ࡱ> [ DJbjbj ,xΐΐA CCK!K!K!_!_!_!8!$!t_!R/"/""Q"Q"Q"$% %#%%%%%%$IK!%$$"%%ICCQ"Q"t^---%C<Q" 8Q"#-%#--&k |3!ǫQ"2Y_!%(lcdt0Ǥ)ǫK!ǫH%%-%%%%%II]+%%%%%%%%%%%%%%%% : Demographic Predictors of Test Anxiety among Undergraduates Samuel E. Oladipo Department of Counseling Psychology, College of Applied Education and Vocational Technology, Tai Solarin University of Education Ijebu-Ode, Ogun State, Nigeria oladipose@tasu.edu.ng kingola2001@yahoo.com (Corresponding Author) Adepeju Ogungbamila Department of Pure & Applied Psychology, Faculty of Social and Management Sciences, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria oadepeju@yahoo.com Accepted: December 24, 2012 Published: January 03, 2013 Doi:10.5296/ijld.v3i1.3133 URL: http://dx.doi.org/10.5296/ijld.v3i1.3133 Abstract Although test anxiety seems normal among students, excessive manifestation of it has been seen to affect academic performance negatively. The focus of this present study was to examine demographic factors that predict test anxiety among undergraduates Nigeria. A total of 281 participants were randomly selected for the study and the 20-item Suinn test anxiety behavior scale was administered on them. For analysis of data, correlation coefficient and t-test were used. The findings revealed that age and gender do not have significant correlation with anxiety; neither was there any significant difference among undergraduates anxiety scores based on their gender and age. It is therefore concluded that other variables apart from demographics may account for test anxiety among undergraduates in Nigeria. More research would need to be done in this area in order to ascertain the factors that may predict test anxiety among undergraduates in Nigeria. Keywords: Test anxiety, Gender, age, undergraduate, University students. INTRODUCTION All over the world, psychologists have retorted that the construct of anxiety plays a major role in ones life. One of these anxieties is test anxiety or apprehension over academic evaluation. Mohsen & Mansoor (2009). In its simplest form, a test is any measurement that yields quantitative data and anxiety can be defined generally as a feeling of mingled dread and apprehension about the future without a specific cause for such fear. Test anxiety is therefore a more specific phenomenon in which a graded test is the source of the fear/apprehension. The specific nature of this fear (i.e. test anxiety) is that the student feels he will score low on the test at hand. Athough scholars have asserted that it is natural to feel some anxiety while preparing for a test or examination, however, too much of it can hamper students academic performance at school (Rafiq, Ghazal & Farooqi, 2007; Matthew, Tracy & Scott, 2000). The need to pay attention to this observation has been corroborated with the fact that as the information age continues to evolve; test scores are fast becoming more important than ever in evaluating applicants for demanding jobs and candidates for admission into highly competitive educational programs. Because test anxiety generally causes decrements in performance and undermines academic achievement, the recorded failure among students may have actually been as a result of test anxiety as against academic or intellectual weakness. The topic of test anxiety has prospered, in part, due to the increasing personal importance of test situations for people in modern society, making tests and their long-term consequences significant educational, social, and clinical problems for many. Since test results in most academic and occupational settings have important practical implications for a persons goals and future career, test anxiety is frequently reported to be a meaningful factor impacting upon test scores. Literally hundreds of researchers have investigated the nature, antecedents, correlates, and consequences of test anxiety, and the literature is prodigious. Test anxiety is a multifaceted response to examination situations, comprising a complex interplay of cognitive, behavioral, emotional, and physiological elements. It is widely accepted that test anxiety consists of at least two distinct components - worry and emotionality, with interference and lack of confidence as additional defining aspect of the experience (Stber, 2004). Undergraduate university students have been the focus of this study because test anxiety seems more pertinent to them. This is because they typically undergo multiple sittings of time pressured; intensive examinations yearly and they tend to consistently cite exam and grade-related worries as their greatest sources of anxiety (Furr, Westefield, McConnell, & Jenkins, 2001). In the light of the above, this present study investigated how demographic factors (age, and gender) correlates with test anxiety behavior among undergraduates. Literature review . Several factors (psychological, social and biological) have been implicated as accountable for the manifestation of anxiety in individuals at different times and in different situations. However, for the purpose of the present study and based on the trend in literature, demographic variables of gender, age and religious affiliation have been the variables of interest. Gender as a demographic factor has been implicated as having significant influence on students test anxiety level. E.g. Sharma and Sud (1990), drawing samples from four Asian cultures found that female students experience higher levels of test anxiety than do males irrespective of cultural background. The conclusion drawn from these findings was that