1

Topic

Relationship between Test Anxiety and Students’ Academic Achievement in English at

Secondary Level

Muhammad Adnan Saleem

REG NO. MPED-023R19P12

Supervisor: Dr Muhammad Akram Malik

M. PHIL (EDUCATION)

Session: 2019-2021

Department of EDUCATION

INSTITUTE OF SOUTHERN PUNJAB, MULTAN

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ATTESTATION OF AUTHORSHIP

I, Muhammad Adnan Saleem Roll No.MPED-023R19P-12, session 2019-2021. A student

of Program in ISP University, solemnly declare that my thesis entitled “Relationship
between Test Anxiety and Students’ Academic Achievement in English at Secondary
Level” is my own work and to the best of my knowledge and belief, it contains no material
previously published or written by another person. This thesis is not submitted already and
shall not be submitted in future for obtaining a degree from same or another University or
Institution. If it is found to be copied or plagiarized at later stage of any student enrolled in
the same or any other university, I shall be liable to face legal actions before Unfair Mean
Committee UMC), as per ISP/HEC Rules and Regulations, and I understand that if I am
found guilty, my degree will be cancelled.

______________________
Muhammad Adnan Saleem
Roll No. MPED-023R19P-12
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CERTIFICATE (From Supervisor)

I, Dr. Muhammad Akram Malik declare that the research thesis entitled, “Relationship
between Test Anxiety and Students’ Academic Achievement in English at Secondary
Level “in the education sector of Pakistan is conducted by Muhammad Adnan Saleem, Roll
No. MPED-023R19P-12, session 2019-2021 at Education department, ISP/MS (BA) has
been completed under my guidance and I am satisfied with the quality of student’s research
work.

______________________

Supervisor
Dr. Muhammad Akram Malik
Institute of Education
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Abstract

Test anxiety harmful effects on the academic performance of many secondary school

students, including male and female. In this study female students usually report higher levels

of test anxiety while male students report lower levels of test anxiety. The main purpose of

this research was to investigate the difference between male and female test anxiety, Lower

and younger age students, inter and matric students test anxiety level and how test anxiety

impact on the students’ academic achievement. A sample of 260 students was randomly

selected from seven different institutions in Ghazi Ghat. In this quantitative study data was

collected by using test anxiety questionnaire, consisted of 43 Likert-type questions. Excel

spreadsheet and SPSS software were used for the analysis of data. It was found that a

significant difference between male students (32%) anxiety levels compared with their

females counterparts (62%) anxiety levels. Moreover, test anxiety was highly changed on

students’ academic performance. Results showed that parents' unrealistic expectations affect

students' anxiety levels. Consequently, we can say that test anxiety is one of the factors that

affect badly to students performance and achievements, but this can be handled by giving

training to students so that they may able to deal with their anxiety level.
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Dedication

To my Parents and especially my Genius, Hardworking, and very Punctual Supervisor Dr

Muhammad Akram Malik and beloved Teacher Dr Muhammad Nadeem Iqbal Whose love

and affection always Made me feel upright and Confident In the odds of life.
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ACKNOWLEDGEMENT
I present the greatest gratitude to all those persons who provided me the possibility to

complete this thesis. I am thankful to my thesis supervisor Dr. Muhammad Akram Malik

for his unending support and encouragement during my thesis.

Furthermore I would also like to acknowledge all of my friends who helped me in minutest

ways for completion of this thesis. Their contribution and role was very crucial. Special

thanks to all the teachers at Institute of Management Sciences ISP, who helped me to

assemble the knowledge parts and their precious suggestion about my performance during my

stay at IMS. Last but not the least, I am highly thankful to my parents who have invested

their resources and efforts and believed in me in achieving this goal.

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Table of Content

Abstract.................................................................................................................................................4
Chapter 1...............................................................................................................................................9
Introduction...........................................................................................................................................9
1.1 Background of the study............................................................................................................11
1.2 Problem Statement....................................................................................................................12
1.3 Nature of the Study...................................................................................................................12
1.4 Objectives..................................................................................................................................13
1.5 Research Question.....................................................................................................................13
1.6 Purpose................................................................................................................................13
1.7 Scope and Delimitations............................................................................................................14
1.8 Limitations.................................................................................................................................14
1.9 Significance of the Study......................................................................................................14
1.10 Chapterization.....................................................................................................................15
1.11 Summary..............................................................................................................................16
Chapter 2.............................................................................................................................................17
Literature Review................................................................................................................................17
2.1 Historical Perspective..........................................................................................................19
2.4 Factors of test anxiety..........................................................................................................25
Biology:........................................................................................................................................29
Age:..............................................................................................................................................29
Socio-economic status:................................................................................................................30
Race and culture:.........................................................................................................................30
Pressure, Subject, and Ability:.....................................................................................................31
2.5 Causes and effects of test anxiety........................................................................................32
2.6 Summary..............................................................................................................................38
Chapter 3.............................................................................................................................................39
Research Methodology........................................................................................................................39
3.2 Population............................................................................................................................39
3.3 Sample.................................................................................................................................40
3.4 Instrumentation...................................................................................................................40
3.5 Data Collection Procedure...................................................................................................40
3.6 Data Analysis..............................................................................................................................40
3.6.1 Gender and Anxiety Level.......................................................................................................41
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Table No.1...................................................................................................................................41
3.6.2 Class and Anxiety Level....................................................................................................41
Table No.2...................................................................................................................................41
3.6.3 Age and Anxiety Level......................................................................................................42
Table No.3...................................................................................................................................42
3.7 Summary..............................................................................................................................43
Chapter 4.............................................................................................................................................45
Findings and Discussion..................................................................................................................45
4.1 Introduction...........................................................................................................................45
4.2 Compare Gender Test Anxiety Level...................................................................................45
During a test, I feel nervous if the teacher next to me..................................................................45
I can no longer answer the question if the teacher next to me......................................................46
I often cry after a test, thinking how badly I have done, even I don’t know my mark.................46
I feel nervous when someone tells me the correct answer after the test.......................................47
Before taking the test my thought is that I have forgotten everything..........................................47
I feel nervous before the result of the test....................................................................................48
4.3 Compare Class Test Anxiety Level......................................................................................48
If I sit at the front of the class, I feel more nervous during a test.................................................48
4.4 Compare Age Test Anxiety Level........................................................................................49
I am usually restless throughout a test.........................................................................................49
4.5 Discussion............................................................................................................................50
4.6 Summary..............................................................................................................................51
Chapter 5.............................................................................................................................................52
Conclusion.......................................................................................................................................52
References...........................................................................................................................................54
Questionnaire......................................................................................................................................67
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Chapter 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

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phenomenological, physiological, and behavioural responses that accompany concern about

the potential negative repercussions of failure on an exam or other similar evaluative

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.
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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.

1.1 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
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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).

1.2 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.

1.3 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
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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

1.4 Objectives

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

achievement.

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

achievement.

3. To find out the class and age differences of test anxiety on secondary school students’

academic achievement.

1.5 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?

3. What is the impact of test anxiety on class and age on secondary school students’

academic achievement?

1.6 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
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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.

1.7 Scope and Delimitations

This study was limited to 260 (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.

1.8 Limitations

Among the study’s limitations include:

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

(Muzaffargarh) Pakistan.

 The sample size was relatively small.

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

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

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

academic performance at a specific point in time.

 The quality and honesty of the participants’ responses on the questionnaire could not

be controlled or verified.

1.9 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
 15

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.

1.10 Chapterization

The first chapter concerned with introduction in which a brief not on test anxiety and its

background. Test anxiety is actually a type of performance anxiety — a feeling someone

might have in a situation where performance really counts or when the pressure's on to do

well. The main purpose of the study is to identify the relationship of male and female test

anxiety. Significance, objectives, and research questions are also in this chapter. The study

has only conducted in Ghazi Ghat which is the limitation of my study.

