The effects of item-difficulty sequences and test-taking anxiety-reactions types on mathematics performance
Author:
Butler, Payton T., Curry School of Education, University of Virginia
Butler, Payton T., Curry School of Education, University of Virginia
Advisors:
Lowry, William, Curry School of Education, University of Virginia
Kellams, Samuel, Curry School of Education, University of Virginia
MacDougall, Mary Ann, Curry School of Education, University of Virginia
Moore, Jerry R., Curry School of Education, University of Virginia
Lowry, William, Curry School of Education, University of Virginia
Kellams, Samuel, Curry School of Education, University of Virginia
MacDougall, Mary Ann, Curry School of Education, University of Virginia
Moore, Jerry R., Curry School of Education, University of Virginia
Abstract:
The purpose of this study was to investigate the effects of item-difficulty sequences and test-taking anxiety-reaction types on mathematics performance. The effects of item-difficulty sequences on the stress level of students were also examined. These relationships were studied for two-year college students in developmental mathematics courses in terms of sex, chronological age, course of study, and the number of years since the subject completed high school or obtained the high school equivalency diploma.
Degree:
EDD (Doctor of Education)
EDD (Doctor of Education)
Keywords:
Test anxiety, Educational tests and measurements, Mathematics -- Study and teaching (Higher)
Test anxiety, Educational tests and measurements, Mathematics -- Study and teaching (Higher)
Language:
English
English
Rights:
All rights reserved (no additional license for public reuse)
All rights reserved (no additional license for public reuse)
Issued Date:
1979
1979
