Online Archive of University of Virginia Scholarship
The effects of item-difficulty sequences and test-taking anxiety-reactions types on mathematics performance91 views
Author
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
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)
Keywords
Test anxiety; Educational tests and measurements; Mathematics -- Study and teaching (Higher)
Language
English
Rights
All rights reserved (no additional license for public reuse)
Butler, Payton T.. The effects of item-difficulty sequences and test-taking anxiety-reactions types on mathematics performance. University of Virginia, Curry School of Education, EDD (Doctor of Education), 1979-01-01, https://doi.org/10.18130/4f0r-4y49.
