Anxiety is a displeasing feeling of fear and worry associated with a psychological and physiological state of somatic, emotional, cognitive, and behavioral complications. Most students experience some degree of anxiety prior to their examinations. Among various non-drug More
Anxiety is a displeasing feeling of fear and worry associated with a psychological and physiological state of somatic, emotional, cognitive, and behavioral complications. Most students experience some degree of anxiety prior to their examinations. Among various non-drug methods, electronic test can be used as a beneficial method to reduce anxiety level. The present study was conducted to analyze the effectiveness of electronic test reducing studentsʼ test anxiety. The study was quasi experimental, with pre test, pos test, and control group. The statistical population of the syudy included all female students, studing in the second grade high schools in Hersin during the academic year 2016-2017. 30 students were selected through multi-stage random sampling. The instruments used were researcher-made electronic tests and Abolghasemi et al.ʼs test anxiety questionnaire. The analysis of the data conducting covariance analysis showed that employing electronic tests reduced the participantsʼ anxiety. The results revealed a significant difference between the control group and the experiment group in the post test (p=0/001).There were also significant differences between groups in the subscales of test anxiety (p<0/05). The results indicated that electronic test, can have beneficial effects on reducing anxiety and can be used as a reliable method to reduce anxiety before the exam.
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The present study aimed to the effectiveness of using offline electronic tests on test anxiety and test performance of elementary sixth grade boy students. This study is based on the objectives and hypotheses of the type of between-group experimental design with pre-tes More
The present study aimed to the effectiveness of using offline electronic tests on test anxiety and test performance of elementary sixth grade boy students. This study is based on the objectives and hypotheses of the type of between-group experimental design with pre-test and post-test along with the control group and according to the method of data collection, it is a quasi-experiment type. The statistical population of this study is all boy students of the sixth grade elementary school in Tehran province who were studying in the academic year 2018-2019. Using a targeted sampling method, a school in Malard city was selected as the sample and 40 people were divided into two experimental and control groups. To collect the required data, test anxiety questionnaire and researcher-made test performance test were used. The validity of the researcher-made test was confirmed by experts' opinions and it reliability was calculated as 0.76 by Kuder Richardson 21 method. The results of ANCOVA and MANCOVA showed that the level of significance was less than 0.05 (p <0.05). Thus, the statistical null hypothesis was rejected and it was found that there was a significant difference between the students in the experimental and control groups in the scores related to the test anxiety and test performance in the post-test. According to the results of this study, it can be concluded that the offline electronic tests on the variables of tests on test anxiety and test performance has been effective and have reduced test anxiety and increased test performance.
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This research aimed at comparing the results gained in the two tests. The statistical population was 300 applicants taking part in MSRT. Only 75 had taken part in both tests and 60 of them agreed to share their test results with the researchers. The data was analyzed us More
This research aimed at comparing the results gained in the two tests. The statistical population was 300 applicants taking part in MSRT. Only 75 had taken part in both tests and 60 of them agreed to share their test results with the researchers. The data was analyzed using descriptive statistics as well as inferential statistics. Results indicated a relatively high positive correlation between the total scores of both test (r = 0.71). Since no reports of test parts were available, it was impossible to compare the parts from the two exams. In addition, due to the omission of listening part in ETPNU test, this comparison was also not possible. As a result, the researchers decide to compare the listening section of MSRT with the ETPNU score (r = 0.38). Later, the other two sections of MSRT test were also compared with the ETPNU score (grammar, r = 0.33; reading comprehension, r = 0.53).
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