Effects of Test Anxiety on the Academic performance

among the Students of College of Engineering and Geo-

Sciences

C.C.D. Azcuna, E.P.Bautista, R.Mino, C.M. Rugador. G.R.Masuhay

a Caraga State University- Main Campus

Department of Arts and Sciences, Ampayon, Butuan City

Abstract

Worldwide research studies show that anxiety disorders are rising among students. The
main goal of this study is to identify the academic anxiety among the freshmen students of
the College of Engineering and Geo-sciences, Caraga State University through relating the
most common factors affecting their test anxiety changes. Using the quantitative method,
the Test Anxiety Scale Questionnaires (Nist & Diehl, 1990) was used to measure the level at
which students experience test anxiety. The measuring instrument corresponds of a survey
was distributed to a sample of (N=156) students.

Keywords: Test anxiety; Academic performance, 1st Year level,

1. Introduction examination they/may take in the process of

Test anxiety level is considered to vary
during the years of study at the university. A
great number of research study present data
that most psychological disorder is evident in
first year students. According to a research
study carried out by Cooke, Bewick, Barkham,
Bradley and Audin (2016), it has been identified
that first year students most commonly reveal
psychological changes, that often times
correlate student,s financial concerns, and
academic pressure which they encounter.
The issue of test anxiety creates cognitive
dimension which involves worry and negative
thoughts, self-criticism, negative consequences
of failure that may occur during test situations
that among most students towards learning,
thus affecting their academic performance. This
issue intrigued the researchers to determine the
effects of test anxiety on the academic
performance among the students of College of
Engineering and Geo- Sciences.
The population of the study is the freshmen
engineering students who are currently
studying in Caraga State University. For they
have the highest academic standard and the
freshmen students are still in the process of
coping up with their environment, in which the
students may develop test anxiety in most of the
reaching academic success.
1.1 Review of Related Studies
Anxiety is a subjective feeling of
tension, apprehension, nervousness, and worry
associated with arousal of the nervous system
(Vitasari, et. al 2010). The high level of anxiety
causes a person’s daily routine difficult such as
interfering with activities and social life. The
researchers came up with this study for Anxiety
is one of the wide varieties of emotional and
behavior disorders. Among all mental health
problems and it is common among students
facing academic stress. Students with anxiety
disorder exhibit a passive attitude in their
studies. According to Ruffin (2007) symptoms
of anxiety among students includes feeling
nervous before entering the class room,
panicking, going blank during a test, feeling
helpless while doing assignments, or lack
interest in a difficult subject whereas the
physiological symptoms include sweaty palms,
cold, nervousness, panic, fast pace of breathing,
racing heartbeat, or an upset stomach that
become a barrier to students learning.
Since the 1950’s, many studies have been
carried out by notable researches on the issue of
anxiety, especially by George Mander and
Seymour Sarason (1985), who together of other

Erica Bautista ; email: ccazcuna13@gmail.com

numerous researchers have made a remarkable
impact on the study of Test anxiety among
students. They describe test anxiety as fear of
failing, experienced by students before and
during taking an important examination.
Other factors of influence in students’
stress level include the lack of adaptability of
the university infrastructure, the academic
semester functioning methods, and the limited
capacity of academic institutions to support the
academic efforts of their students (Awino &
Agolla, 2008). Furthermore, the high pressure to
achieve commendable results in exams has been
recognized to negatively influence the students’
academic performance and to increase their
level of stress (Erlauer, 2003).
concepts pertaining to the subjects being taught
(Hyseni-Duraku, 2014).
Aside from academic factors, other stress
factors influencing students include financial
factors, abilities to manage their time, students’
health problems, and other personal factors
(Goodman, 1995), including the concept they
have in regard to themselves, which is self-
efficiency (Ahmed, Minnaert, Kuyper, & Welf,
2011) and the level of self-control in regard to
thoughts, actions and emotions (Zelazo & Lyons,
2012). Moreover, the interactions between
these factors, aside from causing students to
experience general difficulties, also influence
their level of achievement by impacting their
academic performance.

