The purpose of this study was to determine the
effects of frequent versus conventional testing on
Chemistry achievement test anxiety, and attitudes toward
science of students enrolled in general chemistry classes
at the University Technology of Malaysia. The subjects
consisted of 278 students taking first year Chemistry at
the University Technology of Malaysia. The students were
given a pretest and posttest in achievement, test anxiety,
and attitudes toward science. The instruments included an
achievement test in chemistry made up of selected items
from previous American Chemical Society Cooperative
Examinations and translated versions of the State Trait
Anxiety Inventory and Science Attitude Questionnaire.
Pretest scores were used to assign students randomly into
experimental and control groups. The experimental group
was subjected to frequent testing, while the control group
was subjected to conventional testing. The data were
analyzed using one-way and three-way analysis of
covariance. The analysis revealed significant difference
between the experimental and control groups in student (a)
achievement in chemistry with the experimental group
achieving at higher levels and (b) test anxiety with the
experimental group having lower test anxiety than the
control group. No significant difference was found in
students attitudes toward science between the experimental
and control groups.
It was concluded that first year Chemistry students
at the University Technology of Malaysia achieve
significantly higher in chemistry when they are subjected
to frequent rather than conventional testing. It was
further concluded that frequent testing was significantly
more effective than conventional testing in lowering
student test anxiety. / Graduation date: 1989
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/28982 |
| Date | 02 August 1988 |
| Creators | Yamin, Sulaiman Bin |
| Contributors | Evans, Thomas P. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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