In second chapter, there is a brief history of test anxiety and its factors and causes.

Accountability through testing in schools across Muzaffar Garh has changed education in

secondary schools. “Most education experts agree that testing has helped shape the form and

substance of American education” (Zajano, 1993, p. 4).

Students are tested more frequently and at younger ages. The increased pressure to do well

causes anxiety and stress. Research shows that highly anxious students do not perform well

on standardized tests. Age, gender, ethnic, and socioeconomic background are significant

predictors of test anxiety scores (Putwain, 2007).

The results of this study will contribute to the knowledge and literature in the field of

education. Although this study will close gaps in the literature, there are many questions

about test anxiety that still exist. Current research will lead to future studies.
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Third chapter had described a brief methodology, such as study was conducted in

Ghazi Ghat from inter and matric students particularly having English subject. The target

population was inter and matric students from Ghazi Ghat schools. There were 260

responses, from them 135 female and 125 male students age between 13 to 17 years. Female

students with high anxiety level and male students with low anxiety level. The Excel

spreadsheet and SPSS software were used as an instrumentations in this qualitative study.

Data were collected randomly for this study, but is must be from inter and matric students

from same area.

Fourth chapter has concerned with the results and findings, in which study find that

female students with high text anxiety compare with male students. In last, the final chapter is

about the conclusion of my study.

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.
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Chapter 2

Literature Review

Test anxiety is widely spreading in our society due to confusion and

misunderstanding. As Cizek and Burg (2006), explained that test anxiety has increased just as

expected, so has the confusion about what test anxiety is, what causes it, who is affected, and

what can be done about it. Test anxiety can occur even in low stakes situations it means when

students attempt the minor test and this, not a common thing that people feel during a test, so

these are much misunderstanding about test anxiety. In this section, there will a brief

description about test anxiety, explain its history, some common factors of test anxiety that

may affect test anxiety, causes, and effects of test anxiety.

As the world advanced technologically, the need for adequate educational preparation

became paramount. Due to the competitive nature of society, a focus on educational success

has permeated societal consciousness. With this drive to achieve, many psychological aspects

became apparent. The more that is known about why one succeeds or fails in academic

situations, the better one can change cognitively or behaviourally to achieve optimum

individual success. This study attempted to support the theory that men and women do not

differ with regard to general test anxiety. However, this study is focused solely on general

test anxiety. The implications for this study are to open the doors for curriculum design and

instructional styles to be better defined were there to be discovered.

Researchers have suggested that those who suffer from high levels of cognitive test

anxiety employ avoidant coping strategies (e.g. avoidant emotion-focused coping), and this is

an obstacle to successfully encoding academic information (Thomas, Cassady, & Heller,

2016; Stöeber, 2004; Zeidner & Matthews, 2005). An example of avoidant emotion-focused

coping would be utilizing alcohol to cope with test-anxiety symptoms or avoiding studying to

avoid triggering test-anxiety symptoms. Treatment programs for students with test anxiety
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attempt to educate students about this problem so that they can employ more successful

coping strategies (Thomas et al., 2016).

In addition, increasing students’ emotional intelligence can help provide a buffer

against the negative effects of test anxiety (Thomas et al., 2016; Fernandez, Salamonson, &

Griffiths, 2012; Jaeger & Eagan, 2007). Researchers suggest that treatments to increase active

coping could increase academic success (Thomas et al., 2016; Schunk, 1999). Thomas and

colleagues (2016) define active coping as behavioural responses that attempt to adapt to and

manage stressors. In addition, lessons on how to implement such coping strategies are

essential to ensure success (Thomas et al., 2016; Nonis & Hudson, 2010; Okpala, Okpala, &

Ellis, 2000). Researchers have generated a variety of therapeutic strategies for students

dealing with test-anxiety.

Some researchers have found that students’ levels of test anxiety are significantly

impacted by the type of appeals teachers/professors use (von der Embse, Schultz, & Draughn,

2015). von der Embse and his colleagues (2015) found that fear appeals significantly

increased their students’ levels of test anxiety relative to efficacy appeals, after students’

intrinsic motivation was controlled for. Von de Embse and colleagues (2015) define fear

appeals as “messages that repeatedly remind students about the importance of passing exams

and the consequences of failure” (p. 622). In contrast, efficacy appeals were, “messages

intended to reinforce how capable an individual is of reaching a goal or outcome” (von der

Embse et al., 2015, p. 622). Mindfulness-based interventions are a relatively new, but they

appear effective for test anxiety (Hjeltnes et al., 2015). Researchers have found that

mindfulness-based interventions not only decrease rates of test-anxiety in students’, but they

also impact their broader lives of students in a positive way (Hjeltnes et al., 2015).

As research continues concerning the test anxiety, future investigators will be able to

narrow the scope and formulate possible solutions for specific areas or subjects that show
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significant differences. The other hypotheses investigated are with regard to significant

differences between class ranks and test anxiety and correlations between test anxiety and

class rank. These findings could indicate that there is a manifestation of test anxiety not

necessarily related to students, but rather to class standing. The present study hypothesizes

that there are not significant correlations of differences with regard to class rank and test

anxiety. Test anxiety was first identified as a psychological phenomenon in the early 1950s

(Mandler, 1952; Sarason, 1953). Since that time the psychological phenomenon of test

anxiety has been closely studied and has grown as an area of educational research.

2.1 Historical Perspective

From the day students begin school, their achievement in English depends seriously on

the quality of the instructions they receive. In broad-spectrum, research on teacher efficiency

in English has supported the sequenced program, mainly for children with learning

difficulties in test (Heward, 2013a). It is now generally recognized that the utmost real

teaching approach combines important features of direct method of teaching together with the

most significant and encouraging components of student-cantered, learning. High quality

teaching in the subject of English requires a teacher with excellent subject knowledge who

can stimulate students’ interest and involvement. The teacher’s part of play is to develop a

learning atmosphere where there are abundant chances for active contribution by students,

and also to communicate relevant material and teach particular skills (Abell, 2009).

In the typical academic environment, often heavily dependent on the practice of formal

testing and entrance examinations, tests and examinations represent a potent stressor that can

impact a student’s performance in school (Cassady & Johnson, 2002; Vitasari, Wahab,

Othman, Herawan, & Sinnadurai, 2010). Given the potential negative consequences

associated with poor test performance or failure, it is not surprising that students consistently

cite exam and grade-related worries as their greatest sources of anxiety (Furr, Westefeld,
 20

McConnell, & Jenkins, 2001). The experience of high levels of exam-related anxiety is

referred to in the literature as test anxiety (TA) and is characterized by cognitive, behavioural,

and physiological responses induced by academic testing (Zeidner, 1998). Common

behavioural expressions of TA can include poor study skills and procrastination. These

behaviours may be experienced before, during, or after an examination (Gregor, 2005;

Liebert & Morris, 1967; Spielberger & Gonzalez, 1980; von der Embse, Barterian, & Segool,

2013).

The relationship between TA and other anxiety disorders is currently unclear. Some

evidence suggests TA may be related to, and interact with, general anxiety disorders (Hopko,

Hunt, & Armento, 2005; In'nami, 2006), while other studies suggest that TA may be a

separate condition (Hopko et al., 2005; Wittmaier, 1972). Further complicating these

relationships, TA can range from mild to severe, and, in some cases, anxiety, termed

facilitative anxiety, can improve performance (Cassady & Johnson, 2002). Regardless, TA

has been identified as a serious issue affecting the academic performance of college students

(Cassady & Johnson, 2002; Chapell et al., 2005; Szafranski, Barrera, & Norton, 2012;

Vitasari et al., 2010).

