International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XII, December 2022|ISSN 2454-6186
Psychometric Characteristics of Test Anxiety Analysis Tools
Justice Dadzie1, Ruth Annan-Brew1, Vida Adjeley Akai-Tetteh2, Afua Twiba Ahenkora1
1Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana
2Department of Health Physical Education and Recreation (HPER), University of Cape Coast, Cape Coast, Ghana
Abstract: An individual’s test anxiety might be high, normal, or low, according to Casbarro (2005). The instrument’s scores range from 30 to 120, with a lower score suggesting minimal test anxiety and a higher score indicating high test anxiety. Individuals with scores ranging from 30 to 59 inclusive have mild test anxiety, those with scores ranging from 60 to 89 have normal test anxiety, and those with scores ranging from 90 to 120 have significant test anxiety.
The study was conducted in sekondi-takoradi using all the 10 senior high schools, a multi-stage sampling technique was used in deriving the sample size of 370 respondents. It is preferable to have little test anxiety. According to Akanbi (2013), a modest degree of worry might be beneficial since it functions as motivation and can boost success by pushing pupils to perform their best. In circumstances of severe test anxiety, the client should consult with a competent counsellor. This is because excessive anxiety might impair mental abilities required for exam achievement (Casbarro, 2005).
I. INTRODUCTION
It is an evident reality that students of all levels confront the task of coping with assessments all over the world (Ringeisen, Buchwald, & Hodapp, 2010). This is due to the fact that the test output is used to make critical decisions concerning the individual who takes it, which causes some anxiety among individuals who take the exam. Test anxiety is defined as a sensation of unease or apprehension before to, during, or after a test as a result of concern or fear (Shokrpour, Zareii, Zahedi, & Rafatbakhsh, 2011). It should be noted that exam anxiety affects persons of all ages who are evaluating, assessing, and grading their talents or achievements.
As a result, test anxiety is a significant issue at all academic levels of education, including elementary, secondary, and university (Akanbi, 2013). In the mid-1980s, around 10 million basic and secondary school children had test anxiety, according to Hill and Wigfield (as reported in Fulton, 2016). It was discovered that in a typical classroom of 25 students, between one and three kids, including children of ordinary intellect, students with learning impairments, and even talented students, were at risk of acquiring test anxiety.
People differ in their levels of test anxiety, as reported by Betrams, Englert, and Dickhauser (2013). A tiny bit of worry may be beneficial in that it serves as motivation and can boost success by pushing pupils to do their best (Akanbi, 2013). In contrast, excessive worry can disrupt mental abilities that kids use to succeed on exams; consequently, test anxiety might be low, normal, or severe (Casbarro, 2005). Many students with