LE 4000

1. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
Instruction: Based on the excerpts given, write the answers to the questions below.
Answer ALL questions in the spaces provided and answers should be related.
Author Year Page Excerpts/abstract
Jerome B.
Dusek
1980 3 test anxiety is an unpleasant feeling or emotional state that
has both physiological and behavioral components and that
is experienced in formal testing or other evaluative
situations
Sofia Blair 2014 1 Academic achievement is the educational goal that is
achieved by a student, teacher or institution achieves over a
certain period. This is measured either by examinations or
continuous assessments and the goal may differ from an
individual or institution to another.
Jonathon
Tymms and
Susan Merrell
2007 75 Recently, there has been an upsurge of interest in the
phenomenon of exam stress and test anxiety in UK. This
has coincided with two policy changes affecting a renewed
critical focus on the nature, function and effects of school
assessments. Firstly, the policy of using students’
performance on high-stakes as measures of school and
teacher accountability has resulted in the development of
an ‘audit culture’ in schools and higher learning institutes.
These tests are blamed by the Cambridge University
Primary review for an increase in test-related anxiety and
discouraging learners from learning
Mike Zeidner 1998 12 The three components of test anxiety are cognitive: the
negative thoughts and depreciating self-statements that
occur during assessments (e.g. ‘If I fail this exam my
whole life is a failure’) and the performance-inhibiting
difficulties that may arise from anxiety (e.g. recalling facts
and difficulty in reading and understanding questions);
affective: the person’s appraisal of their physiological state
(such as tension, tight muscles and trembling); and
behavioural: poor study skills, avoidance and
procrastination of work.
Matthew
Owens, Jim
Stevenson, Julie
A. Hadwin and
Roger Norgate
2014 35 Cognitive interference theories (e.g. attentional control
theory, processing efficiency theory) suggest that high
levels of trait anxiety predict adverse effects on the
performance of cognitive tasks, particularly those that
make high demands on cognitive resources. We tested an
interaction hypothesis to determine whether a combination
of high anxiety and low working memory capacity (WMC)
would predict variance in demanding test scores. Ninety six
medical students participated in the study, which measured
self-report levels of trait anxiety, working memory, and
cognitive test performance. As hypothesized, we found that

2. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
the anxiety-WMC interaction explained a significant
relationship in test performance. Trait anxiety positively
related to test performance in those with high WMC. The
results of this study suggest that WMC moderates the
relationship between anxiety and cognitive test
performance.
Laura C.
Selkirk, Heather
A. Boucheyk
and Jacquelynne
S. Eccles
1990 7 Most recent conceptual formulations of test anxiety suggest
two major components: worry and emotionality. Worry
refers to the cognitive aspects of anxiety, including
intrusive off-task thoughts of failure that high-anxiety
students typically have before and during an examination
or testing session. The emotionality component of test
anxiety refers to the negative effect and somatic symptoms
that result from heightened arousal due to the testing
situation.
Howard
Cassady and Joe
Johnson
2002 16-17 Study has found that cognitive test anxiety exerts a
significant stable and negative impact on students’
academic performance. The current research investigates
test anxiety level and academic performance of medical
students. A sample of 150 medical students (75 males and
75 females) was drawn from the Services Institute of
Medical Sciences (SIMS) within the age range of 17-24
years. Purposive sampling technique was used. Test
Anxiety Inventory (TAI) by Professor Emeritus Dr.
Charles D. Spielberger (1997) was individually
administered to the participants. Overall, the results
indicated that 75% of the respondents experienced test
anxiety. However, female medical students reported to
have higher level of test anxiety compared to the male
medical students. Moreover, the results suggested that the
male medical students achieved statistically significant
higher GPAS as compared to the female medical students.
Furthermore, significant negative relationship was found
between test anxiety and academic performance of medical
students. The findings of this research have implications
for helping professionals and academia in addressing the
test anxiety of the students in higher education.
Yasmin Nilofer
Farooqi , Rabia
Ghani and
Charles D.
Spielberger
2012 Test anxiety is an overwhelming feeling of disturbance and
distress among the students around the world. This
performance problem can be a devastating problem for
many college and university students; because it may
impair their performance and well being in the long run
Tuntufye
Mwamwenda
1994 1 The study investigated whether there are differences in test
anxiety on students’ academic performance among 92 part-
time Business Administration graduate students (63
women, 29 men; aged 24–52 yrs). Results showed that

3. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
there was a statistically significant difference in academic
achievement as reflected in performance on a class test in
Management, between those who had a high level of test
anxiety and those with a low level of test anxiety.
However, further analysis showed an inconsistent pattern
of results regarding the effect of test anxiety on academic
achievement.
Jong Dae, Kim 2013 20 Graduates who stress about doing well in their final exams
are likely to get lower results than peers who remain
calmer, research has found. Findings showed pupils who
worried about grades scored up to one and a half grades
lower than their peers. The study is based on a survey of
325 Art & Design students at Hongik Female Univeristy,
conducted three to four months before they took their final
examination in 2012. The students were asked whether
they agreed or disagreed with 44 statements covering three
areas - exam worries, how confident they felt about dealing
with their concerns and strategies they used to cope with
anxiety. Some of the statements asked were "I am anxious
while taking exams", "If I fail an exam I am afraid I will be
rated stupid by my friends" and "During exams I find
myself thinking about the consequences of failing". The
findings showed there was a link between worry and
performing badly in exams - even after the students'
previous achievements were taken into account.. The
difference between those who never worried and those that
always did could be the difference between an A and a B
grade. Overall, there is no doubt that test anxiety, or to be
more precise a high degree of worry over one's
performance or the consequences of one's performance, has
a detrimental effect on their final examination
performance.
Jolyn D.
Whitaker Sena,
Patricia A.
Lowe and
Steven W. Lee
2007 5 In the present study, the relationship between students with
and without learning disabilities (LD) and different aspects
of test anxiety was examined on a multidimensional
measure of test anxiety. A sample of 774 Human Sciences
completed the Test Anxiety Inventory (TAI). Examination
of the factor structure of the TAI scores across LD status to
determine whether accurate test score interpretation was
possible revealed that the majority of the coefficient of
congruence values between each pair of six corresponding
factors of the TAI (Cognitive Obstruction/Inattention,
Performance Enhancement/Facilitation Anxiety,
Physiological Hyper arousal, Social Humiliation, Worry,
and Lie) and the Total Test Anxiety factor were above .90,
and the salient variable similarity index values were

4. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
statistically significant, suggesting that the factor structure
of the TAI was similar across groups. The results of seven
multiple regression analyses revealed that LD predicted
higher Cognitive Obstruction/Inattention and Worry scores
and lower Performance Enhancement/Facilitation Anxiety
and Lie scores.
Laura C.
Selkirk, Heather
A. Bouchey, and
Jacquelynne S.
Eccles
2011 7 This research focuses on the interaction between students’
expectancies in language classes as a predictor of test
anxiety. A sample Communication undergraduates from
Chiangmai University is used in the current study. Overall,
those students who highly value success in English yet
expect to do poorly in it reported the highest levels of test
anxiety. On the other hand, analysis revealed that who
devalue English are more likely to maintain moderate
levels of test anxiety. Findings contribute novel
information to the literature on test anxiety in young
adolescents.
Question 1 (1 mark)
Identify two main variables that have been presented in the literature.
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Question 2 (17 marks)
Based on the readings above, write an introduction to this study with correct APA in-text citation
style (at least 2 different techniques of citations are needed). The introduction should include
background of the study, general issue, statement of the problem, the general purpose of
the study and two research questions or objectives. The word limit is about 300 – 350 words.
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5. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
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6. LE 4000 Mid Sem Sample Paper –test anxiety
ARR/RSA SAMPLE MID TERM SEM 2 2013/2014
Question 3 (2 Marks)
Write a possible title for the above study.
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