Based on literature, test anxiety is related to lower academic performance and it is

estimated that about 25.0% of primary and secondary school students in America, and around

million students suffered lower academic performance as result of test-anxiety (Hembree,

1988; Hill and Wigfield, 1984). Chapell, Blanding, and Silverstein (2005) carried out a study

among 5,551 undergraduate and graduate students in Pennsylvania and Illinois and found a

significant difference of academic achievement among three different levels (low, moderate,

and high) of test–anxiety. For instance, students with low test-anxiety had higher academic

achievement than students with moderate and higher test-anxiety. Similarly, students with
 21

moderate test-anxiety had higher academic achievement than students with higher test-

anxiety.

2.2 Previous researches

Previous studies have identified main factors related to academic achievement in

general, which lead to the description of main variable, namely test-anxiety. According to

Eysenck (2001) and Sansigiry and Sail (2006), test-anxiety impaired the concentration,

attention and memory, and these became the factors that influenced academic performance.

However, academic achievement among early adolescents in schools setting in Iranian

context has not gained much attention from local researcher except Daskzan (2004) and

Mozaffari (2001). Therefore, the need to examine current prevalence of low academic

achievement and its causes had prompted this research to be undertaken. The main objective

of the present study is to determine the relationship between test-anxiety and academic

achievement among high school students in Sanandaj, Iran. The major purpose and

motivation underpinning this present study was originated from literatures on academic

achievement, especially among high school students (Sharifi, 2001, Masood Zadeh, 2002, &

Daskzan, 2004).

Research on test anxiety has a long and fruitful history. First studies relating to test

anxiety were conducted as early as 1914 (Folin, Demis & Smillie, 1914), and the concept

began to be investigated under its own name in 1952, when Mandler and Sarason (Sarason &

Mandler, 1952) published a series of studies on test anxiety and how it relates to

performance, as well as developed an instrument to assess individual differences in test

anxiety in adults, the Test Anxiety Questionnaire. The increasing interest in outcome-based

approaches to assessment and reporting in language testing (e.g., Brindley, 1998; McKay,

2000) has heightened the need for more research on fair assessment (Kunnan, 2000) by which

more valid inferences can be drawn. Although assessment can be done without tests (e.g.,
 22

portfolios, and self- and peer-assessments, Brown and Hudson, 1998), of particular interest

and complexity is assessment based on tests.

It is stated that research on test anxiety has a long and rich history. The first time

Yerkes and Dodson studied the relationship between anxiety and performance in the early

1900s (McDonald, 2001). Interestingly, they showed that anxiety would be beneficial to

performance. McDonald (2001) explained their study which indicated that it is no doubt that

children will make an effort in preparing for a test or have the motivation, take the test when

they lake fear of failure encourage them to perform well in the test. So, they don't perform

according to their potential. However, if they have a high level of test anxiety before or

during a test, they may not show their true abilities and may perform well in the test.

Another study about how test anxiety affects academic conducted by Mandler and

Sarason (1952). They developed two tests, test anxiety questionnaire for adults and test

anxiety scale for children. Their results suggested that test anxiety present in the testing

situation and may affect academic performance. Sarason et al. (1960) found that test anxiety

may be influenced by the academic expectations parents place on their children, they

sometimes not complete their parents' expectations.

Zeidner’s study (1998) indicated that after the 1980s the number of research

publications relating to test anxiety begins to decline. He also discussed Sarason’s (1980)

why interest decreases over the years about test anxiety because of the understanding of

stress.

2.3 Current Researches

Test anxiety continuously a major debate in the field of social sciences. Current

studies are interested in proving and disproving theories of test anxiety from the previous

studies. Several advance studies of test anxiety, Stober & Pekrun (2004), according to them
 23

an issue that is being studied often is how test anxiety relates to attention, memory, learning,

and performance (Stober & Pekrun, 2004)”.

Fulton, B. A. (2016) found that high levels of test anxiety may effect with test

performance. Akanbi et al. (2010) discovered that the relationship between test anxiety and

academic performance is negative. According to Lee (1969) and some other scholars, test

anxiety interferes with problem-solving performance.

According to Lee et al. (1969) believed that anxiety interferes with a problem.

Blankstein and Flett (1992) found that test anxiety is significantly associated with a lack of

self-confidence in problem-solving ability.

Motivation is a psychological feature that induces an organism to act towards a

desired goal and elicits, controls, and sustains certain goal-directed behaviours. Motivation is

generally subdivided into three types: intrinsic motivation (an internal drive to pursue

something for self-satisfaction), extrinsic motivation (an external source that acts as driving

force for an individual’s behaviour) and a motivation. Test anxious students showed low

extrinsic and intrinsic motivation under highly evaluative settings. Test anxiety is positively

correlated with a motivation. Correlation between test anxiety and motivation revealed

significant inverse relationship where students with test anxiety were found to be performing

poorly and less motivated in highly evaluative situations.

The current research focuses on one variable related to test-takers’ characteristics,

namely test anxiety, and investigates to what extent test anxiety affects listening test

performance. According to Bachman and Palmer (1996), test performance is attributed to

test-taker and test task characteristics. The test-taker qualities consist of (a) topical

knowledge, (b) language knowledge, (c) personal trait, (d) strategic competence, and (e)

affective schemata. Of these attributes, the former three interact with the latter two. The test-

taker and test task traits have effects on each other, and as a consequence, test performance
 24

results from these interactions. Since our decisions or inferences based on test performance

depend on these characteristics, it is very important to know how these components affect test

performance. Although these variables all merit investigation, a central issue seems to be how

personal traits influence test performance.

There are many types of personal attributes related to test performance (e.g., age, sex,

nationality, Bachman and Palmer, 1996, p. 65), but one which is of great significance is test

anxiety. Test anxiety refers to a ‘‘special case of general anxiety consisting of

phenomenological, physiological, and behavioral responses’’ related to a fear of failure

(Sieber, 1980, p. 17) and to the ‘‘experience of evaluation or testing’’ (Sieber, 1980, p. 18).

Test anxiety may occur due to test-takers’ lack of learning or study skills (Culler and

Holahan, 1980; Wittmaier, 1972).

Also, test anxiety was found to be inversely related to course grade. Low-test-anxious

students were found to have significantly higher MARKS than high-test-anxious students.

However, there are no studies done so far on Secondary students regarding test anxiety and

academic motivation. Also, there is no studies report so far whether test anxiety is a predictor

of academic motivation among pharmacy students. Based upon the above research findings

the aim of the present study is to identify the prevalence of test anxiety and psychological

distress among undergraduate pharmacy students, to identify the relationship between test

anxiety and psychological distress among secondary students, and to identify the relationship

between test anxiety and subscales of academic motivation (extrinsic motivation, intrinsic

motivation and a motivation) among students and to identify at what extend test anxiety is a

predictor of psychological distress and subscales of academic motivation (extrinsic

motivation, intrinsic motivation and a motivation) among secondary students.

 25

2.4 Factors of test anxiety

Some significant factors may affect test anxiety such as; gender, biology, age, socio-

economic status, race and culture, pressure, subject, and ability.

Tobias’ Cognitive Attentional Model (1980) describes this process in terms of deficits

in all the stages necessary to retain and recall information. There seems to be a correlation

between increased test anxiety and lower performance, which can be associated at both the

high school and university level (Gaudry & Spielberger, 1971). According to their research,

there are breakdowns in the following areas of learning: the pre-processing stage (the initial

introduction of information), the processing stage (the cognition of information), and the

production stage (the reproduction of information). As researched, if there are deficits in any

of the stages, then there will be a breakdown of skills and, thus, cause test anxiety. The

student becomes highly anxious because of this lack of background knowledge and fails to

perform as well due to breakdowns in concentration.

Individuals with low levels of anxiety maintain their focus throughout information

processing and retrieval. Because there are few to no cognitive breakdowns, these individuals

stay on task and perform well on exams and achievement tests (Wigfield & Eccles, 1989).

These individuals process information as it is presented and develop adequate study habits.

