88-Article Text-193-1-10-20210723

UNIJERP
Unizik Journal of Educational Research and Policy Studies VOL.5;

https://unijerps.org
ACADEMICJOURNALS
2021 Impact Factor: 5.641; 2020 Impact Factor: 5.355 January-June, 2021 expand your knowledge
Indexing and Impact Factor URL: http://sjifactor.com/passport.php?id=21363 http://www.academicjournals.org
EFFECTS OF TEST TAKING STRATEGIES ON MATHEMATICS TEST

ANXIETY AND PERFORMANCE AMONG JUNIOR SECONDARY
SCHOOL STUDENTS IN BUKURU, NIGERIA
PRISCILLA UZOAMAKA OKOLO (Ph.D)

DEPARTMENT OF EDUCATIONAL FOUNDATIONS,
UNIVERSITY OF JOS
upokolo@yahoo.com
08037448058
SUSAN AYOADE KOLAWOLA (Ph.D)
DEPARTMENT OF EDUCATIONAL FOUNDATIONS,
UNIVERSITY OF JOS
ayoademi7@gmail.com
08037000289
Abstract
This study investigated the effects of test taking strategies on junior secondary school
students’ mathematic test anxiety and performance in Bukuru, Nigeria. The study was
motivated by the observed problem of high anxiety exhibited by students of
mathematics as soon as teachers announce that there will be a test as well as poor
performance in mathematics. Researches also show that high anxiety results to poor
performance. This was to validate the claim that training and counselling of students
on how to be test wise will reduce mathematics test anxiety in students in the junior
Secondary School. The study adopted a quasi – experimental design, specifically the
non – randomized, pre-test, post-test control group design. The population of the
study was 2,812 and the sample consisted of 60 JS one student’s in one government
secondary school in Bukuru. Two intact classes were used for the experimental and
control groups. The experimental group was given training and counseling using test
taking strategies while no treatment was given to the control group. Mathematics Test
Anxiety Scale (MTAS) and Mathematics Achievement Test were used to collect data.
Their reliability coefficients were 0.89 and 0.92 respectively. The techniques
employed in answering the research questions and hypotheses were percentages,
means, standard deviation and t – test for independent samples. The study revealed
that in the experimental group training and counseling on test taking strategies
UNIJERPS
Unizik Journal of Educational Research and Policy Studies VOL.5; https://unijerps.org
January-June, 2021
1
UNIJERP
ACADEMICJOURNALS
reduced student’s anxiety level, and improved their performance. The implication is
that teachers and counselors should be trained to also train their students on the use of
test-taking strategies to enable students not be anxious before and during tests for a
better performance and testing situations in mathematics and other subjects.
Keywords: Test Taking Strategies, Mathematics Test Anxietyand Performance.
Introduction schools in Bukuru, Plateau State,