a major causal factor involved in the gender-related differences in test anxiety among students was a greater role expectation conflict among females than among males. In addition, Cassady & Johnson (2002) found that females were more prone to experience high level of test anxiety than their male counterparts and are more likely learn to surrender passively to test anxiety than the males. El-Zahhar and Hocevar (1991) also examined test anxiety among students in Brazil, Egypt, and the United States. The study found that test anxiety in all three cultures was higher among female students than among male students. Despite these studies, there seems to be a dearth of local research in respect of gender and anxiety particularly among undergraduates in Nigeria. Most studies conducted to examine age and test anxiety submitted that early adolescents are mostly prone to test anxiety. Healy, (2009) stated that individuals within the age range of 11 and 18 were likely to report a high level of test anxiety than the late adolescent. According to this author, the individuals at this stage were inexperienced and highly exposed to peer influence, family and life pressures.If the findings of Healy,(2009), is used to explain the current study, it simply implies that first year undergraduates who may likely fall within the ages of 16 to 19 may likely be more prone to test anxiety behaviour than those in higher levels. According to Moore (2008), most reported cases of test anxiety came from adolescents who have suffered the disorder for a long period of time. However, Mitra, Fergusson, and Sapolsky (2009), found and submitted that test anxiety can be treated at an early age. This present study therefore set out with the aim of examining the demographic factors that correlate with test anxiety as well as those demographic variables that predict test anxiety among undergraduates in Nigeria. This is not only with the view to contributing to knowledge in this area of research, but also to provide indigenous research report in this area of study. To achieve the above aim therefore, the following hypotheses were tested. 1.) Demographic variables (i.e. age and gender ) will be significantly positively correlated with test anxiety. 2.) Female undergraduates will be significantly higher than their male counterpart on test anxiety. 3.) Age will not be a significant predictor of test anxiety among undergraduates. Method Design The study adopted a cross-sectional research design and the ex-post facto method of data collection was employed. The researcher measured the variable of interest as they had occurred and there was no conscious attempt to manipulate any of the variables that were measured in the study. Population The population of study was university undergraduates drawn from two universities in Southwestern Nigeria. A sample of 281 undergraduates was drawn from this population and they formed the participants in this study. Sample and Sampling Method The simple random sampling (ballot system) was used for sample selection. Only participants who chose yes in the ballot were included in the study. Thus the 281 respondents were sampled for the study. There were 182 (64.8%) males and 99 (35.2%) females. Their ages ranged between 16 30years, with a mean age of 21.88 and a standard deviation of 2.637. Instrument The instrument of data collection was the 20-item Suinn Test Anxiety Behavior Scale. It is in the likert format, with responses ranging from Not at all (1) very much (5). A mean score and scores below the mean are interpreted as low test anxiety, while scores above the mean are interpreted as high anxiety. The scale was divided into two sections for the purpose of this study and the first section dealt with the demographic variables, while the second section was the anxiety measure. An Alpha reliability of .85 was established for this study. Procedure of Data Collection The researchers personally collected the data. Prior arrangements were made with the departments concerned as well as course lecturers and intact classes were used for this purpose. Verbal consent was sought from participants and they were assured of confidentiality and anonymity. Only participants that consented to participate were included in the study. The measure was administered and collected back the same day, since the approximate time of response to the questionnaire is 5minutes. Data analysis Data were analyzed using SPSS-19 Software Package. Hypothesis 1 was analyzed with the Pearson moment correlation and a t-test for independent samples was conducted to test hypotheses 2 & 3. The result is presented in the result section. Results Table 1. Relationship betwen age, gender and test anxiety AgeGenderTest anxiety -.22.89 The correlation analysis as shown in table 1 indicated that there is no significant correlation among the variables of interest in the study. It thus implies that (using Nigerian sample), an individuals age or gender does not have any significant relationship (positive or negative) with his or her level of test anxiety. Although the hypothesis was that demographic variables will be significantly positively correlated with test anxiety, the result has shown that the hypothesis is rejected. Table 2. Summary of t-test comparing means based on age and gender of respondents Test AnxietyVariablesNMeanSDdftremarks GenderMale18262.6413.680279.180n.sig p > .05Female9963.0915.491 AgeYoung13762.4714.977279.334n.sig p > .05Old14463.1113.707 The result as presented in table 2 shows that there is age and gender