With this confidence in their knowledge, low-anxious individuals are less likely to have

disruptive thoughts while completing the examination or studying for the exam initially.

Their focus is not on the task or material to be learned, but on disruptive thoughts of

failure. In contrast, individuals with high levels of anxiety generally have poorer study skills,

and these poor study skills result in poor test performance. These students are then

conditioned to expect failure when in a testing situation. This conditioning is achieved when

the results of the poorer study skills inevitably result in lower test scores. Low-anxious

individuals have not been reinforced to be conditioned to expect failure. Unlike low-anxious
 26

individuals, high-anxious individuals have this conditioning. They believe that no matter how

long they study, they are doomed to fail.

This expectation of failure is akin to learned helplessness and attribution theory

(Maier & Seligman, 1976; Seligman, 1975). These psychological theories state that the

individual cognitively thinks that no matter what happens, a certain event is destine to occur.

In this case, it is failure with regard to academic testing. In addition to attribution theory and

learned helplessness (Maier & Seligman, 1976; Seligman (1975), these thoughts of certain

failure disrupt the encoding of material as well as the retrieval of information. This repeated

cycle of poor test scores reinforces the student’s expectations of failure when placed in a

testing situation. The anxiety mounts, and the exam scores remain poor. They experience

physiologic al changes as well as cognitive thoughts of failure while attempting to succeed on

the examination. This learned helplessness, as well as the interference with information

retrieval due to additional psychological and physiological changes, results in academic

failure.

All these factors cycle back and create even more test anxiety (Gierl & Rogers, 1996;

Gross, 1990; Williams, 1991; 1994; 1996; Wilson & Rotter, 1986). An interesting finding by

Rouxel (2000) indicates that it is not only the level of preparation, but also the subject matter

studied that may lead to different levels of test anxiety. This research indicates that people

experienced higher levels of anxiety the more they prepared for verbally based exams, but

they experienced decreased levels of anxiety the more they prepared for math-based exams.

The level of anxiety had no significant effect on achievement in either area (Rouxel, 2000).

Mwamwenda (1994) supported previous research that found that students perform more

poorly on academic tests when experiencing test anxiety with his study on South African

University graduate students. This study found that test preparation had no effect on the level
 27

of test anxiety and that highly test-anxious students performed poorly regardless of the

amount of exam preparation.

Regardless of gender, the students who reported experiencing higher levels of test

anxiety had lowered academic performance. Interestingly, the test on which the students

reported the anxiety levels and measured performance was an educational psychology exam.

The researcher stated that this type of exam was used due to convenience sampling, as well as

the possibility of another potentially confounding variable of mathematical/scientific test

anxiety. Generally, it is believed that females have a greater likelihood of experiencing test

anxiety.

Many children are reared according to societal norms and mores that determine which

roles are appropriate for which students (Silvestri, 1986). Due to this biased upbringing,

children perceive activities to be either masculine or feminine in nature. Excelling in an area

that is not students-appropriate often leads to punishment (Silvestri, 1986). This early

conditioning encodes certain students-specific behaviours and activities, as well as students’

specific expectations. This societal belief has led to the theory that females are more highly

test anxious than male has been some research to support the assertion that females are more

test anxious with regard to English studies and have lower levels of test anxiety with regard

to verbal exams than their male counterparts (Benson & Bandalos, 1989; Dew & Galassi,

1983; Meece, Eccles, & Wigfield, 1990; Richardson & Suinn, 1972; Rouxel, 2000; Wolters,

Yu, & Pintrich, 1996); however, in other research, these differences have been no significant

and slight (Fan, Chen, & Matsumoto, 1997; Hyde, Fennema, & Lamon, 1990; Pajares &

Graham, 1999).

It can be comfortably asserted that more research must be conducted to determine

whether this is a result of gender based differences in test anxiety or if the ethology is rooted

in the different types of academic disciplines (Furst, Gershon, & Weingarten, 1985).
 28

This societal belief has not been overwhelmingly supported in the research

community with regard to the published literature. Many studies support the notion that males

and females experience no significant differences in general test anxiety (D’Ailly &

Bergering, 1992; Everson & Millsap, 1991; Mwamwenda, 1993; Payne, 1984; Rhone, 1986;

Sowa & LaFleur, 1986; Zoller & Ben-Chaim, 1990). These studies used a variety of testing

tools, such as the Test Anxiety Inventory (Spielberger, Gonzalez, Taylor, Anton, Algaze,

Ross, & Westberry, 1980), the Test Anxiety Scale for Children (Sarason, Lighthall,

Davidson, Waite, & Ruebush, 1960), and the Test Anxiety Profile (Oetting & Deffenbacher,

1980). All these assessment tools utilized a Likert-type scale for self-evaluation. However,

several studies have found significant differences with regard to general as well as specific

test anxiety. This ambiguity in the literature has led to further research to define if test

anxiety is an overall general difference or if there is another variable such as subject matter

that indicates significant students’ differences. A prime example of this is the comparison of

two studies conducted by Mwamwenda (1993; 1994). In the 1993 study, Mwamwenda found

in test anxiety or academic achievement (based on self-reported grade point average).

There was nothing offered in the study with regard to actual grade point average. He

conducted this study on undergraduate students at a South African University. A year later,

another study conducted by this researcher found a significant for students as well as lowered

academic performance (across genders for high test-anxious individuals).

Gender: One aspect that may play a role in the development of test anxiety is gender

(Onyeizugbo, 2010; Unal-Karaguven, 2015). When comparing males and females' test

anxiety levels, females consistently outperformed males (Akanbi, 2013; McDonald, 2001;

Myers, 2008; Paul, 2013; Putwain, 2008; Zeidner, 1998). This could be because females are

more likely to report test anxiety symptoms (Hill & Sarason, 1966). In testing settings,

women are more uncomfortable and self-conscious than men (Lewis & College, 1987).
 29

Female students, on the other hand, experience the largest impact of test anxiety in middle

school and early high school, and the least impact in early elementary school and college

(Cizek & Burg, 2006).

Biology: From a biological perspective, test anxiety may be hereditary. “Some

children have high levels of anxiety, making them more susceptible to the effects of being

evaluated” (Huberty, 2010, p. 35). Biology explained that test anxiety may be hereditary. As

Kagan and Snidman (1991) proved that test anxiety may have strong biological roots. If

biological factors are at play in the development of individual differences in test anxiety, they

most likely interact with a wide array of environmental experiences and personality factors in

determining an individual’s manifest level of the construct. The development of test anxiety

would best be conceptualized as the joint interaction between an individual’s biological

vulnerability to respond to social-evaluative threat in the environment and certain

environmental experiences which impact upon and further shape, develop, and maintain this

propensity. (Zeidner, 1998, p. 147).

Age: Age is another variable that affects test anxiety (McDonald, 2001). As cited by

McDonald (2001), studies conducted by King et al. (1989) and Ollendick, King, and Frary

(1989) showed that fear of failing a test increased with age in American and

Australian students. In studies that use specific test anxiety scales, anxiety levels typically

increase with age (Hill and Sarason, 1966; Hill & Wigfield, 1984). According to Cizek and

Burg (2006), test anxiety levels increase through the early grades, stabilize during the middle

school years, and begins to taper off when students enter high school. This could be due in

part to increasing demands and pressures for success from parents and teachers and more

challenging learning materials (Zeidner, 1998).

Hill and Sarason (1966) discussed how test anxiety increases during the elementary

school years because of increased pressures for achievement from parents and teachers.
 30

Teachers place greater demands on children to be independent and responsible (Hill &

Sarason, 1966). Araki (1992) found an increase-decrease-increase pattern in Japanese

children. Hernandez, Menchaca, and Huerta (2011) stated that “elementary students are

anxious and angry about aspects of testing, including the length of the tests, extended testing

periods, and not being able to talk for long periods of time” (p. 581). Elementary students are

more likely to show physical signs while older students have behavioral symptoms of test

anxiety (Whitaker Sena, Lowe, & Lee, 2007).