Mathematics provides a Nigeria.
framework on how to find solutions to The government of Plateau State
our everyday life. A mathematics has embarked on series of training and
concept in everyday activities enhances workshops to improve the students’
cognitive, social emotional and physical performance in both internal and
development for overall growth of an external examinations, there is still
individual. Mathematics skills that persistent poor performance in
students learn while in school will be mathematics. For many students,
useful as they gain experience and mathematics is boring, abstract, lacking
knowledge over time. A good in creativity, complex and very difficult
mathematics education at early stage of to understand hence they make
a student’s life will facilitate problem statements and expressions like “letter
solving, understanding other aspects of are mine,” “I am not for number.”
knowledge using the knowledge to However, teaching and learning of
reform their lives and promote national mathematics requires counselling and
development. Mathematics is a powerful training of the students to bring about
tool for global understanding and the required results in order to achieve
communication. It helps teachers and the set goal and objectives.
parents to predict what courses their Student’s inability for obtain
students and wards will take to in future. high scores in mathematics
The knowledge of mathematics enables examinations affect their academic
the world to be interconnected. In view career progression in mathematics and
of this, mathematics is made science-related courses in senior
compulsory in primary and secondary secondary school. If students fail to
register science-related courses at
UNIJERPS
January-June, 2021
2
UNIJERP
ACADEMICJOURNALS
tertiary institutions, there resultant effect unpreparedness for tests and past
will be on the growth and development unpleasant experiences related to tests
of science, technology and commerce in and test results.
Bukuru of Plateau State and Nigeria at The result of high anxiety is its
large. negative effect on students’
Factors that lead to student’s performance. Mathematics specifically
poor performance have been identified is a subject that students exhibit high
by (Smith 2006, Bai Wang, Pan & Frey, level of anxiety as soon as a test is
2009; Okolo 2015) and they showed that mentioned. Students can run out of class
high anxious students perform poorly in and start going home if a mathematics
test. The measurement of mathematic test is mentioned. Students with anxiety
test anxiety is important for disorders usually have recurring
understanding the nature of this intrusive thoughts or concerns; they may
construct and the degree of its presence avoid certain situations out of worry and
in a student for intervention planning may also have physical, symptoms such
and strategies for its reduction. In order as sweating, trembling, dizziness or a
for students to perform better in rapid heartbeat. Anxiety involves inner
mathematics and have mathematics test conflict that may appear irrational.
anxiety reduced, they should be given Obviously, fear and anxiety are
training and counseling on test taking psychological constructs which differ
skill before during and after tests. Test remarkably. Fears are likely to disappear
taking skills enable students perform easily but anxiety may persist if the
better in their test and reduce test students do not gain insight into the
anxiety (Nourded 2015). inner danger and develop confidence in
Mathematics test anxiety their ability to handle it.
originates from fear and negative Mathematics test anxiety is
emotional reactions. Anxiety is mostly observed when students do not
associated with panic, nervousness, possess the knowledge of the content
restlessness, helplessness, trembling and they are to be tested in. Moreover,
confusion that arises in students when mathematics as a subject in the
mathematics or mathematics test are foundation of science and technology
mentioned. (Okolo, 2015) This could be necessary for the growth and
as a result of students’ lack of interest, development of any nation. However,
UNIJERPS
January-June, 2021
3
UNIJERP
ACADEMICJOURNALS
the relevance of mathematics provision of professional assistance and

