Assignment 2
Research Methodology
Submitted by- Khushi Agarwalla, 246413124
Research Topic- Test anxiety and Academic performance in
University Students.
AIM- This study aims to explore the link between exam anxiety
and university students' academic performance, with a
particular focus on how anxiety impacts GPA, attention, and
memory recall. It also explores useful test anxiety management
practices.
OBJECTIVES-
To determine the prevalence and distribution of test
anxiety among university students. To achieve this goal,
the percentage of students who experience test anxiety
will be determined through the use of standardised
anxiety assessment instruments. Based on factors
including gender, academic year, and socioeconomic
background, the distribution of anxiety will be examined.
To investigate the connection between academic
achievement and test anxiety. This involves establishing a
relationship between academic achievement (as
determined by GPA, exam results, etc.) and test anxiety
levels (as determined by standardised questionnaires).
There will be particular emphasis on cognitive
disturbances, like poor memory recall and attention, which
are thought to modulate the association between anxiety
and performance.
To determine the elements that result in exam anxiety.
These variables might be institutional (support services
availability, family expectations, peer competition),
external (family expectations, peer competitiveness), or
personal (perfectionism, self-esteem). Surveys, interviews,
and focus groups will be used to collect data on how these
characteristics influence test anxiety.
To determine which test anxiety reduction strategies are
most successful. A range of therapies, such as cognitive-
behavioural therapy, relaxation methods, and study skills
training, will be assessed. Both short-term (immediate test
results) and long-term (semester-end GPA) improvements
in academic performance will be utilised to evaluate how
beneficial these treatments are.
HYPOTHESES-
H1: There is a substantial negative correlation between test
anxiety and academic success (GPA) among university
students.
Explanation: Students with greater levels of test anxiety are
likely to do poorly academically (lower GPA, test scores) due to
cognitive impairments such as poor focus and memory recall
during tests.
H2: During tests, test anxiety has a major impact on cognitive
abilities including focus and memory recall.
Explanation: Test anxiety reduces cognitive resources, which
results in decreased attention, trouble remembering details,
and poor decision-making, all of which affect test scores.
H3: Students' levels of test anxiety are highly influenced by
demographic characteristics (such as gender and year of
study).
Explanation: According to previous research, female students
and first-year students are more likely to report significant
levels of test anxiety. Gerwing et al. (2015) found, for instance,
that first-year students and females are more likely to
experience test anxiety.
H4: Behavioural and cognitive techniques used in multi-modal
interventions work better than single method approaches to
reduce test anxiety.
Explanation: According to Ergene (2003), interventions that
target both the psychological and practical components of test
anxiety are anticipated to result in more significant anxiety
reductions and better academic outcomes.
OPERATIONAL DEFINITIONS OF THE VARIABLES-
Test Anxiety: a condition marked by extreme concern and
nervousness before assessments, especially tests. The
Test Anxiety Inventory (TAI), which evaluates both
emotional and cognitive symptoms, will be used to
quantify it.
Academic Performance: A student's ability to succeed in
academic work as determined by their GPA, test results,
and additional performance metrics such as class
standings or standardised test results.
Concentration and Memory Recall: Key cognitive processes
for effective test-taking. Concentration refers to focusing
ability, and memory recall is retrieving information during
tests. These will be assessed using task-based
assessments and self-reports during exam situations.
Demographic Factors: Characteristics such as gender, year
of study, and socio-economic status that may affect test
anxiety. Data will be collected via surveys.
Interventions: Methods for reducing test anxiety that
include educational, physiological, and psychological
approaches (such as cognitive-behavioural therapy and
relaxation). Their efficacy will be assessed by comparing
pre- and post-intervention anxiety levels and academic
achievement.
References-
Ergene, T. (2003). Effective interventions on test anxiety
reduction: A meta-analysis. School Psychology International,
24(3), 313-328.
Gerwing, T. G., Rash, J. A., Gerwing, A. M. A., Bramble, B., &
Landine, J. (2015). Perceptions and incidence of test anxiety.
Canadian Journal for the Scholarship of Teaching and Learning,
6(3), 1-14.