Socio-economic status: Putwain (2009) indicated that socio-economic status may

affect test anxiety. Children from lower socio-economic backgrounds and students who do

not speak English as their native language experience more test anxiety (Hodge, McCormick,

& Elliott, 1997). According to Sandeep (1977), as children’s socio-economic levels decrease,

their anxiety levels increase. Willig, Harnisch, Hill, and Maehr (1983) stated that the students

who experience the greatest test anxiety are the ones on the borderline of socio-economic

groups.

Zeidner suggested that “due to the conflict between school and lower-class minority

home cultures, lower-class students may experience more failure, frustration, and punitive

experiences in schools than middle-class children, thus elevating their levels of test anxiety”

(1998, p. 271). There are also differences in test anxiety in various ethnic groups in the

United States. These are discussed in the next section. Research conducted by Von Der

Embse and Hasson (2012) indicated a similar level of test anxiety in both urban and suburban

schools. Whether a student attends school in a large city or in a suburb does not seem to

affect the rates of test anxiety (Von Der Embse & Hasson, 2012).

Race and culture: Different races are affected differently by test anxiety (Zeidner,

1998). Cultural background influences the way students view and interact with tests (Madaus

& Russell, 2010/2011). Although this dissertation focuses on students in the United States,
 31

classrooms are made up of children from different cultures such as Asian, African, and Latin

American. It is useful to understand these cultural differences and how they may influence

anxiety. Spinks and Moerdyk (1980) discussed how “cultural differences in anxiety scale

scores depend on the fact that a given situation known to be anxiety provoking in one culture

may not give rise to anxiety, or at least to very different forms of anxiety, in another culture”

(p. 44).

Students from culturally diverse backgrounds are likely to have test anxiety because

of social, cultural, and psychological stress and beliefs they feel when their poor performance

reinforces negative stereotypes about them (Salend, 2012). “Stereotype threat refers to a

performance decline in a task due to the fear of confirming an existing negative stereotype

about one’s social, gender, or ethnic group” (Tse & Pu, 2012). Stereotype threat creates an

imbalance between one’s concept of self and one’s expectation of success (Tse & Pu, 2012).

A study conducted by Willig, Harnisch, Hill, and Maehr (1983) showed that test anxiety’s

effects on test scores was less for Black than White children. However, in a study conducted

by Hembree (1988), Black students in the elementary grades had more test anxiety than

White students.

Pressure, Subject, and Ability: The stress of academic excellence causes parental

pressures on children to succeed (Chen, 2012; Gherasim & Butnaru, 2012; Walker, 2000).

Some factors for cultural differences in test anxiety include the value of culture, the values

that parents have, and the educational system including its homework load, emphasis on

testing, and testing environment (Zeidner, 1998). According to Einat (2000), students who

develop high standards for themselves and fear they cannot be successful in meeting their

own standards can develop severe anxiety issues. Researchers have studied the hypothesis

that test anxiety is more likely to be experienced in some subjects than in others. The

correlation between anxiety levels and achievement in reading, mathematics, natural science,
 32

and social science is negative and in the weak to moderate range (Cizek & Burg, 2006). At

the college level, students are more anxious when taking mathematics or physical science

tests than English and social science tests (Cizek & Burg, 2006; Nyroos & Wiklund-

Hornqvist, 2011). Test anxiety affects students of all academic abilities. Students with above

average academic ability have the least test anxiety while students with below average

academic ability have the most test anxiety (Cizek & Burg, 2006). Cizek and Burg also found

that test anxiety levels are weakly associated with higher IQ scores. Silverstein, Mohan,

Franken, and Rhone (1964) found that test anxiety and intellectual performance are inversely

related (Sarason, 1963). Students exhibiting high levels of intellectual performance

experience lower levels of test anxiety.

2.5 Causes and effects of test anxiety

The expectations from parents about children academic performance may be a cause

that increases test anxiety. Parents’ unreal demands high achievement goals, test anxiety

developed from fear of parental rejection. Therefore, children developed low self-esteem,

dependency, and anxiety. Casbarro (2005) explained that from a child’s earliest ages, parents

establish an environment that either raises or lowers their child’s anxiety. A lack of

confidence in a specific subject or feelings of low self-worth can increases test anxiety.

Pressure from teachers and principals on children to perform well may increases anxiety.

Confusing test instructions, too complicated questions, and students may not be familiar with

the test format are some other causes of test anxiety that may negatively effect on students'

academic achievement.

Statistically, it has been determined that as many as 10 million students in elementary

and secondary school perform poorly on examinations due to test anxiety (Hill, 1980; 1984).

This translates to approximately 20% of school children and 25% of college students having

performance debilitating test anxiety, without regard to gender (Wilson & Rotter, 1986). Test
 33

anxiety is defined as consisting of two components: worry and emotionality (Liebert &

Morris, 1967). Nausea, elevated heart rate, and increased body temperature are associated

with the emotionality component of test anxiety. The worry component consists of internal

expectations of failure based upon past performance.

This aspect of test anxiety can interfere with cognitive activity at the time of

evaluation, such as memory recall, distractibility, and deficits in general concentration.

Though worry and emotionality are separate components, they are positively correlated in

relation to each other (Deffenbacher, 1980). Although most relaxation 6 strategies address the

emotionality component, it has been indicated that the worry components of test anxiety are

the aspects that most adversely affect academic achievement (Gross, 1990). Research has

established that people with high levels of test anxiety are associated with low academic

achievement. These people perform poorly not only in the regular classroom setting but also

on achievement and aptitude tests. Even though the researchers did not examine the construct

of gender, anxiety may be seen as a potential threat to test validity, even without the construct

of gender examined (Payne, Smith, & Payne, 1983). Students who suffer from test anxiety do

not necessarily lack in intellect or drive.

Test anxiety, and other deficits related to test anxiety, interfere with academic

performance (Everson & Millsap, 1991). Test anxiety may also affect test performance by

interfering with in-class learning, development of adequate study skills, and homework

achievement. These students do not recognize relevant information, are unable to integrate

this knowledge into their long-term memory, and do not possess the skills to self-evaluate

their learning state (Gross, 1990).

Validation of Screening Checklist for Learning Difficulties in English 122 It is one of

the major complications of the exceptional students especially with learning disabilities in

Pakistan that they are not appropriately identified. They are not even cured according to their
 34

particular learning problems in English in specific areas. The students with specific learning

difficulties cannot do well in oral tasks in accordance with their non-verbal ability tasks.

They perform general ability tasks in a good manner. But their achievement in academic

tasks is not excellent (Elkind, 2013).

The teacher perceives their learning problems, as they are creating troubles in doing

academic tasks. Teachers are assessing their achievement without getting their real

deficiencies in verbal and non-verbal areas of academic achievement. They treat and even

punish them harshly. Finally, their real problems have been neglected. It is all due to the lack

of attentiveness of the real difficulties of the children (Wearmouth, 2013). Prevalence of

Students with learning difficulties Prevalence evaluations designate that children with

learning difficulties form of enormous ratio of children in the mainstream schools. This kind

of approximations in Australia are conventional as particular children continue kept

undisclosed as a formal assessment process is not mandatory.

Confirmation of this last statistics was conveyed by the recent Australian national

survey of children with learning difficulties (Brady, Milton & Rohl, 2000) and supplementary

provision for greater numbers arises from a numeral separate Australian and international

research studies which also recognized these children as the greatest group with special

educational needs (Westwood & Graham, Bartholomay, Gordon, & Pruny, 2000; Anderson,

Wallace, & McKinnon, 2013). However, there is agreement about the features and learning

developments distinctive of children with learning difficulties in different areas of

knowledge. In general, they are observed as lethargic and incompetent learners, are often off-

task, and are easily distracted.

