Article Title: Test Anxiety and Moving Examination in Science Laboratory Classes
Author(s): Allen A. Espinosa, Anna D. C. Tameta, and Desiree B. Castillo
Institute(s): Faculty of Science, Technology, and Mathematics, College of Teacher Development, Philippine Normal University, Manila, Philippines; Faculty of Behavioral and Social Sciences, College of Teacher Development, Philippine Normal University, Manila, Philippines.
Journal: Pakistan Journal of Psychological Research, 2015, Vol. 30, No. 2, 343-355
Correspondence Address: Desiree B. Castillo, Faculty of Behavioral and Social Sciences, College of Teacher Development, Philippine Normal University, Philippines. E-mail: email@example.com
This study determined if test anxiety and moving examination was associated with achievement, attitude, and skills in science laboratory classes. Using correlational research design, this study helped in assessing the process through which test anxiety and moving examination (the predictor variables) affected students’ achievement, integrated process skills, and attitude towards science (the criterion variables). A total of 109 students participated in the study. Measures of Test Anxiety Questionnaire (Suinn, 1969), Science Moving Examination, Integrated Science Process Skills Test (Mungandi, 2005), and Attitude towards Science Inventory (Gogolin & Swartz, 1992) were used. Panel of experts’ content validated the questionnaires used. Analysis of results indicated that increase of achievement in science, acquisition of integrated science process skills and development of positive attitude towards science were all non significantly associated to test anxiety. Students’ preparedness for the moving examination allowed them to combat their test anxiety; and thus, their achievement in science remained unaffected. Integrated science process skills, on the other hand, were already acquired by students prior to taking the moving examination, so test anxiety did not interfere in the acquisition of said skills. Attitude towards science was also not affected by test anxiety because the preference towards science was unpredicted by a definitive stimulus.
Keywords. Test anxiety, moving examination, achievement in science, integrated science process skills, attitude towards science