notwithstanding, of there exist a defect guidance in resolving personal or
in test taking skills of a student this may psycho-social problems. In a similar
lead to poor performance in the subject. view, Okolo & Kolawole (2015),
Tests are a way of assisting each Kolawole & Mallum (2018) and
student appropriate how far he/she is Kolawole (2018) opine that counselling
faring in comparison to his/her is an interaction process, which
inclination and potential. It evaluates promotes meaningful understanding of
students’ skills and enables them to self and environment and result in the
overcome their nervousness. It also establishment and clarification of goals
helps in developing one’s personality and values for future behavior and to
and confidence. Tests have the major decrease maladjustment behavior,
role in proving necessary qualities in life students need training on test taking
such as hard work, patience, skills to perform better in a test.
creativeness and leadership. It helps to Test-taking skills are skills that
improve the memory power of students. allow students to choose questions in a
It allows the students to convey their test and answer correctly without high
understandings. It not only helps to anxiety. Students who are test wise
polish the writing skills, but also helps make correct guesses using clues that
the students to improve their analytical can be found in a test. Atonge (2010)
skills and expand their outlook in the attest to it that the quality of test taking
world. Anoka (2016) defined test in skills possessed by a testee at a
counseling as collecting information to particular time, allows him/her to obtain
analyze and evaluate a client to identify a higher score in a test.
problems, plan for treatment and aid in Takallon, Vahda, Aragh i&
diagnosing. Assessing a person requires Tabrizi (2015) carried out their research
training in areas of psychology, to investigate if training on test taking
statistics, and the specific test to ensure strategies could improve performance at
it is administered, scored and interpreted the end of the investigation it was
correctly. On this note, students need observed that those given training on
counseling and training to effectively test taking skills performed better than
undergo testing for a better academic those given placebo treatment. It is vital
performance. Counselling is seen as the that the students practice the test taking
UNIJERPS
January-June, 2021
4
UNIJERP
ACADEMICJOURNALS
strategies, until they comprehend the questions are therefore, formulated for
importance of the techniques. the study: To what extent can the use of
Many researchers focus mainly training on test taking strategies reduce
on the effects of test taking strategies on JS one students’ mathematics test
academic performance. Gobre and anxiety and improve their mathematics
Osakuade (2016) attest to it that quality performance.
possessed by a testee at a particular time
allows him/her to obtain a higher score Research Questions
in a test. This depends on how the The following research questions guided
student manipulates their time, speed the investigation.
and the ability to use the test taking 1. What are the levels of pre-test
skills to improve their writing and and post-test mathematics
answering skills. There was no strategy performance of JS one students
targeted on improving students’ in the control group?
preparedness on test and reducing test 2. What are the levels of pre-test
anxiety. There are other strategies and and post-test mathematics
use of formative assessment to reduce anxiety of students in the control
anxiety and improve performance by group?
Oduwole (2007), Svihla (2006), Okolo 3. What are the levels of
(2015), However, they did not use mathematics, performance of JS
training on test – taking strategies to one student in the experimental
investigate mathematics test anxiety group before and after the
reduction and improve mathematics treatment?
performance. 4. What are the levels of
This study is necessary for the mathematics test anxiety of JS
reduction of mathematics test anxiety one students in the experimental
and also improves student’s group before and after the
performance in mathematics. Hence, treatment?
there is the need to train students on test
taking strategies and investigate its Hypotheses
effect on mathematics test anxiety and To facilitate this investigation
performance of JS one Students in these hypotheses were formulated and
Bukuru, Nigeria. The following broad tested at 0.05 level of significance:
UNIJERPS
January-June, 2021
5
UNIJERP
ACADEMICJOURNALS
1. There is no significant difference of the classes that chose head became

in the mathematics test anxiety the experimental group while those that
post – test mean score of chose tail became the control group.
students in the experimental and
control groups. Instruments for Data Collection
2. There is no significant difference The instruments used for data
between the post–test collection were Mathematics Test
mathematics performances mean Anxiety Scale (MTAS) developed by
score of students in the (Okolo, 2019)and Mathematics
experimental and control groups. Achievement Test (MAT) developed by
the researchers. The scale anxiety is
Methodology made up of two parts, A and B. Part A is
This study adopted a quasi – students personal identification based on
experimental design, specifically the the data while part B was made up of 20
non-randomized pretest posttest control items which sought information on
group design. The choice of this design mathematics test anxiety levels of
is based on the fact that it is an students. The Likert scale was used and
experimental study using intact classes. scored 5, 4, 3, 2, 1, for positively
worded items while negatively worded
Population and Sample items were scored by reversing the
The population of the study scoring. The main objective of using the
consists of all the public Junior anxiety scale was to provide a
Secondary School Class one (JS1) diagnostic tool for measuring test
students in Bukuru, Jos South Local anxiety in the students and to provide
Government Area of Plateau State, opportunity for the level to be reduced
Nigeria. The population was 2812 when test anxiety disorder is diagnosed
students while the sample for the study to be high; the items of the scale are
was 60 JS one student in Bukuru. Two concerned with students’ feeling
intact classes were used for the towards mathematic tests.
experimental and control groups The MAT are two structured
respectively. The selection of classes alternate forms of 20 items essay test
assigned to experimental and control questions. These tests were constructed
group were done by a flip of coin, any by the researchers and were used for the
UNIJERPS
January-June, 2021
6
UNIJERP
ACADEMICJOURNALS
pretest and posttest. The MAT covers counseling students on test taking
algebra and geometry from JS One strategies. A five day training
mathematics test book. The table of programme was held with the research
specification was made to cover topics assistants. The researchers ensured that
that were taught in JS One at the time of the training was comparable; applying
the investigation. The table guided the the same training skills involving
distribution of the topics. counseling and training on test taking
This was followed by subjecting strategies.
the items to expert security and the
items were judged based on content and Pre-test
objectives, representativeness, language The MTAS was administered within 10
use, time given to answer the questions. minutes followed by the MAT form
The face and content validity were which lasted for one hour is the pretest.
established. The appropriateness and During the period of testing, the
comprehensiveness of the items were researchers and research assistant
checked by two experts. ensured that the students did not cheat.
The Kuder – Richardson method Those in the experimental and control
for reliability coefficient was used to groups were made to commence the test
estimate the internal consistency of all at the same time. The MTAS and MAT
the tests that were used for the study. were given to the students to ascertain
The reliability result of the MAT is 0.89 their prior knowledge before the training
which is excellent. The alternative forms was given to the experimental group.
of MAT were administered to students
that are equivalent to those that were Treatment
used for the study within two weeks The experimental group was given a six
interval and the results were correlated weeks training on test taken strategies as
to obtain the correlation coefficient for follows:
validation. Week 1: The researchers counseled
students on the effect of anxiety on their
Procedure for Data Collection performance and taught them how to
Two research assistants were trained by overcome anxiety when preparing for
the researchers to assist in administering tests. The researchers discussed and
the instruments and training and
UNIJERPS
January-June, 2021
7
UNIJERP
ACADEMICJOURNALS
introduced training on test taking MTAS and MAT Form IIwere