These learners often are not able to assimilate past information and their personal

experiences into whatever they learn from those experiences. These influences shared with

learned powerlessness and convoying social and emotional problems often outcomes in the
 35

development of poor self-esteem and expectation of lower achievement in academic areas

(Ashman & Elkins, 2002; Treuen, van Kraayenood, & Gallaher, 2000; van Kraayenoord &

Farrell, 1998; Westwood, 2004). Javed, Tariq & Tariq in the absence suitable pedagogical

techniques and proper accommodations, this kind of students constantly underachievement or

fail at the secondary school level. This kind of personal, educational and social disadvantage

resulting from school failure may include joblessness, poverty, uprightness, and poor

physical, emotional and mental health (Weare, 2006).

There has been little attempt to examine the impact of test anxiety and leamed

helplessness on academic performance over the course of time. This is significant because, in

the absence of remedial intervention, test anxiety probably continues to affect performance

on achievement tests. It is leamed helplessness may be a response pattern that retards

learning, especially when leaming involves material that is difficult for the child. Thus,

leamed helplessness should also influence academic achievement over time. Although data

directly relevant to the above predictions are limited, age-related differences in the relation

between test anxiety and achievement test performance have been carefully documented.

Hill and Sarason (1966), for example, show that this relation increases from close to

zero in the first grade to about —.45 in the sixth grade. In contrast, most of the available data

on leamed helplessness in school-aged children pertain to fifth graders. However, causal

understanding changes dramatically in the secondary school years. For example, children

initially equate effort and ability, and only in early adolescence is an understanding of ability

as capacity mastered completely (see Nicholls & Miller, 1984). This suggests that the

attributions associated with leamed helplessness (e.g., ability attributions) may not result in

leamed helpless behaviour until at least the middle elementary school years and the

concomitant emergence of a more stable conception of the self (see Fincham, 1983; Fincham

& Cain, 1986).

 36

Apparently test anxiety and leamed helplessness may not be strongly related to

children's performance initially, but this relation increases with age. Nonetheless, scores on

measures of these motivational constructs might predict later performance even though they

are not related to performance at the time they are measured. In the present study we

examined this possibility. The above argument regarding the utility of test anxiety and

leamed helplessness in predicting future achievement test scores is predicated on the

assumption that test anxiety and leamed helplessness are stable characteristics. Although this

assumption is consistent with the widespread view that test anxiety and leamed helplessness

are stable individual difference variables (e.g., Dweck & Wortman, 1982), it lacks a firm

empirical basis. In the present study, therefore, we examined the stability of test anxiety and

leamed helplessness over a 2-year period.

It is worth discussing some studies showing the statistically significant inverse

relationship between test anxiety and students’ achievement since long time. Gaudry and

Spielberger (1971) discussed that high test anxiety is considered as one of the main factor for

low performance of students at university level. A study conducted by Nicholson (2009) to

explore the effects of test anxiety on student achievement of grade 11 students, revealed that

anxiety and achievement are related to each other. Khalid and Hasan (2009) conducted a

study on a purposively selected sample of 187 secondary school students to explore the

relationship between test anxiety and academic achievement and found that students with

academic achievement have low test anxiety scores and vice versa.

Chapell, Blanding, Takahashi, Silverstein, Newman, Gubi, and McCann (2005)

conducted a research study to explore the relationship between test anxiety and academic

performance. They collected data from a large sample of secondary school students and

found a significant and negative relationship between test anxiety and academic achievement.
 37

On the other hand, some researchers found negative correlation between test anxiety

and academic performance (Hong and Karstenson, 2002).

It was suggested in the preceding section that evaluative testing conditions have

opposite effects on the attentional focuses of high- and low-test-anxious persons. When being

evaluated, the high-test-anxious person turns his attention inward while the low-test-anxious

person focuses more fully on the task. The implication is that the high-test-anxious person

attends to fewer task cues than does the low-test-anxious person. This attentional

interpretation of the effects of test anxiety on task performance is consistent with an empirical

generalization advanced by Easterbrook (1959) concerning the relationship between arousal

level and task variables. He reviewed a large body of research which indicated that emotional

arousal consistently narrows the range of cue utilization in task performance.

Finally, we examined two issues relating to the assessment of leamed helplessness.

First, teacher observations were explored as linens of assessing leamed helplessness. This

was done by generating items that reflected the range of behaviours associated with leamed

helplessness and mastery orientation in the research literature. Teachers indicated the extent

to which these behaviours characterized each child in their class. Use of teacher observations

stands in contrast to prior research, which is limited to the identification of leamed

helplessness by means of students' self-reported attributions for failure.

Unfortunately, the reliance on self-report limits the age range in which leamed

helplessness is studied as an individual difference variable and may account for the almost

exclusive use of fifth-grade subjects in prior research. Investigating leamed helplessness in

younger age groups is necessary to provide a complete understanding of its development in

children. Second, a more appropriate measure of the self-reported attributions associated with

leamed helplessness was examined.

 38

It is widely believed that helpless children show a general preference for ability rather

than effort attributions for failure. However, to identify helpless children, most studies use an

instrument measuring preference for effort versus external attributions for failure (for an

exception, see Andrews & Debus, 1978), thus yielding a discrepjincy between theoretical

discussions of this construct and its operational definition (see Fincham & Cain, 1986;

Relich, Debus, & Walker, 1986). Consequently, a measure that contrasts effort and ability

attributions was used in the study.

2.6 Summary

Accountability through testing in schools across Muzaffar Garh has changed

education in secondary schools. “Most education experts agree that testing has helped shape

the form and substance of American education” (Zajano, 1993, p. 4).

Students are tested more frequently and at younger ages. The increased pressure to do well

causes anxiety and stress. Research shows that highly anxious students do not perform well

on standardized tests. Age, gender, ethnic, and socioeconomic background are significant

predictors of test anxiety scores (Putwain, 2007).

The results of this study will contribute to the knowledge and literature in the field of

education. Although this study will close gaps in the literature, there are many questions

about test anxiety that still exist. Current research will lead to future studies.

Section 3 will describe the participants, setting, research design, data collection, and analysis.
 39

Chapter 3

Research Methodology

The research methodology is the systematic, theoretical, and the specific procedures

or techniques used to identify, select, process, and analyse the data about problem statement.

Simply, it is the way of solving the research problems. The first part of this chapter describes

the research design, the study population, sampling procedure, and instrumentations. The

methods of data collection and data analysis are also extensively explained in the second part

of the chapter.

3.1 Research Design

In this study, a quantitative approach was used to answer the research questions. This

study used quantitative data in the form of questionnaires with multiple items through five

likert scale. The purpose of this quantitative study was to determine how test anxiety can be

reduced and increase students’ performance. In this study, there were two quantitative

independent variables (gender level of test anxiety and the impact of test anxiety on academic

performance). The main focused on four measureable variables were considered in this study,

these are level of participant (including 9th, 10th, 11th, and 12th class students), gender (male

and female) were considered, locality (Ghazi Ghat schools), and age between 13 years to 17

years students were participated. The area of study was secondary school education students

from Muzaffargarh particularly having English subject.

3.2 Population

I were also interested in elementary level students to include in our study. But due to

the poor system of education in these tribal areas most students were unable to understand the

questionnaire. Therefore, my target population was matric and inter level students from Ghazi

Ghat schools. I did not increase the locality of students because it can be very difficult for

managing the data and cost of the things.

 40

3.3 Sample

This study was conducted in Ghazi Ghat from different schools (Al-Ahad Public

School and Bismillah Secondary School Ghazi Ghat). Approximately 260 students

voluntarily participated on my questionnaire, including 135 female students and 125 male

students of matric and inter level. There was a large number of female (135) students because

previous studies showed that female anxiety level is higher than male students. Among these

participants are English subject. I told the participants that they could decide not to

participate or to discontinue participation in any question. Random sampling was used in this

quantitative study for data collection.

