Multiple-choice and Error Recognition Tests: Effects of Test Anxiety on Test Performance

Nur-ihsaan Nihae, Thanyapa Chiramanee

Abstract


The present study aimed to investigate the use of multiple-choice test and error identification tests in testing grammar to find out the effect of test anxiety produced by the two types of test formats on learners’ performance. A sample of 36 students was randomly selected from the total population of 469 students who were in Matthayom 5 at Narathiwat School, Narathiwat province, Thailand. The research instruments were grammar knowledge test, teaching plans with the use of multiple-choice and error recognition exercises, and test anxiety questionnaire. The results revealed that the two subjects’ group had quite the same level of test anxiety produced by multiple-choice and error recognition. However, after 15 weeks of treatment, the two subject groups’ test anxiety showed some differences which could be observed, though non-significantly. That is the test anxiety produced by the test format the subjects were trained reduced. Moreover, the results revealed a significant and negative relationship between test anxiety produced by error recognition and pre-treatment score. However, no significant relation between their scores on error recognition format and test anxiety was found after the treatment.


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DOI: http://dx.doi.org/10.5296/ijele.v2i2.5854

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