REPORT PROPOSAL

TEST ANXIETY AMONG UITM STUDENTS

PREPARED BY:

N NAME MATRIC ID
O
1 Nur Ainie Izatie Binti Nonazahar 2020963403
2 Najiha Binti Azmi 2020963175
3 Sharifah Nur Atiqah Binti Syed Muzzafar 2020963365
Shah

PREPARED FOR: DR. MARY THOMAS A/P T.O THOMAS

SUBMISSION DATE:
TABLE OF CONTENTS
1.0 INTRODUCTION
1.1 BACKGROUND OF STUDY (Sharifah’s part)
Test anxiety is described as a collection of mental, psychological, and behavioural changes
that follow anxiety about potential negative outcomes or disappointment on tests or other
evaluative circumstances (Sarason,1980). Test anxiety is also known as state anxiety or
assessment anxiety, and it happens when a person is about to take a test (Birjandi, 2010).
Overanxiety in undergraduates for exams is caused upon their own feelings about
succeeding or failed the test (Singh; Goyal;Tiwari;Ghildiyal;Nattu;Das, 2012). According to
Farooqi, Ghanl, and Spieleberger, test anxiety is an intense feeling of discomfort and
depression within students worldwide, that can be a crippling issue in them in the longer
term since it can hinder their success, health, as well as other hardships. Difficulties or
stressful life experiences often have a strong dose-response association with adolescent
suicide tendencies (Serafini, 2010). Clark and Beck define test anxiety as three aspects:
cognitive, affective, and behavioural. Fear or depressive feelings, as well as losing value
personality, arise throughout test conditions, causing difficulty remembering information in
reading and comprehension questions. As a result, test anxiety corresponds to a person's
proclivity to respond to evaluative conditions with excessive concern, distracting impulses,
internal disorganisation, stress, and aggressive behaviours.
Through reviewing past research, it is discovered that much effort is needed for successful
test anxiety control mostly in university. For universities to provide therapies to the students'
issues, it is critical that they realise and recognise that factors other than exams are causing
a rise in test anxiety among their students.
1.2 PROBLEM STATEMENT (Sharifah’s part)
Test anxiety is a common issue among university students throughout examination week.
Such issue has a negative impact on their life as a student. Exam anxiety is common and
helps students plan the exams; however, it could also upset students and disrupt them
mentally, psychologically, and intellectually, which can contribute to bad exam performance.
Furthermore, students' assessment stress causes test anxiety; indeed, feeling too much
anxieties will results in mental and physical pain, which creates feelings of anger, fear,
helplessness, rapid heartbeat, light-headedness and feeling faint can all occur. They spent
more time researching late at night, ignoring their health, and only had a few hours of rest,
resulting in poor performance the next day. Thus, we want to identify the effects of the test
anxiety and type of activities that they would do when they reduce the test anxiety. This
study will be conducted among UiTM students. Question such as about level scale of test
anxiety, effect, and ways to overcome will be asked in the questionnaire for the respondents
and the result will be use as a reference to complete this study which is about awareness of
test anxiety among UiTM students. Those are the following research questions to conduct
the study on test anxiety amount students:
• What are measure the level of test anxiety scale among university students?
• What are the effects of test anxiety among university students?
• What is the treatment and medication for test anxiety among university students?
 