3.4 Instrumentation

The Excel spreadsheet and SPSS software were used to analyze the collected data.

The data was collected through questionnaire. A Test Anxiety Questionnaire in this study,

composed of 43 questions Likert-type questions because of the age of participants. So, the

Excel spreadsheet and SPSS software were used as an instrumentations in this study.

3.5 Data Collection Procedure

Data collection is the procedure which the researcher uses to collect data for their

study. This quantitative study used a single method of data collection and source of

information that was questionnaire. For this study there were 43 multiple-choice items with

five options was a single source for primary data collection. However, secondary data was

sourced from both published and unpublished sources including journals, articles, books, and

the internet. Besides, some data were also secured from the source of discussion during this

study.

3.6 Data Analysis

Data analysis is the process of reducing a large amount of collected data into smaller

units to make sense of them. In this study, descriptive analysis was conducted on data
 41

collected. Data were analysed using online Google-form that was focused on the impact of

test anxiety and gender anxiety level. The collected data from the questionnaire were entered

into an Excel spreadsheet.

3.6.1 Gender and Anxiety Level

Table No.1

Gender No. of %age Anxiety Level

Male 125 48 32
Female 135 52 62

Participant (Gender and Anxiety level)

62
Anxiety Level
32

52
%age
48

135
No. of
125

0 20 40 60
Male 80
Female 100 120 140 160

Above table and graph indicated that from the total number of 260 participants, from

them 135 female students with high test anxiety, while 125 male students with lower test

anxiety. It is evident from table 1 a big difference in anxiety level between male and female

students’ achievement.

3.6.2 Class and Anxiety Level

Table No.2

Class No. of %age Anxiety Level

9th 73 28 48
10th 60 23 45
11th 65 25 34

12th 62 24 28
 42

cL A S S A N D aN X IE T Y
No. of %age Anxiety Level

73

65

62
60
48

45

34
28

28
25

24
23

9th 10th 11th 12th

In this above table and graph, there is representation of class/level of students, as

mentioned above there are total 260 students, there classes as 9th, 10th, 11th, and 10th. There are

high number of students from 9th class and interestingly 9th class students with high anxiety

level and 12th grade students with low anxiety level.

3.6.3 Age and Anxiety Level

Table No.3

Age No. of %age Anxiety Level

13y 12 1.9 57
14y 59 22.7 43
15y 51 19.4 49
16y 91 38 40
17y 47 18.1 35

Age and Anxiety

91

57 59
51 49 47
43 40
38 35
22.7 19.4 18.1
12
1.9
13y 14y 15y 16y 17y

No. of %age Anxiety Level

 43

Table number 3 and graph indicates that there are total 260 students, and their age

between 13years to 17years. In this research there were high number of 16years students

nearly 90 students. And this chart shows that 13years of age having more anxiety compare

with others. 57% of anxiety level effected the 13years students and 16years with 40% anxiety

level, and lowest anxiety level from this chart of 17years age. From this chart, we can

measure that, if age increase then anxiety decrease.

In short, from above charts and tables we can identify that, female with high anxiety

compare to male students. We have also found that if class of students increase then anxiety

level decrease. And if age is increases then anxiety level decreases. As a result, we can say

that, male students, with higher classes and with more than 15years having low anxiety level.

Because we can say that, with high level of age male students can be more daring, and female

care about their future, therefore female students with high anxiety.

3.7 Summary

This study was conducted in Ghazi Ghat from inter and matric students particularly

having English subject. The target population was inter and matric students from Ghazi Ghat

schools. There were 260 responses, from them 135 female and 125 male students age

between 13 to 17 years. Female students with high anxiety level and male students with low

anxiety level. The Excel spreadsheet and SPSS software were used as an instrumentations in

this qualitative study. Data were collected randomly for this study, but is must be from inter

and matric students from same area.

The findings and discussion from this study are discussed further in Section 4.
 44

Chapter 4

Findings and Discussion

4.1 Introduction

This chapter presents the verifiable results of the study. First, the relation between

male and female anxiety levels and then briefly describe the impact of test anxiety on

students’ achievement through 43 multiple-choice items. And then there will be a long

discussion about the results of the study. On the anxiety measures, female students were

found to report higher levels of test anxiety (overall 62%) compared with their male peers

(overall 32%) anxiety level. Most frequent items briefly explained. Students with 13years age

test anxiety (57%) compare with 17years age (35%). Students from 9th class with high test

anxiety (48%) compare with 12th class students with low anxiety level (28%). But we don’t

find any difference in test anxiety from the area perspective.

4.2 Compare Gender Test Anxiety Level

During a test, I feel nervous if the teacher next to me.

Gender Respondents Disagree 23% Agree 35%

Male 125 15 15
Female 135 17 35

Graph 4.1

Agree 46%

Disagree 08%

Respondents

0 10 20 30 40 50 60 70 80

13y 14y
 45

As the was question asked to 260 respondents the findings show 35% of respondents were

agreed from this statement, composed a high number of respondents 35 females and just 15

males respondents.

I can no longer answer the question if the teacher next to me.

Gender Respondent Disagree 35% Agree 24%

s
Male 125 43 09
Female 135 22 20

Graph 4.2
40
Agree 46%
67

9
Disagree 08%
7

59
Respondents
12
0 10 20 30 40 50 60 70 80

13y 14y

From 143 respondents a high percentage of 35% disagreed from the above statement,

compared male students were 43 and were females just 22.

I often cry after a test, thinking how badly I have done, even I don’t know my mark.

Gender Respondents Disagree 34% Agree 45%

Male 125 30 28
Female 135 19 37

Graph 4.3

Agree 46% 67 40

Disagree 08% 7 9

Respondents 12 59

13y 14y
 46

The third statement also shows that 34% of students disagreed and 45% of respondents

agreed and again there is a huge difference between male and female students' anxiety.

I feel nervous when someone tells me the correct answer after the test.

Gender Respondents Disagree 13% Agree 48%

Male 125 09 21
Female 135 04 47

Graph 4.4

Agree 46% 67 40

Disagree 08% 7 9

Respondents 12 59

13y 14y

This is another important test anxiety item which indicates that from 260 respondents, 48% of

agreed from the statement again a large number of 47 females agreed that show females with

high test anxiety.

Before taking the test my thought is that I have forgotten everything.

Gender Respondents Disagree 23% Agree 36%

Male 125 19 18
Female 135 13 29

Graph 4.5

Agree 46% 67 40

Disagree 08% 7 9

Respondents 12 59

13y 14y
 47

The was question asked to 260 respondents the findings show 36% of participants agreed

from this statement, composed a high number of respondents 29 females and just 18 males

respondents. While 23% of participants were not followed, there were 13 females and 19

male respondents.

I feel nervous before the result of the test.

Gender Respondents Disagree 08% Agree 46%

Male 125 07 23
Female 135 09 40

Graph 4.6

Agree 46% 67 40

Disagree 08% 7 9

Respondents 12 59

13y 14y

Students feel more nervous before the test, from 260 respondents the findings show 46% of

participants agreed. That means how test anxiety impact on students’ achievement. This may

be parents’ and teachers’ expectations to do well in the test.

4.3 Compare Class Test Anxiety Level

If I sit at the front of the class, I feel more nervous during a test.

Class Respondents Disagree 08% Agree 46%

Inter 117 07 23
Matric 143 09 40
 48

Graph 4.7

Agree 46% 67 40

Disagree 08% 7 9

Respondents 12 59

13y 14y

The table number 4.7 indicate that there are total 260 students in my study, 117 respondents

from inter class with low anxiety (23%) and 143 students from matric class with high test

anxiety (40%). Inter class students 8% disagree and matric class students 9% disagree from

the above statement. Which indicates that students with high class have low test anxiety.

4.4 Compare Age Test Anxiety Level

I am usually restless throughout a test.

