The Effects of Modes of Test Administration on Test Anxiety and Test Scores: A Study in an Indonesian School

Autor/inn/en	Sahlan; Alberth; Madil, Wahyudin; Hutnisyawati
Titel	The Effects of Modes of Test Administration on Test Anxiety and Test Scores: A Study in an Indonesian School
Quelle	In: Issues in Educational Research, 31 (2021) 3, S.952-971 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alberth) ORCID (Madil, Wahyudin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Computer Assisted Testing; Test Anxiety; Test Format; Scores; Correlation; Junior High School Students; Early Adolescents; Gender Differences; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Testentwicklung; Korrelation; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Geschlechterkonflikt; Ausland; Indonesien
Abstract	Online testing is now becoming more prevalent internationally, across different educational levels. However, little is known about the impact of this mode of testing on male and female students' anxiety levels and test performance. Conducted in an Indonesian sociocultural context which is under-represented in the international literature, this paper presents results from a study examining the effect of two different modes of testing (online and paper-and-pencil tests) on test takers' anxiety levels and test scores. A total of 243 (99 males, 144 females) junior high school students were recruited. These students were assigned to either paper-and-pencil or online testing. The PHCC test anxiety questionnaire was administered immediately after the test. A 2 x 2 factorial ANOVA revealed that neither gender, mode of test administration nor the interaction between gender and mode of testing impacted on students' anxiety levels. The main effect of gender and the interaction effect between gender and mode of testing on test scores were significant. Students who experienced high anxiety levels performed significantly poorer than those who had medium or low anxiety levels. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01