are not significant predictors of test anxiety among undergraduates. There was no significant mean difference between male and female scores on test anxiety; neither is there any significant mean difference between the score of young students and old students. The p value for the two variables was not also significant at the .05 level of significance. Based in this result, hypothesis 2 was rejected, while hypothesis 3 was accepted. In other words, whether a student is a male of female does not impact on his or her anxiety level. In the same vein, whether a student is young or old does not impact on his or her anxiety level. Discussion Findings from the present study indicated that there was no significant relationship among the demographic variables and test anxiety. The possible explanation for this is the fact that whether an individual is young or old; male or female does not have any significance on the manifestation of anxiety among the population of study. It thus means that male and female alike, as well as young and old people have similar dispositions regarding test anxiety. Just as the young would not want to fail test, likewise the old (probably because of their age) will not also want to fail. The increase in the campaign for equal opportunity for the girl-child may have increased the competition between girls and boys in school, hence the observed result of no significant difference between both sexes. Each of them might have been eager to score high in test in order to meet up with both societal demands as well as family demands. Despite research reports from different countries and cultures that female differ significantly from male on test anxiety (Sharma and Sud, 1990; Sud, 1991; Cassady & Johnson, 2002;. El-Zahhar and Hocevar, 1991), this present study found a contrary result. There was no significant difference between male and female undergraduates regarding their test anxiety. Cultural difference may have accounted for the difference in findings in this regard. Again, participants for this study were undergraduates, the possibilities are that their level of education has impacted on their test anxiety; they might have developed sufficient coping mechanisms to be able to handle their anxiety. It is noteworthy however that the sample size may have also affected the result. Probably the result would have been different if the sample had been larger or if they have been drawn from a wider geographical coverage. Though not so many literature was available regarding age and test anxiety, the few seen supported that younger people are more prone and more likely to manifest more anxiety than older people (Healy, 2009; Moore, 2008;, Mitra, Fergusson, and Sapolsky, 2009). Age was not found to be a significant predictor of test anxiety among the samples for the present study. Frantically, one would have expected that undergraduates who are in their early adolescents would most likely manifest more anxiety than their older counterparts, but this was not the case. There must have been some psychological factors responsible for this and this could be the focus of another study. However, the finding for this study is that age is not a significant predictor of test anxiety among undergraduates in Nigeria. The conclusion therefore is that demographic variables did not predict test anxiety among undergraduates in Nigeria. May we quickly point out though that there are some limitations to this present study sampled only 281 participants; peradventure, having a larger sample may change the findings. Samples were not also taken across the entire nation, thus the generalisability of findings may be restricted to only a geographical zone of the country. Further studies can therefore give consideration to these factors as well as exploring psychological and social variables as factors of test anxiety among undergraduates in Nigeria. REFERENCES Cassady, J.C., & Johnson, R.E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27 (2), 270-295. Furr, S. R., Westefield, J. S., McConnell, G. N., & Jenkins, J. M. (2001). Suicide and depression among college students: a decade later. Professional Psychology: Research and Practice, 32, 97-100. Healy. (2009). Psychiatric Drugs Explained, Section 5:Management of anxiety, Elsevier Health Sciences, 136-137 Mathew, E., Tracy, B. D., & Scott, W. D. (2000). The efficacy of eye moment desensitization and reprocessing therapy technique in the treatment of test anxiety of college students. Journal of College Counseling, 3(1), 36-49. Mitra, R., Fergusson, D., & Sapolsky, R, M. (2009). SK2 potassium channel overexpression in basolateral amygdala reduces anxiety, stress-induced corticosterone secretion and dendritic arborization. Mol. Psychiatry, 14(9), 847-855. Mohsen, R.& Mansor, T. (2009) Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students. English Language Teaching. 2(4), 68-74. Moore, S.L. (2008). Annihilation Anxiety and Parental Representation in Adolescents, Unpublished thesis, Department of Psychology, Pace University, New York. Rafiq, R., Ghazal, S., & Farooqi, Y. N. (2007). Test anxiety in students: semesters vs. annual system. Journal of Behavioral Science, 17(1-2), 79-95. Sharma, S., & Sud, A. (1990). Examination Stress and Test Anxiety: A Cross-Cultural Perspective. Psychology & De-veloping Societies, 2(2), 183-201. Stober, J. (2004). Dimensions of test anxiety relations to ways of coping with pre-exam anxiety and uncertainty. Anxiety, Stress, and Coping, 17, 213-226.     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