strategies. administered for ten minutes and one
Week 2: Students were trained based on hour respectively. The scripts were
what they need to know as they are collected and scored by the researchers.
preparing for a test. The results of both the treatment group
Week 3:They were trained on how they and control group suggested that the
are to take notes in class and review method of data analysis should be the
them through constant practice before a frequency count percentages, means,
test is announced. standard deviation and t-test of
Week 4: They were taught how to be independent sample.
attentive in class to be able to predict the
teachers test questions and review them. Results
Week 5: Tips on how to get ready for Efficacy of the use of test taking
the tests using various test taking strategies to reduce JS one student’s
strategies on types of items were given mathematics test anxiety and improve
to the students. their performance was investigated.
Week 6: Training on general rules Table 1 show that the performance of
before, during and after each test was the students in mathematics before the
administered. Discussions and questions experiment was generally poor.
were effectively handled.
At the end of the six weeks of
counselling and training the post test on
Table 1: Analysis of Pre-test and Post-test Mathematics Performance Level of JS

one Students in the Control Group.
MATHEMATICS PERFORMANCE LEVEL
TEST Low (49 & below) Average (50 – 69) High (70 & above) Total
N % N % N % N %
Pre-test 28 93 2 7 0 0 30 100
Post test 24 80 6 20 0 0 30 100

This revealed that the group did not improve significantly
performance of students in the control even after the experiment due to the fact
UNIJERPS
January-June, 2021
8
UNIJERP
ACADEMICJOURNALS
that the normal class was going on and within the control group indicates that
there was no counseling or training on most of the students ‘scores fell within
test taking strategies it showed that 93% the high anxiety levels. Specifically
of students failed the test and after the table 2 reveals that 83% of the student in
investigation, 80% also failed. This the control group had high anxiety
group had a normal school teaching and before the experiment and after the
learning which gave rise to poor experiment 77% of the students in the
performance. control had high anxiety.
Analysis of the results of pre-test
and post-test anxiety levels of students
Table 2: Analysis of Levels of Pre-test and Post-test Mathematics Test Anxiety