1.3 OBJECTIVES OF THE STUDY:
1) To measure the level of test anxiety among UiTM students.
2) To study the effects of test anxiety among UiTM students.
3) To identify the treatment and medication for test anxiety among UiTM students.
1.4 SIGNIFICANCE OF STUDY (Najiha’s part)
The findings of the study will be of great help to people concerned with test anxiety among
students.
1.4.1. To students
This will help students to know how to deal with and prepare when this situation occurs. To
reduce test anxiety, they will strive to study effectively and have good scores.
1.4.2. To teacher
Teachers can act accordingly once they become aware of student behaviour when test day
finally arrives. Teachers can give positive words and some stretches before the test begin to
keep students ’anxiety low.
1.4.3. To parents
Parents are also very important to know this knowledge, because when they see their
child’s behavior when the test is about to arrive, they can make sure their children get
enough to eat and sleep. Parents can also help them learn or give positive words to make
them feel motivated.
1.4.4. To researcher
This study will help researchers to find out how to reduce test anxiety, the effects of test
anxiety and also how to resolve test anxiety.
1.5 LIMITATIONS OF STUDY (Ainie’s part)
There are several potential limitations in this study. According to Farahdilla, Khairi, Bhagat &
Syakilah (2018) test anxiety has a positive or negative effect on students. Exam anxiety is
common and can help students prepare for exams. However, it can also distress students
and cause them to be physically, mentally, and cognitively disturbed, which can lead to poor
exam results. Due to this, the level of test anxiety might be different depend on the factor of
the student. Lastly but not least, the sample size is too small. Therefore, the results cannot
be generalized to all UiTM students.
1.6 REVIEW OF PAST RESEARCH (Ainie’s part)
Hoffses (2018) defines test anxiety is a type of performance anxiety. It refers to a feeling that
someone may have in a situation where their success is crucial or when they are under
pressure to perform well. For example, a person may experience performance anxiety
before auditioning for a school play, singing a solo on stage, taking the mound in a baseball
game, stepping onto the platform in a diving competition, or going into an important
interview. Besides, Cherry (2021) also stated that test anxiety is a psychological disorder in
which people experience intense pain and anxiety during testing conditions. While many
people feel stressed and anxious before and during tests, test anxiety can actually hinder
learning and cause poor test results.
Chaurasiya (2018) stated that anxiety about taking a test can cause a stomach-ache or a
headache. While waiting for the test to be administered, some people can feel nervous,
sweating, or have a racing heart. A student experiencing severe test anxiety can feel as if he
or she may pass out or vomit. Almost everybody is apprehensive before a test. Worrying
feelings and butterflies in the stomach “Will I be able to respond to the inquiries?” “Have I
completed all of my revisions?” These are symptoms of a weakened examination nerve. A
certain amount of nervous stress can aid in performing at one is best, as well as feeling alert
and concentrated, but too much anxiety can obstruct thoughts, build a pessimistic frame of
mind, cause panic, and result in poor exam results.
Yusefzadeh, Amirzadeh & Nabilou (2019) stated that one of the main reasons that causes
students to perform poorly is test anxiety. Students with test anxiety are more likely to be
distracted during tests and have difficulty studying for them. Longer study periods, higher
university dropout rates, exam failures, and physical and psychological impairments are just
a few of the effects of test anxiety. Test anxiety is influenced by a variety of factors.
Students' perceptions of their knowledge and their inability to improve their learning have
been identified as factors influencing their achievement and stress levels.
Nuriez, Suárez & Bonoa (2016) in her studies stated some test anxiety research has focused
on gender disparities, with findings indicating that female students have higher levels of test
anxiety than male students.
Ngozi (2018) stated that in the treatment of test anxiety, several different forms of clinical
interventions have been used. Person and group counselling, systemic desensitisation,
implosion therapy, rational-emotive therapy, and research skills training are some of these
options. Systematic desensitisation has been shown to be the most effective treatment for
reducing test anxiety among these options.
According to a previous study, it is critical to recognise that test anxiety is widespread among
students, but it differs in severity. It may be helpful for some students, but for others, it may
result in poor results and have a detrimental impact on their wellbeing. This is the main
reason why it is needed to conduct a research with university students. Another reason is
related to this phenomenon affects a large number of students and has a negative impact on
their success. Given that test anxiety is a complex and problematic subject, it is important to
identify the issues and make suggestions for reducing it that will be beneficial to both
students and teachers.
2.0 METHODOLOGY
2.1 RESPONDENT OF THE STUDY
The respondents for this study will include all of UiTM students from different courses. A
minimum 80 sets of questionnaires will be distrubuted to the all UiTM students. Thi

. The respondents must be a permanent resident of Kelantan and

aged 13 years old and above. A minimum of 100 sets of questionnaire will be distributed
to the general public. This study will not be targeting any particular group of society since
the study involves every member of the society. However, 30% out of the total sets of
questionnaire will be distributed to respondents with age above 50 years old. This is
done to ensure adequate data will be collected for all of the research objectives.
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