Beyond the Test: Unravelling Test Anxiety Among Saudi Undergraduates
DOI:
https://doi.org/10.17507/tpls.1510.08Keywords:
academic performance, perspectives, Saudi learners, test anxiety, test-taking abilitiesAbstract
This study explores the perspectives of Saudi learners regarding the factors that make them anxious, impact their performance on tests, and weaken their test-taking abilities. Quantitative research has been used for this study because it can be used to duplicate results and verify information. For data collection, a questionnaire consisting of fifteen closed questions was administered to the students. Data was collected in class (after the lecture) manually (on paper). Although more useful information could be elicited from open questions, the respondents were asked to answer the closed questions due to the shortage of time. The participants in this study were (N=45) Saudi female learners (enrolled in the Intensive English Program at a public university in Saudi Arabia) aged 18-19 whose L1 is Arabic. The analysis was conducted in two phases. The findings of this study show that test anxiety impacts the academic performance and learning of students. The study concludes with some recommendations that can help reduce test anxiety in students.
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