Levels of Students in the Control Group.
ANXIETY LEVEL
TEST Low (45& below) Average (46 – 60) High (61& above) Total
N % N % N % N %
Pre-test 0 0 5 17 25 83 30 100
Post 1 3 6 20 23 77 30 100
test
This indicated that most of the with potential threats, lack of security;
students’ anxiety level was still high all these seem to constrain effective
after the experiment. This agrees with functioning within the classroom. Lack
Okolo (2015), Okolo & Kolawole of knowledge of test taking strategies
(2018) that cognitive anxiety is an could contribute to high level of anxiety
obstacle to learning, since a high state of before and during the test.
anxiety seems to produce preoccupation
UNIJERPS
January-June, 2021
9
UNIJERP
ACADEMICJOURNALS
Table 3: Analysis of the Pre-test and Post-test Mathematics Performance Levels

of JS one Students in the Experimental Group
MATHEMATICS PERFORMANCE LEVEL
TEST Low (49 & below) Average (50 – 69) High (70 & above) Total
N % N % N % N %
Pre-test 28 93 2 7 0 0 30 100
Post test 1 3 6 20 23 77 30 100

Table 3 shows that 93% of see test wise students as capable of
students in the experimental group manipulating their time, speed, choice
obtained a low score of 49% and below of question and answer for a good
on the mathematics pretest while 7% performance. All the strategies
scores from 50% and above. After the employed before and during test
training and counseling on test taking improved students’ performance
strategies, the result of the post-test tremendously. This agrees with the view
indicates that students had remarkable of Takallon, Valida, Araghio and
improvement 77% of the students Tabrizi (2015) that training on test
scored 70% and above. This is in line taking strategies improved students’
with Gbore and Osakuade (2016), the performance on examinations.
Table 4: Analysis of Pre-test and Post-test Mathematics Test Anxiety Levels of

Students in the Experimental Group.
TEST ANXIETY LEVEL
Anxiety Low (45 & Average (46 – 60) High (61 & Total
Test below) above)
N % N % N % N %
Pre-test 1 3 4 14 0 83 30 100
Post test 2 6 24 80 4 14 30 100

The result of the research level of anxiety. After the experiment,
question shows that before the the students who scored high anxiety
experiment 83% of the students were reduced to 14% and most of their
recorded high anxiety level of 61% and anxiety was in a moderate level of
above while 14% obtained moderate between 46% - 60% and 80% of the
UNIJERPS
January-June, 2021
10
UNIJERP
ACADEMICJOURNALS
students obtained these scores. This Hocevar (2007), Nourdad (2015) that
indicates that counselling and training the positive effect of test – taking
on test taking strategies reduced strategies is to reduce students’ anxiety
students’ anxiety level. This is in line and improve test results.
with the findings of Kalechstein,
Table 5: Result of T-test Analysis of Post-test Anxiety Score of Students in the

Experimental and Control Groups.
Group Number Mean SD Df t-cal P-value

Experimental 30 54.5 7.64 58 -2.204 0.00
Control 30 69.8 10.44
The t-test analysis present in null hypothesis is rejected. It implied
table 5 shows that there was a that counseling with training of students
statistically significant difference on test taking strategies was more
between the mathematics test anxiety effective on the experimental group than
scores of the treatment group (M = 54.5, the control group. It shows that the
SD = 7.64) and the control group (M = training reduced students’ anxiety levels
69.8; SD = 10.44) that were not exposed to a moderate level while those in the
to treatment as t – value = - 2.204 and p control group had high anxiety.
– value is 0.00. This indicates that the
Table 6: The Result of T-test Analysis of Mathematics Performance Post-test

Mean Score of Students in the Experimental and Control Groups.
Group Number Mean SD Df t-cal P-value
Experimental 30 75.97 12.81 58 9.397 0.00
Control 30 37.36 18.45
The analysis of t-test for group (M = 75.97; SD = 12.81) and

