Test Anxiety and Selected Personal Factors as Determinants of Academic Performance of Undergraduate Online Learners (original) (raw)

Development and Validation of a Test Anxiety Inventory for Online Learning Students

The Journal of Educators Online

Test anxiety is a serious problem for many college students. This study examines the development and validation of the Online Test Anxiety Inventory (OTAI) to evaluate test anxiety among online students. In this study, the OTAI is developed and administered to a sample of 157 postgraduate online students: 77 males and 80 females, aged 22 to 51 years. To design the initial version of the 38-item, Sarason’s Test Anxiety Scale, Abolghsemi’s Test Anxiety Inventory (TAI) and Spielberger’s Test Anxiety Scale were studied, and many interviews were conducted with online learning students who had a high level of test anxiety. Confirmatory Factor Analysis was employed to obtain the Goodness of Fit Indices of the model to the data. The final result is a multidimensional, 18-item OTAI comprised of three factors— online, psychological, and physiological—with a high internal consistency (α = 0.91) and acceptable criterion validity. Concurrent validity was measured by the association of the OTAI a...

Exploring the Factors Associated with Undergraduate Students’ Online Learning Anxiety: Development of the Online Learner Anxiety Scale

Online Learning

The purpose of this research was to explore the factors associated with online learning anxiety by carefully designing, developing, and providing preliminary validity and reliability evidence of a scale to measure undergraduate students’ online learning anxiety. We created a conceptual framework to organize the literature surrounding online learning anxiety and used this framework to develop an initial item pool of 30 items. The researchers recruited N = 297 undergraduate student participants from four public universities in the southeastern United States from whom we collected and analyzed data for descriptive statistics, internal consistency reliability, exploratory factor analysis, and correlational analysis. Following systematic analytic procedures, we arrived at a three-factor model explaining approximately 65% of the variability in these data and retained 24 items in the final model with minimal cross-loadings in the pattern matrix. We labeled the identified factors as (1) onl...

An Assessment on the Test Anxiety and Academic Performance of Information Technology Students

2021

In humans' daily life, people experience different levels of anxiety. Some experiences a low level of anxiety, others experience incredibly high. Anxiety significantly affects people in different forms. Higher education students experience anxiety attributed to different factors and one of which includes test anxiety. This study sought to describe the test anxiety among the Information Technology (IT) students and assess if test anxiety has a significant relationship to students' academic performance. The researchers applied a descriptive-correlational design to describe the IT students' test anxiety and test the relationship of the variables under investigation. The researchers adopted an instrument for this study. This study was conducted in a State University in Nueva Ecija, Philippines. A total of 394 students enrolled in an IT Major Course during the second semester of the academic year 2019-2020 voluntarily participated as respondents for this study. Results revealed that IT students have "somewhat typically" experienced test anxiety (WM = 2.734). Moreover, results showed that test anxiety among IT students has a significant positive relationship to their academic performance (p-value = 0.000, r = 0.347). Researchers suggest utilizing the positive effect of test anxiety in learning IT courses in order for students to improve their academic performance continuously.

Anxiety Performance in Online Learning

InSITE Conference

Aim/Purpose: To investigate the state of anxiety and associated expected performance in online courses at the undergraduate level. Background: Online courses continue to increase dramatically. Computer related anxieties remain an important issue, and, in this context, it has evolved to online learning anxieties with deeper psychological states involved. Consequently, performance is compromised. Methodology: A first semester online course in information technology was used for the study. A survey methodology approach was used for the anxiety scale measurements. A sample of 1377 participants was obtained. Contribution: Although there are many technology and internet related anxieties studies, they are relatively scarce. Characteristics of educational performance as they relate to anxiety have not matured and are still controversial. We contribute to this body of literature. Findings: 30% of students seem to experience some sort of anxiety with online courses. Female students are more ...

Readiness For Online Learning as A Predictor of Academic Stress and Anxiety

iRASD Journal of Management

The present study investigated the online learning readiness as a predictor for academic stress and anxiety among graduate and undergraduate students. The sample of current study was (n = 100). Data was collected from District Sahiwal. Readiness for Online Learning Scale (McVay, 2000, 2001), Perceived Academic Stress Scale (PAS; Bedewy & Gabriel, 2015) and Anxiety Sub Scale from DASS (Lovibond & Lovibond, 1995) were used to measure the readiness for online learning, academic stress and anxiety respectively. The SPSS version 23 was used to analyze the results. The results revealed that readiness for online learning negatively predict anxiety and positively predict academic stress. While there was non-significant relationship between academic stress and anxiety. This research highlights the significance of online learning readiness to ensure students’ psychological well-being.

Academic Anxiety of Vietnamese Secondary School Students as a Reason for Applying Online Learning

Journal of Intellectual Disability - Diagnosis and Treatment, 2020

Academic anxiety is one of the major problems in student psychology across the world. It applies equally to students of all ages, from elementary school to college and university students. Research shows that learning online is an effective way to defuse feelings of academic anxiety. Elimination of anxiety is clearly visible regardless of age, gender, or prior online learning experience. The study aims to identify academic anxiety as one of the most important reasons for moving to online learning or blended learning in secondary school. The study investigated academic anxiety among secondary school students in Vietnam. After surveying 677 students in classroom learning, the results showed that 13.7% of secondary students suffered from frequent anxiety, and 3.0% of them suffered from very frequent anxiety. Lower anxiety was observed among students actively participated in-class activities, and students with excellent academic performance. These factors can be optimally enhanced through blended and online learning. There were no differences in academic anxiety among male and female students, urban and rural students. There was a moderate correlation between a student's anxiety level and pressure of the school, parental expectations, students' motivation for high performance, and especially, among students who have the melancholic temperament. And the influence of these negative factors can also be optimally reduced with the help of online learning. Regression model could provide useful suggestions for parents, teachers and students in reducing academic anxiety for students, including the use of full or blended online learning.

Academic, Personal, and Administrative Support in an Online Learning of State Universities and Colleges in Camarines Sur, Philippines

Journal of Advanced Research in Social Sciences

The COVID-19 pandemic has prompted educational institutions, to shift from traditional to online learning platforms which bring new challenges to learners. This study employed descriptive analysis to examine the learning barriers of “first-time online learners” and the extent of academic, administrative and personal learner support of selected state universities and colleges (SUCs) in Camarines Sur, Philippines. There were 285 students and four key informants who participated in the study. Emotional and mental distress, the intermittent internet connection and financial difficulties are the main learning barriers. Students’ emotional and mental distress could be attributed to numerous obstacles that they experience, such as lack of social interaction, inconsiderate and hard-to-reach teachers, family concerns and poor time management. Based on the respondents’ assessment, the support services provided by SUCs are implemented very extensively. However, not all SUCs assess the learner’...

Effects of Online Learning on the Academic Performance of First Year College Students of Notre Dame of Midsayap College in Midsayap, North Cotabato, Philippines

International Journal of Research and Innovation in Social Science

This study generally aimed to determine the Effects of Online Learning on the Academic Performance of First Year Education Students of Notre Dame of Midsayap College. This study made use of the causal-comparative and correlation design. It described the profile of the respondents in items of sex, course and major taken. It is also correlational for it determined the difference of academic performance when grouped according to sex. It also determined the significant relationship between the academic performance and the qualities of instructions, characteristics of learning materials, and features of Schoology given to the respondents during the first semester of academic year 2020-2021. There was no significant difference on the academic performance of the respondents when group according to sex. Moreover, there was no significant relationship between the academic performance and the qualities of instruction, characteristics of learning materials, and features of Schoology