Effect of Frequent Testing on Students’ Test Anxiety at University Level

Bushra Haleem, Muhammad Saeed
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引用次数: 1

Abstract

This study was designed to find out the effect of frequent Testing on students’ test anxiety scores in research method course at university level. The study was expected to predict the worry and emotional factor scores of test anxiety on frequent testing. A quasi-experimental pre-test post-test control group design was used in this study. Two intact groups were selected from department of science education, University of the Punjab, Lahore. The researcher has adopted the test anxiety Inventory by Spielberger (1980) to find out the students’ test anxiety. The reliability was analyzed through the pilot testing of the instrument. The interventional group was manipulated by frequent testing. The control group was assessed by conventional method. Both groups were compared on test anxiety scores. After analyzing the data, it was observed that both groups experience the same test anxiety in regard to worry and emotional factor. Frequent testing did not effect the test anxiety of students in research method course. Stakeholders and evaluators will benefit from the information gathered on how to lessen test anxiety in order to improve the teaching-learning process in classroom. To strengthen the teaching and learning process in classrooms, it is necessary to increase confidence in prospective teachers.
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频繁考试对大学生考试焦虑的影响
本研究旨在探讨频繁考试对大学水平研究法课程学生考试焦虑分数的影响。该研究旨在预测频繁考试中考试焦虑的担忧和情绪因素得分。本研究采用准实验前测后测对照组设计。从拉合尔旁遮普省大学科学教育系选出两个完整的小组。研究者采用了Spielberger(1980)的考试焦虑量表来了解学生的考试焦虑。通过中试,对仪器的可靠性进行了分析。干预组通过频繁检测进行操纵。对照组采用常规方法评估。两组都比较了考试焦虑得分。在对数据进行分析后,我们发现两组在担忧和情绪因素方面都经历了相同的考试焦虑。频繁考试对研究法课程学生的考试焦虑没有影响。利益相关者和评估者将从收集到的如何减轻考试焦虑的信息中受益,从而改善课堂教学过程。为了加强课堂教学过程,有必要提高对未来教师的信心。
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