Topic

Relationship between Test Anxiety and Students Academic Achievement in English

at Secondary Level.

Muhammad Adnan Saleem

REG NO - MPED-023R19P-12

Supervisor: Dr. Akram Malik

M. Phil (EDUCATION)

Session: 2019-2021

Department of Education

Institute of Southern Punjab, Multan

1.1 Introduction

Although anxiety is a common undeniable phenomenon in human being’s life that

affect their performance and effectiveness in different situations, an average level of anxiety

is useful in keeping people hardworking and responsible of what they have to do, and also

helpful for people in having a more sustainable and prosperous life (Kahan , 2008; Donnelly,

2009). High level of anxiety threatens individuals' mental and physical health and has a

negative effect on their personal, social, familial, occupational, and educational performance

(Zahrakar, 2008).

One of the broadest research areas in recent years has been test anxiety and its

dimensions. Researches show that different types of disorders caused by anxiety have a high

frequency all over the world. One of these deficiencies is test anxiety or stress of being

evaluated (Cheraghian et al, 2008). It is a kind of anxiety which happens when a person is

taking a test or is being evaluated by a test administrator. Due to this fact, the test participants

might experience a feeling of concern that their performances are being carefully watched out

to be evaluated (Cheraghian et al 2008). A low level of stress is necessary, but it is sometimes

so complicated that limits individuals’ performances in test and leads to a behavioural

disorder or low confidence or poor academic performance. Individuals sometimes hate

studying and education just because of the evaluation and sitting a test (Moadeli, Ghazanfari,

2005).

Any attempt to comprehend a student's academic progress must take into account the

issue of test anxiety, which is defined as a situation-specific attribute characterised by a

proclivity to react with higher anxiety in situations when performance is evaluated (Hodapp,

Glanzmann, & Laux, 1995). Test anxiety, according to Zeidner, is “a collection of

phenomenological, physiological, and behavioural responses that accompany concern about

situation” (Zeidner, 1998, p. 17). Test anxiety is common among students, and there is

widespread consensus in the empirical literature that it is linked to poor academic

performance (Cassady & Johnson, 2002; Zeidner, 1998). The fact that this association has

been detected in large samples of undergraduate and graduate students (Kassim et al., 2008)

emphasises how important test anxiety is for many college and university students.

The relationship between test anxiety and academic achievement has been the subject

of several theories. Some researchers believe that test anxiety depletes cognitive resources

(such as attention and working memory), preventing pupils from focusing on the exam

(Eysenck, 1992). More recent explanations (Linnenbrink, 2007) refer to the fact that anxiety

may affect students’ motivation and undermine their learning strategies (e.g., anxiety may

reduce motivation to learn or impede the use of efficient learning strategies). Whatever the

underlying cause, test anxiety may reduce students’ academic achievement by interfering

with their exam preparation, their performance while taking an exam, or both.

Some research on test anxiety has focused on gender differences, it being repeatedly

found that female students experience higher levels of test anxiety than do males (Bandalos,

Yates, & Thorndike-Christ, 1995). Less is known, however, about whether these differences

between males’ and females’ reported levels of anxiety may impact on their academic

achievement. Some years ago, the meta-analysis by Hembree (1988) revealed that the high

level of test anxiety reported by females is not generally accompanied by lower performance

scores. Since then, however, few studies have been conducted, especially as regards higher

education students.

McDonald (2001) defined test anxiety in this way as test anxiety is a feeling of

uneasiness or apprehension before, during, or after a test because of worry or fear. The test is
the method by which the presence, quality or genialness of anything is determined and

anxiety is a feeling of unease, such as worry or fear. Feeling of anxiety has exist in everyone

at some point in their life. Zeidner’s study (1998) indicated that “test anxiety is the set of

phenomenological, psychological, and behavioural responses that accompany concern about

possible consequences of failure on an exam”. Test anxiety is the state of mind during the

test. Students everywhere around the world must face the challenge with test even in a large

sample of undergraduate and graduate students.

1.2 Background of the study

Buchwald (2010) explained that test anxiety was first introduced by Yerkes Dodson in

1908. The relationship between anxiety and performance is inversely proportional that means

when anxiety increases the performance decreases and vice versa. Hill and Wigfield (1984)

showed that levels of anxiety may improve when students worked with expert counsellors.

Tests and examinations at all stages of education, especially at higher education level have

been considered an important and powerful tool for decision making in our competitive

society, with people of all ages being evaluated with respect to their achievement, skills and

abilities. Zollar and Ben-chain (1990) have the opinion that “the era in which we live is a test-

conscious age in which the lives of many people are not only greatly influenced, but are also

determined by their test performance”.

Test and examination stress is thought to prevent some individuals from reaching their

academic potential. It has been found that students consistently perceive examination as a

source of increase in anxiety and a situation engulfed with uncertainty/unfairness in letting

them demonstrate their true achievements (Zollar & Ben-chain, 1990; Spielberger, 1985).