Age Respondents Disagree 08% Agree 46%

13y 12 07 67
14y 59 09 40
15y 51 08 36
16y 91 13 29
17y 47 20 23

Graph 4.8

91

67
59
51 47
40 36
29
20 23
12 9 13
7 8
13y 14y 15y 16y 17y

Respondents Disagree 08% Agree 46%

The table number 4.8 indicate that there are total 260 students in my study, age between 13

years to 17 years. This chart shows that low age with high anxiety and increase age decrease
 49

test anxiety. 13 years with 67% of anxiety level and 17 years respondents with 23% of

anxiety level.

In short, all the 43 elements has a big difference between males and females test

anxiety that was overall 62% in female participants and 32% in male students. This is due to

female students willing more to get high grades. Therefore, they feel pressure and affect with

high test anxiety. Other variable is class in which 9th class students has high anxiety level

with 40% and from 12th class students has 23% of anxiety level. Last factor which I measure

in my study is age factor. 13 years of age students with high anxiety 67% and 17 years of age

with just 23% with test anxiety level.

4.5 Discussion

The purpose of this study was to identify differences between female and male higher

education students in their reported level of test anxiety and the impact of test anxiety on

higher education students’ academic achievement. We also discovered gender differences in

students’ grades in a multiple-choice exam. As for the measures of anxiety, female

participants reported higher levels of test anxiety compared with their male counterparts.

Moreover, it is found that low class students with high anxiety compare with high class and

low test anxiety. Finally, age is another measureable factor in this study which also shows

that students with 17years having low test anxiety level and 13years of age with high test

anxiety.

Some previous studies on gender differences in test anxiety were also consistent in

these results. Regarding academic performance, in spite of the fact that female students

reported higher levels to test anxiety than did males because female students were more

cautious when solving the test, whereas male students may have been more daring. As some

previous studies indicated that test anxiety may be affected by some social, age, biological

and cultural factors.

 50

4.6 Summary

In conclusion, this study showed levels of test anxiety were higher for female

university students than for their male peers. This result is especially so as to be fair or

accurate with the findings of some previous and current studies showing that higher test

anxiety among females did not present in males students. In this chapter, there also showed

some selected items in the tables and participants performance.

Section 5 will conclude the findings.

 51

Chapter 5

Conclusion

In conclusion, the primary purpose of this study was to investigate the difference

between males and females test anxiety levels, and how test anxiety impact on students’

academic achievement. The significance of this study could progress students’ achievement

increases and anxiety levels decreases. Therefore, this quantitative data collected randomly in

Ghazi Ghat from different schools through questionnaire from secondary level education

students having a same subject (English) and same area (Ghazi Ghat). The data were used to

test the research questions that there is a significant relationship between students’ levels of

test anxiety and performance in Ghazi Ghat.

For finding the results, it focused on some previous researches and some current

researches. Past researches identified that the relationship between test anxiety and students’

performance was inversely proportional, that means if anxiety increased then performance

decreased. Some researchers identified that test anxiety badly impact on students' academic

achievements. This may be due to some main anxiety factors such as gender, age, biology,

socio-economic status, religious and cultural background, and pressure of good performance

from parents and teachers, and subject ability of the children are crucially affected the test

anxiety. Previous and current studies also investigated that parents' expectations, confusing

test items, lack of confidence, and low self-worth can also destroy students' achievement.

This study consisted of 260 participants, composed 135 females and 125 males with

no subject matter, however, focused on their qualification and defined study of the area.

Intermediate and matric students were the target population of this study. For measuring the

test anxiety level two instruments were used such as Excel spreadsheet and SPSS software. I

selected 43 multiple-choice items in the questionnaire with five Likert-scale options were

used for conducting this study.

 52

To sum up, this study proved that test anxiety highly effects on students' academic

achievement. When anxiety increases then performance decrease in both gender due to some

factors. There is also identified those female students with higher test anxiety compared with

male students lower test anxiety, this is due to female unconscious and extra care in the test

performance rather, male students perform it as a dare. However, this study also identified

that parents, teachers, and principals can control this psychological bad habit.
 53

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Questionnaire

Relationship between Test Anxiety and Students’ Academic Achievement in English at

Secondary Level.

Dear Students!

I am scholar of M. Phil Education at Institute of Southern Punjab Multan. I am

conducting a research study titled “RELATIONSHIP BETWEEN TEST ANXIETY AND
STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH AT SECONDARY
LEVEL. ". You are humbly requested to provide the information in the following section.
There is no concept of Right or Wrong answer. I just want to know about your precious
opinions and views. I ensure you that your data will be kept confidential and will be used
only for research project. I shall be very thankful for your kind cooperation. Thanks in
anticipation.

Your participation in this research project is completely voluntary. You may decline
altogether, or leave blank any questions you don’t wish to answer. There are no known risks
to participation beyond those encountered in everyday life. Your response will remain
confidential and anonymous. Data from this research will be kept under lock and key and
reported only as a collective combined total. No one other than the researchers will know
your individual answers to this questionnaire.

Thanks,

M.ADNAN SALEEM

MPED-023R19P-12

Please read the following statements and mark accordingly.

Name: ____________________________________ (Optional)

 67

Locality: ____________________Class:___________

Subject: _____________Age_______ Gender__________

Note: SA stands for Strongly Agree, A-Agree, UD-Undecided, D-Disagree,

and SD-Strongly Disagree

Sr. No. Statement S.A. A U.D. D S.D.

A Agitation.

1 During a test, I feel nervous if the teacher

next to me
If I sit at the front of the class, I feel more
2
nervous during a test.

I feel nervous when someone tells me the

3
correct answer after the test.

4 I feel nervous before the result of the test.

Before an important examination I find my
5
hands or arms trembling
I get nervous if I see that others have
6
finished the test before I have.
During Examination, I frequently get so
7
nervous.
Even when I am well prepared for a test, I
8
feel anxious about it.
I feel nervous in math test and enjoy in
9
English.

B Overt Stress

10 I can no longer answer the question if the

 68

teacher next to me.

I usually bite my nails or chew my pen

11
during a test.
12 Before taking the test my thought is that I

have forgotten everything.

I lose focus on important exams, and I

14 cannot remember material that I knew

before the exam

If the test is time-limited I get more
15
nervous and worse.
My feeling as I leave the room is that I
16
have done badly.
It takes me a long time to answer most of
17
the questions.
18 I am usually restless throughout a test
I worry so much before a major exam that
19 I am too worn out to do my best on the
exam.
The closer I am to a major exam, the
20 harder it is for me to concentrate on the
material.
The harder I work at taking a test or
21
studying for one, the more confused I get.
22 I usually get depressed after taking a test
I finally remember the answer to exam
23 questions after the exam is already done

I worry so much before a major exam that

I am too worn out to do my best on the
24
exam.

I feel out of sorts or not really myself when

25 I take important exams.

C Imagination.

I often cry after a test, thinking how badly

26
I have done, even I don’t know my mark.
 69

During tests I find myself thinking of the

27 consequences of failing.

I think I’m going to fail from the test, even

28
if I studied beforehand.
I think I could do much better on tests if I
could take them alone, and not feel
29
pressured by a time limit.

Thoughts of doing poorly Interfere with

30
my performance on tests.
I find that my mind sometimes wanders
31
when I am taking important exams.
During a test, I think the teacher is
32
constantly watching me.
During a test, I think about how badly I’m
33
doing.
During important exams, I think that I am
34
doing awful or that I may fail

D Anxiety

I sometimes feel my heart beating very fast

35
during important tests.
When taking a test my emotional feelings
36
do not interfere with my performance.
Even when I do poorly on a test I try to
37
learn more from my mistakes.
After important tests I am frequently so
38
tense that my stomach gets upset.
When I study for a test, I try to put
39
together the information from the book.
I start feeling very uneasy just before
40
getting a test paper back