Abstract
This study determined if test anxiety and moving examination
was associated with achievement, attitude, and skills in science
laboratory classes. Using correlational research design, this study
helped in assessing the process through which test anxiety and
moving examination (the predictor variables) affected students’
achievement, integrated process skills, and attitude towards
science (the criterion variables). A total of 109 students
participated in the study. Measures of Test Anxiety
Questionnaire (Suinn, 1969), Science Moving Examination,
Integrated Science Process Skills Test (Mungandi, 2005), and
Attitude towards Science Inventory (Gogolin & Swartz, 1992)
were used. Panel of experts’ content validated the questionnaires
used. Analysis of results indicated that increase of achievement
in science, acquisition of integrated science process skills and
development of positive attitude towards science were all
nonsignificantly associated to test anxiety. Students’
preparedness for the moving examination allowed them to
combat their test anxiety; and thus, their achievement in science
remained unaffected. Integrated science process skills, on the
other hand, were already acquired by students prior to taking the
moving examination, so test anxiety did not interfere in the
acquisition of said skills. Attitude towards science was also not
affected by test anxiety because the preference towards science
was unpredicted by a definitive stimulus.
Allen A. Espinosa, Anna D. C. Tameta, Desiree B. Castillo. (2015) Test Anxiety and Moving Examination in Science Laboratory Classes, Pakistan Journal of Psychological Research, Volume-30, Issue-2.
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