Several explanations have been proposed to define the relationship between test anxiety and

academic achievement which can consume students’ cognition, memory, motivation, and
learning strategies. While taking exams, test anxiety may reduce students’ academic

achievement with their performance.

Test anxiety can be described as physiological, cognitive, and emotional responses

created by stress experienced during the assessment and has a negative contribution on the

students’ attitudes towards courses (Spielberger, 1980; Hall Brown et al, 2005). Test anxiety

reduces students’ academic achievement, life quality and inner motivation, also it makes

difficult their focus attention (Stober et al., 2004). Therefore, the determining the level

students’ test anxiety is very important for teaching and learning activities. Anxiety and

depression have become important targets for prevention because of their early onset,

significant health burden, persistence into adulthood, and comorbidity with other problems

(Flender et al., 2004; Horowitz et al., 2006). Anxiety is one of the most prevalent phenomena

in psychological studies and has been researched for many years. Anxiety is a basic human

emotional signaling a lack of self-assurance or a sense of threat coming from the environment

and is considered one of the most common reactions to stress (Sarason, 1984).

1.3 Problem Statement

The research study was agreed underneath the title “Relationship between Test

Anxiety and Students Academic Achievement in English at Secondary Level.” Many

previous studies showed that test anxiety can affect any student, ethnicity, socio-economic

status, grade level, and intellectual capacity. It can affect students’ academic performance.

1.4 Nature of the Study

Test anxiety research has been conducted using secondary school students. This study

focused on secondary school students in Ghazi Ghat (Muzaffargarh) since there is not as

much research on this population. This study examined Relationship between Test Anxiety

and student academic achievement in English at secondary level. Most participants were
secondary school students in a variety of subjects such as English, Mathematics, Computer

studies, etc. This study focused on test anxiety in academic achievement. Data were

quantitatively collected through questionnaire and five likert scale has been used for data

collection, whether anxiety is related to students’ academic performance in the tests

1.5 Objectives

 To find out the impact of test anxiety on secondary school students’ academic

achievement.

 To assess the level of test anxiety on secondary school students’ academic

achievement.

1.6 Research Question

1. What is the impact of test anxiety on secondary school students’ academic

achievement?

2. How to assess the level of test anxiety on secondary school students’ academic

achievement?

1.7 Purpose

The purpose of this quantitative study was to investigate the Relation of test anxiety

and students’ academic achievement through different tests. The results of the research study

may be important to school administrators, teachers, and parents in understanding how

anxiety can influence a student’s performance on academic tests. The independent variable in

the study was the test anxiety levels of the participants. The dependent variable was the

academic test scores. The two variables were compared to determine the existence and nature

of the relationship between test anxiety and academic test performance. In the end, it was the

only purpose of my study is to investigate the impact of test anxiety on students’ performance

at secondary level particularly, in Ghazi Ghat (Muzaffargar) area.

This study was limited to 250 (9th 10th 11th 12th grade) students enrolled in a rural area

public secondary school. The students' intellectual abilities ranged from teach disabled to gift.

The study was limited to a Ghazi Ghat (Muzaffargarh) Pakistan academic achievement test

administered to all 9th 10th 11th12th grade students in the state. Anxiety levels of the students

were determined by data collected through questionnaires. This study does not take into

account their socio-economic backgrounds nor their racial or ethnic backgrounds.

1.9 Limitations

Among the study’s limitations include:

1. The study was limited to students in two public secondary school in Ghazi Ghat

(Muzaffargarh) Pakistan

2. The sample size was relatively small.

3. The participants were 9th 10th 11th 12th graders.

4. The participants were limited to middle class families living in the rural area.

5. This study was based partially on academic achievement test scores which indicate

academic performance at a specific point in time.

6. The quality and honesty of the participants’ responses on the questionnaire could not be

controlled or verified.

1.10 Significance of the Study

This study expected to help the students to improve their performance. Knowing how

test anxiety and academic test performance are related could help improve teachers’,

administrators’, and parents’ understanding of test anxiety. It could help them become more
aware of the external and internal factors that affect academic test scores. This study provided

information about test anxiety that will allow administrators and teacher leaders to lead

schools to excellence. It is expected to generate social change by leading to changes in

curriculum and instructional strategies. The results could also aid in the development of

prevention and intervention programs, which, in turn, could decrease test anxiety and

increase students’ success.

1.11 Summary

This quantitative study compared the anxiety levels and academic test scores of 250

9th 10th 11th 12th graders in a public secondary school in Ghazi Ghat (Muzaffargarh) Pakistan.

The students’ abilities ranged from learning disabled to high ability. I used data from a test

anxiety questionnaire consisting of true/false questions.. The data that I collected and the

academic test scores obtained from the principal were analysed using a Pearson correlation to

determine whether the anxiety was related to students’ academic test performance.