Test Anxiety In School Settings: Implication on Teachers

Nor Shahida Mohammad Ali,

a

a,*

Rohaya Talib,

Sekolah Kebangsaan Saint Joseph, 80100 Johor Bahru b Faculty of Education, 81310 UTM Johor Bahru
*

Corresponding author : qsha88@gmail.com Abstract

Test anxiety is a combination of perceived physiological over-arousal, feelings of worry and dread, self-depreciating thoughts, tension, and somatic symptoms that occur during test situations. Researchers suggest that between 25 to 40 percent of students experience test anxiety. This is due to students are currently under increasing pressure to meet the achievement standards as high-stakes tests have become the dominant method for measuring student achievement. Hence, this preliminary study is conducted to investigate the level of test anxiety among 160 standard six students from two primary schools in Johor Bahru using Childrens Test Anxiety Scale (CTAS). Further investigation is on sign ificant mean differences on test anxiety from gender perspective and three dimensionality of test anxiety; thoughts, off-task behavior and autonomic reactions. Descriptive and inferential statistics were used to analyzed the data. Findings shown that 28.1% (45/160) were categorized on severe anxiety level, 56.9% (91/160) on moderate level, 15% (24/160) on mild anxiety level and none for low anxiety level. T-test result indicated significant mean difference on gender while female students found to be at a higher level in three dimensionality of anxiety compared to male. As a conclusion, implications for management of test anxiety and educational practices are considered. Keywords: Test Anxiety, Childrens Test Anxiety Scale (CTAS), Achievement Standards, High -Stakes, Self-Depreciating Thoughts Abstrak Kegelisahan ujian ialah satu kombinasi kebangkitan fisiologikal berlebihan yang diterima, perasaan bimbang dan takut, pemikiran nilai diri susut, ketegangan, dan gejala-gejala somatik yang berlaku semasa situasi ujian. Pengkaji mencadangkan antara 25 hingga 40 peratus pelajar-pelajar mengalami kegelisahan ujian. Ini adalah disebabkan pelajar pada masa kini di bawah tekanan yang meningkat untuk mencapai standard pencapaian dimana ujian-ujian menjadi taruhan tinggi sebagai cara dominan untuk mengukur pencapaian pelajar. Maka, kajian permulaan ini dijalankan bagi menyiasat tahap kegelisahan ujian terhadap 160 pelajar tahun enam dari dua buah sekolah rendah di Johor Bahru menggunakan Skala Ujian Kebimbangan Kanak-Kanak (CTAS). Siasatan lanjut bagi melihat perbezaan min bagi ujian kegelisahan dari perspektif jantina dan tiga dimensian kegelisahan ujian; fikiran, tingkah laku diluar tindakan dan reaksi-reaksi autonomik. Analisis deskriptif dan inferensi digunakan untuk menganalisis data. Penemuan membuktikan bahawa 28.1% (45/160) dikategorikan dalam kebimbangan tahap tinggi, 56.9% (91/160) di tahap kebimbangan sederhana, 15% (24/160) di tahap kebimbangan ringan dan tiada untuk tahap kebimbangan rendah. Keputusan ujian T menunjukkan perbezaan min yang signifikan di antara jantina dimana pelajar perempuan berada ditahap yang lebih tinggi bagi tiga dimensian kegelisahan ujian berbanding dengan lelaki. Kesimpulannya, implikasi untuk pengurusan kegelisahan ujian dan amalan pendidikan diambi lkira. Kata kunci: Kegelisahan ujian, Skala Ujian Kebimbangan Kanak-Kanak (CTAS), Standard Pencapaian, Kepentingan Tinggi, Pemikiran nilai diri susut