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The Impact of Test Anxiety on College/University Students

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Added on  2021-02-19

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By considering the findings of other articles on how test anxiety affects the behaviour of university or college students and on their academic performance, it is seen that the conclusionsprovidedby Szfranski, Barrera and Norton are appropriate and it reflects that the data collected for assessing the impact of test anxiety was evaluated with extreme diligence. The author collected its data from the various reports and articles such as Post-Secondary Educators’ Perceptions of Students’ Test Anxiety” about the test anxiety in which research was conducted

The Impact of Test Anxiety on College/University Students

   Added on 2021-02-19

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The Impact of Test Anxiety onCollege/University Students
The Impact of Test Anxiety on College/University Students_1
Table of ContentsREFERENCES..............................................................................................................................10Books.........................................................................................................................................10Journals......................................................................................................................................10Online.........................................................................................................................................10
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Article 1 : Szafranski, D. D., Barrera, T. L., & Norton, P. J. (2012). Test anxiety inventory: 30years later.Anxiety, Stress & Coping.25(6). 667-677.For the purpose of assessing the impact of test anxiety on the college/university students,the researchers had used the previous works of (errano, Delgado, & Escolar, 2010; Serrano,Escolar, & Delgado, 2002; Serrano, Escolar, & Delgado, 2011) in which research was conductedon disassembling strategies in the field of clinic. The scholars undertook qualitative examinationin which existing studies of the other authors were evaluated and analysed. From the study, itwas found that there are different individual response patterns to examine anxiety, thus, it isessential to adjust the intervention principle variable which is affected in every individual person.Along with this, it was also found from the research that training in study skills is also notrequired and is suitable for treating the test anxiety problems.By considering the findings of other articles on how test anxiety affects the behaviour ofuniversity or college students and on their academic performance, it is seen that the conclusionsprovided by Szfranski, Barrera and Norton are appropriate and it reflects that the data collectedfor assessing the impact of test anxiety was evaluated with extreme diligence. This shows thevalidity and reliability of the research study of the authors. However, if more of primary data hadbeen collected by the way of personal interviews of college students, the research findings wouldhave been more authentic and would be specifically relatable to the domain of students. Article 2 : McGraw-Hill (2017), Test Anxiety & Academic Performance, McGraw-HillEducation, Canada.The author of concerned book Test Anxiety & Academic Performance has highlightedthe relationship between the anxiety amongst the students due to test/exams and the impact ofsuch anxiety on the academic performance of the students. In the book, the author defined somesymptoms which the faces before their tests such as profuse sweating, high heartbeat rate. Theauthor collected its data from the various reports and articles such as Post-Secondary Educators’Perceptions of Students’ Test Anxiety” about the test anxiety in which research was conductedon students. In the book, the author concluded that anxiety caused due to exams and tests haveled the students to procrastinate and has also resulted into students being uninterested inpreparing for the exams. Further, the findings of the author's research that because examinationsare an integral aspect of education, therefore test anxiety shall not be the reason which prevents
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students in preparing for tests. Educators could play an important role in helping the students inovercoming this challenge.The research was a qualitative type which focussed on assessing the change in behavioursof students due to test anxiety. Secondary sources were used by the author. The conclusions bythe author in the book are supported by the findings of other reports and journals as well. Thisaspect depicts the reliability of the findings of the author. However, for more effective results,the author could have himself taken the data similarly from the students to gain more valuableinsights about how students feel regarding their tests, what is the mind set in relation to preparingfor the examinations. Article 3 : Connon, H. A & et.al., (2016). Post-Secondary Educators’ Perceptions of Students’Test Anxiety.The Canadian Journal for the Scholarship of Teaching and Learning, 7(1)The scholars conducted a thorough research on test anxiety in post secondary institutions.They claimed that anxiety can adversary affects the student's academic performance and theirretention in the colleges. The researcher surveyed 50 educators of a Canadian Medium sizeUniversity regarding their perceptions towards test anxiety and their experiences with thisphenomenon. In their findings, it was observed that responses from participants, that importanceof test anxiety perceived by educators varied on the grounds of gender and age. Like old femaleeducator perceived the issue of test anxiety as more severe and serious problem than young maleeducators. Two principles emerged from the survey which are importance of test anxiety in thecollege/university and importance of college/institution's commitment in handling the issue oftest/exam anxiety. The scholars in their study, provided meaningful information andrecommendations to the educators who were surveyed regarding the symptoms and treatment oftest anxiety along with the support services.Researchers went to develop such findings with the help of qualitative data analysis inwhich each of the element of study was thoroughly described. However, other studies andarticles suggest that test anxiety does not only affect academic performance of students but italso disturbs them in their personal lives. Other reports claims that anxiety is such an issue if nottreated properly can lead to serious damages on the personality of people. It hinders them frombecoming self-confident. This element was considered as one of the primary limitation of the
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