Test anxiety levels are considered to vary 1.2 Statement of the and Hypothesis
during the years of study at the university. A The study aims to determine the effects of
great number of research studies present data Test anxiety on the performance among the
that most psychological disorders are evident in freshmen students of College of Engineering and
first year students. According to a research Geo-Sciences.
study carried out by Cooke, Bewick, Barkham,
Bradley and Audin (2006), it has been identified 1. What are the demographic profile of the
that first year students most commonly reveal students in terms of:
psychological changes,that often times correlate
with students’ financial concerns, and the a. Age
academic pressure which they encounter.
Moreover, according to Wright (1967), it has b. Gender
been established that students’ signs of stress
are also most prevalent in those students
c. GPA
experiencing difficulties in adjusting to
university life.
d. Program
Professors’ teaching and evaluating
methods are also considered to be factors of e. Weekly allowance
influence in the academic performance and the
anxiety in students. According to Davis (1999), f. Parent’s Monthly Income
exams and high volume projects are considered
to be inadequate forms of evaluation that may
2. The levels of Test anxiety experienced by
negatively impact students’ motivation and
the students.
their increased experience of anxiety. The most
stressful factors influencing students, identified 3. How Test anxiety affects Student’s school
in educational institutions, are evaluations and performance.
competitions between students, students’
academic failures, unhealthy relations between 2. Conceptual Framework
students, and course instructors (Fairbrother & Figure 1. Converging Radial
Warn, 2003). According to Ericksen (1978),
many students respond more positively to
better organized courses, led by enthusiastic
instructors, who awake students’ interest in the
subject and succeed in influencing the students’
learning process. Moreover, it is perceived that
constructive learning methods help students
take responsibility in learning and enables them
to become independent and develop their own
 Course
Weekly
GPA allowance
Age Academic Parents
Sex Performanc Monthly
e of CEGS
1st Year
students
3. Methods
The methodology of this study aims to
solve a research problem systematically and
scientifically. This may lead to conduct sampling
method to measure Test anxiety experience and
the effect of it in the academic performance of
freshmen students of College of Engineering and
Geo- Sciences at Caraga State University. There
are 950 current total population from all year
levels College of Engineering and Geo-Sciences.
Hence, the scope of this study is only freshmen
students and has a current population of 475
from all the CEGS programs.
3.1 Research Design and Locale
The researcher used population proportion
to calculate the need population of the study.
The given population has the total number of
149 respondents from all the freshmen
engineering students. Stratified sampling is
used in this study.
3.2 Sample and Sampling Technique
A total of 156 students are respondents of
the study consisting 80 males and 77 females.
Sampling method used in this study is the
stratified random sampling. The respondents
were reached after general do- day at Caraga
State University. The questionnaires given by
the researchers seek to find the effects of test
anxiety experienced by the respondents.
3.3 Research Instrument
The researchers used a Test anxiety
scale questionnaire developed by Nist and Diehl
to measure the level of test anxiety experienced
by the students. The scale consisted of 10
questions. The question must be scored by the
respondents as to how often they have
experienced signs of test anxiety.
3.4 Data Analysis Technique
The data collected in this study is
analyze using SPSS mean standard deviation to
answer research questions through the
difference in mean rating that responses with
the mean of 2.50 and above indicate that test
anxiety did affects the academic performance of
the students while mean responses are less than
2.50 it indicate that test anxiety has no influence
on students’ academic performance.
4. Results and Discussions
Questionnaire is the main instrument
for collecting data about the student’s
responses on the impact of test anxiety.
4.1 Result component 1
Table1. Overall Means and Standard Deviations
of the all the Study variables
The responses of the first research
question (what is the demographic profile of the
respondents) that is present in the appendices.
Based on the table 1 (see appendices) with the
total respondents of 157 from selected number
of fresh men students of College of Engineering
and Geo Sciences, the overall mean of age is
19.237, this means that the majority of all the
ages is 19 years old. Their overall Test anxiety
Mean is 2. 6433 above 2.50 which is the level of
significance. This means that most of the
students had experienced test anxiety during
exams and quizzes.
4.2 Result component 2
Table2: Frequency distribution of questionnaire
responses
The range of anxiety varies from low to
high level of anxiety. Which are indicated in the
test anxiety questionnaire develop by Nist and
Deihl. The responses of second research
question (levels of anxiety experienced by the
students) that is presented the table above.
Based on the table2. 7(4. 5%) of the students do
experienced low level of anxiety, 42 (26.8%)
Moderate level of anxiety, and majority of the
respondents experienced high level of anxiety
with a total number of 108 (68.8%). In terms of
GPA it has a significant difference, which means
that test anxiety affects the GPA of the students.
 students had experienced test anxiety during
exams and quizzes.

6. Recommendation

Students - This study is an avenue where

students can participate and be knowledgeable
about anxiety. It’s also an issue where any
student can be possibly involved, help them
cope and prevent.

Future Researchers – The result and outcome of

this study can be use by other researchers a
reference regarding the test anxiety. This study
will serve as their guide to further more deepen
the strategies in coping anxiety.

References

Abouserie, R. (1994). Sources and levels of

stress in relation to locus of control, self-esteem
in university students. Educational Psychology,
14(3), 323-330.

4.3 Result component Hyseni-Duraku, Z. ( 2014). Interplay between

academic and personal factors in the academic
performance of Bachelor students. Unpublished
PHD thesis. University of Tirana. Albania
The data presented in the table 4 (see
appendices) shows the respondents responses
in each questions that aimed to determine the
impact of test anxiety on the academic
performance of the respondents. The mean
responses of the students ranges from 3.38 to
3.80, which means that majority of the students
responses agreed that test anxiety affects the
academic performance of the students.

Based on the linear regression done,

the GPA has a strong significant effect to the test
anxiety levels (p value of 0.000). Since the p -
values of each variable are less than the level of
0.05, then this justifies that test anxiety has a
significant effect to the academic performance
of the students regardless of their age and sex.

5. Conclusion
Results show that in terms of respondent
demographic profiles that are mostly nineteen
years old had garnered their overall test anxiety
Mean which is 2.6433 above 2.50 level of
significance. This means that most of the
APPENDICES