Taking exam scan always cause anxiety to the students, but many school stakeholders lie the teachers, parents and the curriculum developers must be interested in undertaking how the anxiety may influence the examinations ( Hoque, & Kamaluddin, 2014 ). As a result, it is always useful to study and analyze the anxiety levels that may grip students just before exams. Based on a qualitative research study data was collected from student to illustrate their anxiety levels just before the mid-terms exams ( Okpechi, 2018 ). Such a data can be vital in analyzing the level of anxiety and thus taking corrective measures to improve the student’s confidence towards their examinations.
Methodology
The research analysis in this case, is based on primary data collected from the students just before they sat their mid-term examinations. The data collected was not biased regarding gender, age, religion or any other aspects, and thus gives a better representation of the anxiety levels. Analysis of the data is undertaken descriptively using the measure of central tendency like the analysis of mean, variances, standard deviations and median for the scores of the student's anxiety levels. A total of 30 respondents were targeted in the study as a representational population of the students.
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Objective Of The Study
To determine the extent of anxiety level in the students, it is vital in the development of an understanding in the manner in which the anxiety levels may prevail in students before their examinations.
Hypotheses
H0: There exists below average anxiety in students before the midterm exam
Data Analysis
The data analysis begins from the look into the descriptive data calling on the measures of dispersion. Below is a summary table that helps in addressing the descriptive statistics from the study.
Table 1:
Descriptive Statistics
|
Statistics |
||
| Score | ||
| N | Valid |
30 |
| Missing |
0 |
|
| Mean |
71.2333 |
|
| Median |
70.0000 |
|
| Std. Deviation |
1.75827E1 |
|
| Variance |
309.151 |
|
| Percentiles | 16.6666666666667 |
53.0000 |
| 33.3333333333333 |
62.6667 |
|
| 50 |
70.0000 |
|
| 66.6666666666667 |
84.6667 |
|
| 83.3333333333333 |
88.8333 |
|
Out of the thirty respondents, there was no missing value or respondent who did not give their returns on their anxiety levels. The mean score on anxiety is 71.2333 percent, and the median score is 70.0000 while the standard deviation was scientifically demoted as 1.75827E1. This means that the variance from the scores was 309.151. Percentile scores divided into six categories means that the 16 th percentile had 53% of the respondents, the 33 rd percentile had 66.66% while the 50 th percentile had 70.00% which is also the median score. The 67% percentile was 84.6667, the 83 rd percentile was 88.8333, and the last percentile has a 100% cumulative score.
Frequency table can also be used to illustrate the frequency of the scores as a way to illustrate the score distributions for different respondents. Below table 2 is an illustration of score scope presented on a frequency table.
Table 2:
Frequency Table Scores
|
Score |
|||||
|
Frequency |
Percent |
Valid Percent |
Cumulative Percent |
||
| Valid | 40 |
2 |
6.7 |
6.7 |
6.7 |
| 43 |
1 |
3.3 |
3.3 |
10.0 |
|
| 48 |
1 |
3.3 |
3.3 |
13.3 |
|
| 53 |
2 |
6.7 |
6.7 |
20.0 |
|
| 54 |
1 |
3.3 |
3.3 |
23.3 |
|
| 56 |
1 |
3.3 |
3.3 |
26.7 |
|
| 58 |
1 |
3.3 |
3.3 |
30.0 |
|
| 61 |
1 |
3.3 |
3.3 |
33.3 |
|
| 66 |
2 |
6.7 |
6.7 |
40.0 |
|
| 69 |
1 |
3.3 |
3.3 |
43.3 |
|
| 70 |
3 |
10.0 |
10.0 |
53.3 |
|
| 77 |
1 |
3.3 |
3.3 |
56.7 |
|
| 78 |
1 |
3.3 |
3.3 |
60.0 |
|
| 79 |
1 |
3.3 |
3.3 |
63.3 |
|
| 84 |
1 |
3.3 |
3.3 |
66.7 |
|
| 85 |
1 |
3.3 |
3.3 |
70.0 |
|
| 86 |
3 |
10.0 |
10.0 |
80.0 |
|
| 88 |
1 |
3.3 |
3.3 |
83.3 |
|
| 89 |
1 |
3.3 |
3.3 |
86.7 |
|
| 91 |
1 |
3.3 |
3.3 |
90.0 |
|
| 94 |
1 |
3.3 |
3.3 |
93.3 |
|
| 98 |
1 |
3.3 |
3.3 |
96.7 |
|
| 99 |
1 |
3.3 |
3.3 |
100.0 |
|
| Total |
30 |
100.0 |
100.0 |
||
The frequency table above, it is observable that the 86 th score and the 70 th score had a joint mode, with each having frequency of three scores in the population sample of thirty students. In this study, such a score has a 10% weighted percentage value on the total scores of the thirty respondents. However, the majority of the scores were above the average ark of fifty, pointing to the possible case of the scored being sportively skewed on a normal graph illustration. It shows that there is a possibility that the majority of the students scored highly in anxiety levels conducted before they take their tests. To illustrate the distribution of the students according to a six scale class cluster, the following histogram is handy.
Chart 1:
Histogram
Most of the cores are concentrated beyond the 70 score mark. This means that most of the students registered a higher anxiety score conducted before they undertook their mid-term tests.
Conclusion
Anxiety is one of the elements that may cause student failure in exams. From the study analysis, it is understandable that anxiety levels are very high of the students are anticipating examinations. Therefore, the null hypothesis, “ There exists below average anxiety in students before the midterm exam ” is dropped for the alternate hypothesis, “ There exists above average anxiety in students before the midterm exam .” Therefore, the school's stakeholders must ensure that the students are well prepared for their exams to reduce the anxiety levels.
References
Hoque, K., & Kamaluddin, M. A. (2014). Human Resource Managers in Education. Their Roles in School Effectiveness.
Okpechi, P. A. (2018). Anxieties Disorder and Deviant Behaviors among Secondary School Studies in Obubra Local Government Area of Cross River State. International Journal of Educational Technology and Learning , 3 (1), 24-29.
