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Anxiety of primary school students in the biology class

Klavdija Stražar (2014) Anxiety of primary school students in the biology class. Diploma thesis.

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    The thesis deals with anxiety among primary school students in biology class. Examination and evaluation process as well as public exposure of students often provokes a slightly increased anxiety which negatively impacts the learning process. The present research studied the level of anxiety in students during the assessment of knowledge and other achievements in biology class in elementary school. The empirical analysis took place in April 2014 at an elementary school in Ljubljana and involved 55 eighth and ninth grade students. As the foundation for anxiety evaluation in biology knowledge examination, a test anxiety questionnaire (Pečjak, 1993) has been used and supplemented by questions about students’ gender, age and their grades in biology class, as well as proposed changes that would contribute to a more relaxed atmosphere during examination and evaluation. The thesis is comprised of both theoretical and empirical part. Based on the consulted bibliography, the theoretical part deals with anxiety definition, its causes and symptoms. Further, it presents anxiety in school environment and sources for students’ anxiety, explains the test anxiety phenomenon and proposes the tips to help manage it. The empirical part applies and analyzes the anxiety levels during knowledge and achievements assessment and evaluation in biology class in elementary school. The results of the research have shown that more than half of the involved students are experiencing a moderate level of test anxiety. Gender and age did not appear as a distinctive factor of any significant differences in anxiety experience. Among students with a higher level of experienced anxiety, its emotional component resulted to be the most common. Differences between expressed single components of test anxiety on one hand and students’ gender and age on the other have been shown as statistically significant. The level of anxiety in oral examination was higher than in written one. Is has also been shown at which stage of performance the students experienced the highest level of test anxiety, as well as the correlation between learning achievement and individual components of test anxiety. Qualitative analysis of students’ proposals for anxiety alleviation revealed that they would like to have more time during knowledge assessment process, get more help from the teacher on oral exams, have less subject matter, abolition of unannounced oral exams, and peace and quiet in the classroom during the evaluation, among others. As positive contributing factors to anxiety alleviation during knowledge assessment they also stated teacher objectivity in evaluation, less strict criteria for oral performance assessment, objective feedback on students’ knowledge, improved subject matter explanation, remedial classes, as well as teacher’s relaxed and positive attitude.

    Item Type: Thesis (Diploma thesis)
    Keywords: test anxiety, test anxiety components, assessment of biology knowledge, learning success, elementary school
    Number of Pages: 46
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Mojca JuriševičMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10188105)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2390
    Date Deposited: 23 Sep 2014 13:55
    Last Modified: 23 Sep 2014 13:55
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2390

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