Options
Preventive intervention for test anxiety
Author
Goh, Valerie Grace
Supervisor
Yeo, Lay See
Abstract
Test anxiety has been linked to academic achievement and a decrease in test scores, and can adversely affect students throughout their years of education. In Singapore, students transitioning major exams such as the Primary School Leaving Examinations to secondary education may be impacted by test anxiety. It is beneficial both academically and personally to equip students with coping skills at a younger age, especially when grades in primary school determine future educational placement at the tertiary level. The present study seeks to examine the effectiveness of a preventive intervention programme targeting test anxiety delivered to Primary 4 students of various academic achievement levels. Investigations were carried out after a 2 month period to examine the presence and extent of gains. One hundred and fifteen primary 4 students aged between 9 and 12 years (M = 10.15, SD = 0.50) were assigned to experimental or control groups. Only the experimental groups participated in four intervention sessions that engendered the use of cognitive-behavioural strategies and coping skills. Results showed that compared to controls who exhibited no changes, the experimental group demonstrated a significant decrease in test anxiety scores. Amongst the experimental group, the intervention programme was shown to be equally effective for those of High, Average and Low academic achievement levels. All intervention skills, except for the use of self-coping statements, contributed to the intervention effect observed. This study has provided evidence of test anxiety reduction skills being utilized by a young group of primary school students, facilitating the possibility of schools adopting the brief programme that can be incorporated as part of curriculum. Limitations and suggestions for future research are discussed.
Date Issued
2013
Call Number
LB3060.6 Goh
Date Submitted
2013