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Test anxiety and academic performance : the effect of a class based stress management programme
Author
Lee, Clement Kok Meng
Supervisor
Lee, Kerry
Abstract
Parents in Singapore want the very best in their children and educational success is one of the most important indicators. Success is generally measured in terms of performances in school examinations. With parental and social pressure on performances, there is now anecdotal data to show that test anxiety is affecting children even at a young age. Previous findings revealed that pupils who had lower test anxiety level generally performed better in examinations than did those with higher anxiety level. Prior research also revealed gender differences in anxiety levels, where the girls were relatively more anxious than the boys. To date, there are insufficient local data on pupils' affective reaction to examinations.
There were two studies conducted. In Study 1, I examined the relationship between text anxiety and academic performance. Specifically, I examined whether there was any relationship between text anxiety and the pupils' academic stream, gender, expected grades and the scores which they were working towards. The relationship between test anxiety and academic performance were then analysed. In Study 2, I examined the efficacy of a brief classroom stress management programme. The Test Anxiety Inventory (TAI, Spielberger, 1980) was administered three weeks before pupils sat for their Primary School Leaving Examination (PSLE).
Two separate groups of pupils were recruited for each of the studies. Of the participants in Study 2, half participated in the programme, with the remainder being assigned to a control group. Both groups were administered the TAI 3 days before their PSLE. The results showed that pupils with higher expected grades had relatively high test anxiety scores. The boys have significantly higher test anxiety than the girls. The TAI scores provided a modest prediction for PSLE performance. Pupils who participated in the stress management programme showed lower test anxiety.
These findings showed that test anxiety and academic performance are correlated and even a brief stress management programme can have a beneficial effect. These findings suggest that in addition to cognitive abilities, pupils' psychosocial or affective states may also be important determinants of academic performance.
There were two studies conducted. In Study 1, I examined the relationship between text anxiety and academic performance. Specifically, I examined whether there was any relationship between text anxiety and the pupils' academic stream, gender, expected grades and the scores which they were working towards. The relationship between test anxiety and academic performance were then analysed. In Study 2, I examined the efficacy of a brief classroom stress management programme. The Test Anxiety Inventory (TAI, Spielberger, 1980) was administered three weeks before pupils sat for their Primary School Leaving Examination (PSLE).
Two separate groups of pupils were recruited for each of the studies. Of the participants in Study 2, half participated in the programme, with the remainder being assigned to a control group. Both groups were administered the TAI 3 days before their PSLE. The results showed that pupils with higher expected grades had relatively high test anxiety scores. The boys have significantly higher test anxiety than the girls. The TAI scores provided a modest prediction for PSLE performance. Pupils who participated in the stress management programme showed lower test anxiety.
These findings showed that test anxiety and academic performance are correlated and even a brief stress management programme can have a beneficial effect. These findings suggest that in addition to cognitive abilities, pupils' psychosocial or affective states may also be important determinants of academic performance.
Date Issued
2003
Call Number
LB3060.6 Lee
Date Submitted
2003