Test Anxiety and Student Performance
Test Anxiety and Student Performance
Abstract
Test anxiety is a real and measureable problem student’s face regardless of their grade or level of academic achievement. Test anxiety can also adversely affect how students participate in and view the learning process long term. This study was designed to examine the effects of test anxiety on high school students specifically, and how the stress associated with the processes or outcomes of standardized testing can negatively impact their performance. There is also a theory that contributing factors of test anxiety can also impact social anxiety. The purpose of this study is to determine if students with determined higher levels of test anxiety perform lower overall on standardized testing versus their counterparts with lower levels of test anxiety. This study also took into account the types of school, study skills, and learning disabilities as they may impact levels of test anxiety.
Test Anxiety and Student Performance
Introduction
In recent years, with the passage of legislations such as the No Child Left Behind Act, standardized testing has become an essential part of student learning from elementary school to high school levels. Due to the increase in testing, it is very important for educators, especially classroom teachers who are responsible for preparing the students for these tests, to be aware of the impact of test anxiety of student performance (Supon, 2004). Over the last several decades, researchers have highlighted the adverse impact of test anxiety on student performance, regardless of the students' grade levels or previous academic achievement (Anastasi, 1976; Sarason, Davidson, Lighthall, Waite, & Ruebush, 1960; McDonald, 2001). For instance, Hembree's (1988) analysis of 562 studies addressing the relationship between test anxiety and student performance have indicated that test anxiety is a key factor in undermining student performance. In the case of some
Abstract
Test anxiety is a real and measureable problem student’s face regardless of their grade or level of academic achievement. Test anxiety can also adversely affect how students participate in and view the learning process long term. This study was designed to examine the effects of test anxiety on high school students specifically, and how the stress associated with the processes or outcomes of standardized testing can negatively impact their performance. There is also a theory that contributing factors of test anxiety can also impact social anxiety. The purpose of this study is to determine if students with determined higher levels of test anxiety perform lower overall on standardized testing versus their counterparts with lower levels of test anxiety. This study also took into account the types of school, study skills, and learning disabilities as they may impact levels of test anxiety.
Test Anxiety and Student Performance
Introduction
In recent years, with the passage of legislations such as the No Child Left Behind Act, standardized testing has become an essential part of student learning from elementary school to high school levels. Due to the increase in testing, it is very important for educators, especially classroom teachers who are responsible for preparing the students for these tests, to be aware of the impact of test anxiety of student performance (Supon, 2004). Over the last several decades, researchers have highlighted the adverse impact of test anxiety on student performance, regardless of the students' grade levels or previous academic achievement (Anastasi, 1976; Sarason, Davidson, Lighthall, Waite, & Ruebush, 1960; McDonald, 2001). For instance, Hembree's (1988) analysis of 562 studies addressing the relationship between test anxiety and student performance have indicated that test anxiety is a key factor in undermining student performance. In the case of some