We are working with a small population; therefore, the sample size is larger. This study has 400 students from local schools; elementary, middle school, high school, and university. For an equal representation, 25 male and 25 female (50) students will be randomly selected from each clusters and their age; appropriate according to grade level.
Collecting the test results would occur during study periods, through study sets and surveys, five days prior to year-end examinations to measure test anxiety severity.Respondent Characteristics In the article Anxious for Success….(n.d.
), test anxiety was observed to correlate to anxiety linked to performance triggers and consisted of cognitive, behavioral, and physiological traits. Each grouping has its own unique stressors shown in Table 1. (Anxious for Success…, n.d.).
Test anxiety characteristics pass the regular levels of studying students when subjected to stressful circumstances. As a result, as anxiety rises and test performance declines. The New York State Board found students who show test anxiety often view testing situations as an aversive personal threat. When this occurs, they display high levels of anxiety under testing or evaluating conditions (Anxious for Success…, n.d.).
