Test anxiety interventions implemented before summative science assessments

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Montana State University - Bozeman, College of Letters & Science


This investigation examined the effectiveness of tools to mitigate test anxiety on student performance and students' perceptions of anxiety. Additionally, this study explored whether or not students were impacted differently based on their age level. Participants included 3 classes of 9th-graders with 14, 15 and 16 students, and 1 class of 13 11th and 12th-graders. The investigation introduced students to three different anxiety-reducing techniques at the onset of three quizzes. At the semester final exam, students chose one strategy to implement. Quiz scores, final exam scores, surveys, and interviews were used as data collection instruments. The results suggested that students had an improved experience with the test anxiety intervention though there was not an impact on their performance. Students in 9th-grade and 11th or 12th-grade had similar levels of test anxiety. Students show a willingness to utilize test anxiety interventions in the future.




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