TEST ANXIETY AND STUDENT PERFORMANCE AMONG HIGH

This research reviews literature relevant to the relationship between test anxiety and academic performance among high school students. The preliminary review of the literature revealed four areas that merited more intensive examination. These areas were gender differences associated with test anxiety among high school students, the causal relationship between test anxiety and academic performance among high school students, appropriate therapies for high school students experiencing test anxiety, and appropriate methodologies for the measurement of text anxiety among high school students. The findings of the review of literature relevant to these four areas of interest are presented in the remaining discussions of this paper.

Sharma and Sud (1990, pp. 183-201) reported the results of a cross-cultural study that found that female high school students experience higher levels of test anxiety than do males irrespective of cultural background. The study involved high school students from four Asian cultures (China, India, Jordan, and Korea) and five Euro-American cultures (Germany, Hungary, Italy, Turkey, and the United States). The researchers concluded that a major causal factor involved in the gender-related differences in test anxiety among high school students was a greater role expectation conflict among females than among males. Similar cross-cultural

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study, however, a strong causal relationship was not established. The general thrust of the studies reported in the literature is that high levels of test anxiety among high school students are manifested by reduced levels of academic performance. While some researchers contend that test anxiety is a manifestation of academic performance, most researchers contend that academic performance is affected by test anxiety. All researchers agree, however, that a strong relationship exists between test anxiety and academic performance, regardless of the causal direction of the relationship, or whether or not such a causal relationship exists. Appropriate Therapies Feigel (1991, pp. 441-445) reported on an experimental study in which a chemical substance was administered as a therapy for students experiencing high levels of test anxiety. Feigel's (1991, pp. 441-445) subjects were 32 high school seniors who had already taken the Scholastic Aptitude Test, and who had already been determined to experience stress-induced cognitive dysfunction when taking examinations. Feigel's (1991, pp. 441-445) experiment involved the administering of 40mg of propranolol (a beta-blocker) one-hour prior to sitting again for the Scholastic Aptitude Test
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Approximate Word count = 3124
Approximate Pages = 12 (250 words per page)

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