that total 34 students out 40 that become (85%)
were your poor grads will prove to be source of alienation from your family and
24
Table 4.12: Do you think that your emotional un-stability will affect your
performance in test
35 (87.5%) 5 (12.5%)
100.0%
90.0% 87.5%
80.0%
70.0%
60.0%
Yes
50.0%
No
40.0%
30.0%
20.0%
12.5%
10.0%
0.0%
Figure-12
Analysis
Table & Figure 4.12 shows that total 29 students out 40 that become (87.5%)
were your emotional instability would affect your performance in test, while (12.5%)
25
Table 4.13: Do you think that before appearing in a test parents support help
you to overcome the test phobia
34 (85%) 6 (15%)
90% 85%
80%
70%
60%
50% Yes
40% No
30%
20% 15%
10%
0%
Figure-13
Analysis
Table & Figure 4.13 shows that total 29 students out 40 that become (85%),
were before appearing in a test parents support help you to overcome the test phobia,
26
CHAPTER-5
FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 FINDINGS
90% thought that taking few deep breaths minimizes test anxiety while (10%)
90% believed taking few deep breaths minimize test anxiety and (10%) did not
agreed.
85% concentrated on one's own test instead of thinking about others will
67.5% believed a good night sleep before the test will minimize test anxiety,
72.5% prepared for the test you feel that you do not have any command on the
given topic may increase your test anxiety, while (27.5%) students did not.
67.5% believed the test anxiety is human nature, while (32.5%) students did
not.
67.5% concentrated of good grades and prestige cause test anxiety among
90% believed anxiety comes from lack of confidence, while (32.5%) students
did not.
85% believed anxiety can be caused by the idea that teachers will embarrass
27
85% recommended test anxiety caused by the idea that you will not be able to
85% believed that poor grades will prove to be source of alienation from your
85% appeared in a test parents support help you to overcome the test phobia,
5.2 CONCLUSIONS
Based on the findings of this study, it can be concluded that the phenomenon of exam
anxiety is common among students as they came through examination period, and this
is regardless of their age and sex differences, and their schools’ residential status. In
performance
According to the COR theory that was adopted in this study, academic pro-
crastination, Locus of control and academic resilience are important resources that
could buffer students from the negative effects of exam anxiety, hence, improve their
academic performance. The conceptualized relationship drawn from the theory, and
even from the review of previous related studies, indicated that less academic
resilience in students should lower their levels of exam anxiety and increase their
negative effects of exam anxiety. On Locus of control, the findings indicated that
28
externalizes experienced low levels of exam anxiety, which is contrary to the
it was only academic procrastination that was significant with regard to these
relationships.
Further, academic procrastination and academic resilience were still the main factors
the study and conclusions from previously related studies. However, the findings on
Locus of control were still contrary to the conceptual assumptions and previous
research evidence, in that externalizes performed better than internalizes. But, all
these latter relationships were insignificant. All the same, in line with the COR theory,
the conceptual framework and the findings from the current study and previously
The findings of the study also lead to the conclusion that even though there were no
sex differences in exam anxiety, sex differences exist in such variables as academic
5.3 RECOMMENDATIONS
i. There is need for further research in this area since contradicting and mixed
special needs population for rich research literature on the variables of this
iii. There may be some level of collinearity between the independent variables in
29
beyond the scope of the present study; therefore, future studies can explore
these details.
iv. Other variables associated with exam anxiety should also be investigated such
30
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36
QUESTIONNAIRE
2. Do you think that to attempt the easy questions first will help to minimize test
anxiety?
3. Do you think that concentrating on one own test instead of thinking about
4. Do you think that getting a good night sleep before the test will minimize the
test anxiety?
5. Do you agree that after preparing for the test you feel that you do not have any
7. Do you agree that the fair of obtaining good grades and prestige cause test
9. Do you think that test anxiety can be caused by the idea that teachers will
10. Do you think that test anxiety caused by the idea that you will not be able to
11. Do you think that your poor grades will prove to be source of alienation from
12. Do you think that your emotional instability will affect your performance in
test?
13. Do you think that before appearing in a test parent’s support help you to
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overcome the test phobia?
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