independent samples in table 6 shows those student in the control group (M =
that there was a significant difference 37.36; SD = 18.45); with t – value is
between the mathematics performance 9.397 and p – value = 0.00. It indicates
mean scores of those in the experimental that the training was more effective on
UNIJERPS
January-June, 2021
11
UNIJERP
ACADEMICJOURNALS
the experimental group against those of and four shows that the experimental
the control group. This shows that the group improved and those of the control
counseling and training on test taking group was not remarkable. It also
strategies improved the performance of revealed that after training the students
students within the treatment group on test talking strategies their anxiety
while the mathematics performance of level, dropped from high to moderate
those in the control group did not level. This is in line with the results of
indicates any improvement. hypotheses one and two.
The findings from hypothesis
Discussion one revealed that there is a significant
The findings of the MAT and difference between the mathematics test
MTAS revealed that at the beginning of anxiety scores of the groups. The mean
the experiment both the experimental score of students in the treatment group
and control group results were on the mathematics test anxiety posttest
equivalent it shows that they took off at was significantly less than that of
the same level. The findings revealed students in the control group. This
that the mathematics performance of agrees with the investigation of Gbore
experimental group was low with 93% and Osakuade (2016), who attested to it
of the students failing at the pretest and that the acquired test taking strategies
in the control group, 93% scored below possessed by a testee at a particular time
49% which is failure too. Also anxiety allows him or her to obtain a higher
level of students in the control group score in a test. It shows that the scores
was with 83% obtaining high anxiety of the anxiety influenced the
score before the experiment and those in performance of students in mathematics
the treatment group 83% of the students at the post test.
obtained high anxiety levels too. This is Findings from hypothesis two
in agreement with revealed a significant difference
Leavilt(2010),Okolo(2015), Okoloand between posttest mathematics
Kolawole, (2018) who stated that performances mean scores of students in
cognitive high anxiety is an obstacle to the treatment group and control group.
learning since a high state of anxiety can Thus indicates that the training on the
disrupt the cognitive process of students. treatment group improved the
Findings from research questions three mathematics performance of students
UNIJERPS
January-June, 2021
12
UNIJERP
ACADEMICJOURNALS
greatly. It also revealed that the teachers 1. This will improve students test
used the training on test talking taking strategies as this will aid
strategies to reduce student’s anxiety brain storming, critical thinking
and improved their performance. It also skills, reduce anxiety and improve
prompted students and motivated them mathematics performance.
to prepare for test regularly and to stop 2. It is recommended that counselors
being afraid as soon as a test in schools should include this
administration is announced. On the within their counseling classes.
other hand students in the control group There should be more of this
obtained high anxiety levels and low training for teachers at all levels.
performance in mathematics. 3. Government should sponsor such
This should be adapted for use in training at state and local
our schools because this study government levels for teachers of
demonstrated the efficacy of training of mathematics and counselors.
students on test talking strategies .It 4. Parents should learn these strategies
should be used with good lesson plan and educate their children and
and presentation for improved wards.
mathematics performance as well as 5. Packages of this type could be used
other course of study at all levels. to reduce anxiety and improve
performance of students in other
Conclusion subjects
Based on the findings of the
study, the training of students on test References
talking strategies reduced their anxiety Anoka, R., Candace B., & Sasha V. (
level from high to moderate and 2016). How to Overcome Math
improved their mathematics anxiety.Retrieved from
performance in Bukuru, Nigeria. https://www.weber.edu/wsuimas
es/vetsuywardbound/StudySkills/
Recommendations overcomemathanxiety.pdf
Based on the results of this study Bai, H.W., Wang, P.L. & Frey, M.
the researchers therefore recommend (2009).Measuring Mathematics
this training for all teachers’ use in the anxiety: Psychometric analysis
primary and secondary level. of a bi-dimensional affective
UNIJERPS
January-June, 2021
13
UNIJERP
ACADEMICJOURNALS
scale.Journal of Instructional Leavilt, E.P. (2010). Better Learning:

Psychology. 36 (3), 185 – 192. The Benefits of more classroom
Gobre L.O. &Osakuade, J.O. testing. SUU Southern Utah
(2016).Effects of Testwiseness University. Retrieved 18 July
Training in Mathematics on 2018 from Wikipedia
Adolescent Secondary School https://www.wikipedia.com
Students’ Test Anxiety in Ondo Nourdad (2015).The effects of test
State Nigeria.Journal of Taking Strategy instruction on
Education and Practice, 7 (10) Iraruan High School Students
34-39. Performance on English Section
Kalechstein, H.& Kale C. (2007).Effect of the University Entrance
of test – unseness training on test Examination.InternationalJourn
Anxiety locus of control and al of Applied Linguistics and
reading achievement in English Literature. 4(6) 2200 –
Elementary School 3592
Children.International Journal Oduwole, H. K. (2007). An application
of Applied Linguistics and of absorbed Markov chain model
English Literature.4(6). in formative and summative
Kolawole, S.A. (2018). Psychological assessment of student learning
Interventions of Sustaining process.The Journal of the
Discipline in Nigerian Mathematical Association of
Secondary Schools. ASSERN Nigeria. 3(10, 51 – 65
Journal of Educational Research Okolo, P. U., &Kolawole, S. A. (2018).
and Development (AJERD) 5, Effects of Counselling Services
213-219. on Junior Secondary School
Kolawole, S.A., &Yakubu, A. M. Students' Mathematics Test
(2019).Counselling Interventions Anxiety and Performance:
to Mitigate the Prevalence of Implication of Sustainable
Child Abuse in Contemporary National Development. Journal
Nigerian Society.Journal of of Educational Studies. 18(1),
Counselling Psychology on the 194-208.
Plateau. 1(5) 33-40. Okolo, U. P. (2015).Effects of a
Formative Assessment Package
UNIJERPS
January-June, 2021
14
UNIJERP
ACADEMICJOURNALS
on Mathematics Test Anxiety science majors. Proceedings of

and performance among Senior the 7th International Conference
Secondary School Students in on Learning Sciences Publisher
Jos Nigeria. unpublished School portal.acm.org.
Students in Jos Nigeria. Takallon, F., Vahda, F., Araghi, S.M.
Unpublished School Students in &Tabrizi, N. (2015). The effect
Jos Nigeria.Unpublished School of test taking strategy instruction
Students in Jos, Nigeria. on Iranian High School
Smith, L. (2006). Mathematics Anxiety Student’s performance on
and Performance.Journal of English section of the University
Higher Education.Berline 2 (2) Entrace.International Journal of
12 – 16. Applied Linguistics and English
Svihla, V. (2006). Formative Literature.ISSN 2200 – 3592
Assessment, reducing Math (Print), ISSN 2200 – 3452) Vol.
phobia and related text anxiety 4 No. 6.
in a geology class for non-
UNIJERPS
January-June, 2021
15

88-Article Text-193-1-10-20210723

Uploaded by

Copyright:

Available Formats

You might also like

88-Article Text-193-1-10-20210723

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

88-Article Text-193-1-10-20210723

Uploaded by

Copyright:

Available Formats

UNIJERP

Unizik Journal of Educational Research and Policy Studies VOL.5;

EFFECTS OF TEST TAKING STRATEGIES ON MATHEMATICS TEST

PRISCILLA UZOAMAKA OKOLO (Ph.D)

Keywords: Test Taking Strategies, Mathematics Test Anxietyand Performance.

Introduction schools in Bukuru, Plateau State,

the relevance of mathematics provision of professional assistance and

1. There is no significant difference of the classes that chose head became

introduced training on test taking MTAS and MAT Form IIwere

Table 1: Analysis of Pre-test and Post-test Mathematics Performance Level of JS

Post test 24 80 6 20 0 0 30 100

Table 2: Analysis of Levels of Pre-test and Post-test Mathematics Test Anxiety

Table 3: Analysis of the Pre-test and Post-test Mathematics Performance Levels

Post test 1 3 6 20 23 77 30 100

Table 4: Analysis of Pre-test and Post-test Mathematics Test Anxiety Levels of

Post test 2 6 24 80 4 14 30 100

Table 5: Result of T-test Analysis of Post-test Anxiety Score of Students in the

Group Number Mean SD Df t-cal P-value

Table 6: The Result of T-test Analysis of Mathematics Performance Post-test

The analysis of t-test for group (M = 75.97; SD = 12.81) and

scale.Journal of Instructional Leavilt, E.P. (2010). Better Learning:

on Mathematics Test Anxiety science majors. Proceedings of

You might also like