Comparing the effectiveness of “T eaching Learning and Study Strategies” and “Self-instructional Method” on Test Anxiety among Female Students

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Abstract

The aim of present investigation was studying the effectiveness of “Teaching Learning and Study Strategies” and “Self-instructional Method” on reducing test anxiety among population of 5th grade female school students with test anxiety in Bandare Khamir (Hormozgan state, Iran). Three primary female schools in Bandare Khamir were selected by available sampling and 5th grade students of them were evaluated by Spielberger test anxiety inventory. The individuals with score more than cut of point, were considered as students with test anxiety. They randomly assigned to three groups of fifteen for a quasi experimental design with pretest and posttest. A group was educated by Meichenbaum’s Self-instructional method and a group by T eaching Learning and Study Strategies, both at 8 one-hour sessions. A group also was not educated by any education as control group. Spielberger test anxiety inventory was administered on the participants before and after course of interventions (after the mild term exam’s times). The difference between post and pretests was analyzed by multivariate analysis of variances and Scheffee post hoc test. The findings indicated that both methods had efficacy on the test anxiety and two dimensions of it: the emotional and cognitive dimensions. Also the findings indicated the superiority in efficacy of Meichenbaum’s self-instructional method. Consideration to more effectiveness of Meichenbaum’s Self-Instructional Method and consideration to simpler theoretical base and simpler techniques of administration of the method among other cognitive-behavioral interventions, it seem that wide educating of the method to teachers and school counselors made reduction of student’s test anxiety.

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References

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Journal of Educational Psychology Studies
Volume 15, Issue 31 - Serial Number 31
October 2018
Pages 171-198

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