Open AccessStudents’ Cognitive Test Anxiety and Secondary School Examination Performance: Moderating Effect of Gender and School Sector
Author(s) -
Hakim Ali,
Aisha Ejaz,
Munwar Bagum
Publication year - 2021
Publication title -
review of education, administration and law
Language(s) - English
Resource type - Journals
eISSN - 2708-3667
pISSN - 2708-1788
DOI - 10.47067/real.v4i3.191
Subject(s) - test anxiety , psychology , context (archaeology) , anxiety , test (biology) , cognition , multilevel model , descriptive statistics , developmental psychology , clinical psychology , statistics , psychiatry , paleontology , mathematics , biology
Despite a bulk of research in international context investigating the relationship of cognitive test anxiety with students’ academic performance, little work has yet been done in this area on samples of students in Pakistan. This correlational design study was, therefore, conducted to examine the relationship between secondary school students’ cognitive test anxiety and their examination performance in educational context of Pakistan and to ascertain how the direction and/or strength of this relationship may be moderated by students’ gender and their school sector. Data were collected on students’ cognitive test anxiety, total obtained marks in SSC examination and obtained marks in English along with students’ gender and school sector from 1712 mixed ability students enrolled in year 11 in 91 public and private institutions. Both the descriptive and inferential statistical techniques (i.e., Mean, SD and Independent samples t-test) along with Pearson’s R correlations and hierarchical multiple regression were performed to analyze the data. Results depicted that female sample students reported higher level of cognitive test anxiety in comparison to their male counterparts. Results also suggested a small but significant negative effect of cognitive test anxiety on students’ examination performance and that student cognitive test anxiety component accounted for 10% of variance in their examination performance. Results further revealed that the magnitude of relationship between students’ cognitive test anxiety and examination total point scores do not change much for the moderating variables and these variables accounted only for 3% of variance. The magnitude of moderating effect, however, found to be somewhat stronger in the school sector in comparison to students’ gender.